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Communities in action: lifelong learning for sustainable Год публикации: 2015 Автор: Fumiko Noguchi | Jose Roberto Guevara | Rika Yorozu Организация-автор: UNESCO Institute for Lifelong Learning (UIL) This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which was in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms. 
Advancing Intergenerational Learning: Identifying Challenges and Opportunities for Older Adults; Integrated Case Study Report Год публикации: 2025 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) | Shanghai Open University (SOU) This research report presents case studies from the UNESCO regions Europe and North America, Africa, and Asia and the Pacific, showcasing various strategies for designing intergenerational learning initiatives. It highlights the diverse policy frameworks and implementation contexts within which these global programmes operate.Using an exploratory multiple case study approach, the report examines the dynamics and potential of intergenerational learning as a catalyst for cultivating a culture of lifelong learning. It assesses the value of such learning in promoting age-friendly environments and addressing ageism. Additionally, the report offers insights into generational learning motivations and identifies barriers to effective intergenerational programming.Finally, the report provides a set of evidence-based guidelines to inform and enhance future efforts in intergenerational learning. The findings and recommendations serve as a valuable resource for educators, policy-makers, and community leaders.These case studies were developed as part of the broader UNESCO Institute for Lifelong Learning research project, Higher Education Institutions – Responses to the Learning Needs of Ageing Societies. 
Transforming our world: literacy for sustainable development Год публикации: 2015 Автор: Ulrike Hanemann | Cassandra Scarpino Организация-автор: UNESCO Institute for Lifelong Learning (UIL) This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ Transformer notre monde: l'alphabétisation au service du développement durable Год публикации: 2015 Автор: Ulrike Hanemann | Cassandra Scarpino Организация-автор: UNESCO Institute for Lifelong Learning (UIL) This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ 
Literacy and the Promotion of Citizenship: discourses and effective practices Год публикации: 2008 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) The UNESCO Institute for Lifelong Learning and its partners, the Agence Nationale de Lutte Contre L’Illettrisme (ANLCI) and the UNESCO French National Commission, organized a Regional Meeting on “Literacy and the Promotion of Citizenship: The Challenge of Learning” from 2-5 April 2005 in Lyon, France. Participants from 38 countries of what UNESCO considers to be the European Region (i.e. Europe, Canada, Israel and the United States of America) reviewed pertinent policies and shared good practices.By focusing on the theme of citizenship, the meeting sought to establish a link between literacy and the empowerment of citizens. This publication brings together the main presentations from that meeting, and as such documents the diversity of literacy-related thinking and practice in the region. 
A study of the middle school social studies and moral education curriculum to foster global citizenship Год публикации: 2009 Автор: Geunho Lee | Deokgeun Kim | Byungsu Min | Hyunjeong Oh | Hyojeong Kim | Junsik Park | Jeongmin Eom Организация-автор: Korea Institute for Curriculum and Evaluation (KICE) This study was conducted to analyze the determinants (i.e. multicultural acceptability, national identity, and moral values) influencing global citizenship in order to examine the construct of global citizenship as well as to find the moral education about global citizenship for teacher education. Hierarchical regression was used to analyze the survey of 116 college students in university of education. The results are following. Firstly, The hierarchical regression analysis of ModelⅢ with influencing three factors to global citizenship explained 25% of the variance in student’s global citizenship, and it was found common good among moral values and experience of living a life in the foreign countries as important factors in the model. Second, They regressed into the variance of moral values even though a few ones of multi-cultural acceptability and national identity were influential factors before modelⅢ. Contrary to theoretical expectations, they are turned into be a half of influential factors to global citizenship. Based on the results, we suggested that to solve the global problems need to be strengthen in the developing the education curriculum for global citizenship. Furthermore, future research with stratified sampling will be conducting to generalize the result of this study. L’Étude sur l'Éducation à la Citoyenneté Mondiale dans l'enseignement de premier cycle Год публикации: 2009 Автор: