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Défendre les voix créatives: artistes en situation d'urgence, apprendre de la sécurité des journalistes Год публикации: 2023 Автор: Rosario Soraide Организация-автор: UNESCO Les artistes et les professionnels de la culture se heurtent souvent à des obstacles importants à leur liberté d'expression, comme la violence et le harcèlement, en ligne et hors ligne, la persécution juridique, la détention, l'emprisonnement et, dans le pire des cas, l'assassinat. Les situations d'urgence peuvent engendrer des risques supplémentaires pour ces groupes, car nombre d'entre eux sont de plus en plus ciblés en raison de la visibilité de leur travail et voient leurs moyens de subsistance affectés par la perte de revenus et la hausse du chômage dans le secteur culturel. Alors que les attaques et les menaces auxquelles sont confrontés les artistes et les professionnels de la culture dans les situations d'urgence sont similaires à celles qui touchent les journalistes, ils ne bénéficient pas du même niveau d'attention ni du même accès aux mécanismes de protection et aux aides disponibles. Au cours des dernières décennies, un cadre solide a été mis en place pour promouvoir la sécurité des journalistes aux niveaux international, régional et national, notamment via des instruments juridiques et réglementaires, des mécanismes de protection, des réseaux de soutien et une mobilisation collective constante en faveur de leurs droits. Malgré une prise de conscience croissante de la vulnérabilité des artistes et des professionnels de la culture dans les situations d'urgence et un développement des initiatives visant à sauvegarder leurs droits et garantir leur sécurité, les progrès à cet égard restent comparativement beaucoup plus embryonnaires. Avec le soutien des Secteurs de la Culture, et de la Communication et de l’Information de l'UNESCO, et sur la base d'une analyse comparative, cette étude vise à renforcer la protection des artistes et des professionnels de la culture dans les situations d'urgence en tirant les leçons de l'expérience, des défis et des résultats obtenus dans le domaine de la sécurité des journalistes. Elle élabore des recommandations réalisables et définit les domaines dans lesquels la collaboration entre les principaux acteurs promouvant, respectivement, la liberté artistique et la liberté des médias pourrait servir à renforcer la protection