Geunho Lee | Deokgeun Kim | Byungsu Min | Hyunjeong Oh | Hyojeong Kim | Junsik Park | Jeongmin Eom Организация-автор: Korea Institute for Curriculum and Evaluation (KICE) Cette étude a été menée pour analyser les déterminants (à savoir d'aceptabilité multiculturelle, identité nationale, et les valeurs morales) qui influent sur la citoyenneté mondiale en vue d'examiner la construction de la citoyenneté mondiale, ainsi que de trouver l'éducation morale de la citoyenneté mondiale pour la formation des enseignants. Régression hiérarchique a été utilisé pour analyser le sondage auprès des 116 étudiants de niveau collégial à l'université de l'éducation. Les résultats suivent. Tout d'abord, l'analyse de régression hiérarchique des ModelⅢ d'influencer trois facteurs à la citoyenneté mondiale explique 25% de la variance de la citoyenneté mondiale de l'étudiant, et il a été trouvé bien commun entre les valeurs morales et de l'expérience d'une vie dans les pays étrangers comme des facteurs importants dans la modèle. Deuxièmement, ils ont régressé dans la variance des valeurs morales, même si quelques uns d'aCECptabilité multi-culturelle et l'identité nationale sont des facteurs influents avant modelⅢ. Contrairement aux attentes théoriques, ils sont transformés en une moitié de facteurs influents à la citoyenneté mondiale. D'après les résultats, nous avons proposé que pour résoudre les problèmes mondiaux doivent être renforcer dans le développement du programme d'éducation à la citoyenneté mondiale. En outre, les recherches futures avec échantillonnage stratifié sera conduit à généraliser le résultat de cette étude. 세계시민의식 고취를 위한 중학교 사회과ㆍ도덕과 교육과정 선진화 연구 Год публикации: 2009 Автор: 이근호 | 김덕근 | 민병수 | 오현정 | 엄정민 | 김효정 | 박준식 | 김종람 Организация-автор: 한국교육과정평가원 This study was conducted to analyze the determinants (i.e. multicultural acceptability, national identity, and moral values) influencing global citizenship in order to examine the construct of global citizenship as well as to find the moral education about global citizenship for teacher education. Hierarchical regression was used to analyze the survey of 116 college students in university of education. The results are following. Firstly, The hierarchical regression analysis of ModelⅢ with influencing three factors to global citizenship explained 25% of the variance in student’s global citizenship, and it was found common good among moral values and experience of living a life in the foreign countries as important factors in the model. Second, They regressed into the variance of moral values even though a few ones of multi-cultural acceptability and national identity were influential factors before modelⅢ. Contrary to theoretical expectations, they are turned into be a half of influential factors to global citizenship. Based on the results, we suggested that to solve the global problems need to be strengthen in the developing the education curriculum for global citizenship. Furthermore, future research with stratified sampling will be conducting to generalize the result of this study. 
Critical Understanding on Shrinkage and Limitation of UK’s Global Citizenship Education in the Era of Brexit (Journal of Education for International Understanding; Vol. 13, No. 2) Год публикации: 2018 Автор: Jinhee Kim Организация-автор: Korean Society of Education for International Understanding (KOSEIU) This study aims to analyze the shrinkage and limitation of Global Citizenship Education in the epoch of Brexit. It also attempts to examine a feature of positioning and direction of Global Citizenship Education which is confronted with a sceptical criticism of its' educational impact. In this vein, the major findings and arguments showed the practice and implementation of Global Citizenship Education under the pressure of Brexit faces complicated challenges across Europe including UK, since Brexit highly pursues national centred hegemony and nationalistic bloc. It could hinder the structural restriction of implementing of Global Citizenship Education in UK. Apparently, this study indicated that the phenomenon of Brexit and it's impact is functioning as dynamic learning contents, not for a teaching-learning resource. It has been discussed that Citizens of UK have strived to deal Brexit as a learning experience in life-world. Finally, this study suggests a direction to move forward of Global Citizenship Education in an ever-shrinking world of Brexit. 브렉시트 시대 영국의 세계시민교육 위축과 제약 분석: 세계시민교육이 나아갈 방향 (국제이해교육연구; Vol. 13, No. 2) Год публикации: 2018 Автор: 김진희 Организация-автор: 한국국제이해교육학회 이 논문은 영국의 브렉시트 결정 이후 세계시민교육이 어떤 맥락에서, 어 떤 쟁점과 이슈로 위축되고 있는지를 살펴보고 세계시민교육의 위상을 다시 고찰하는 논문이다. 국가중심의 블록화를 추진하는 브렉시트는 세계시민교 육과 어떤 관계를 가지는지 이것이 세계시민교육의 발전과 제약에 미치는 관계가 무엇인지 파악하고 영국 사례가 세계시민교육 실천 과정에 주는 시 사점을 분석하고자 한다. 또한 영국의 브렉시트 사태는 ‘가르침’으로서 세계시민교육의 교과서(text) 문건으로 치부되는 아니라, 시민들이 학습 주 체로서 탈(脫)유럽화라는 이슈를 자기 앞에 당도한 삶의 경험으로 이해하고 대응하면서, 브렉시트라는 사태가 살아있는 세계시민교육의 내용(content) 으로 된다는 점을 논의하였다. 이 연구를 통해서 오늘날 흔들리는 세계시민 교육의 위상과 향후 방향성을 반성적으로 고찰하였다.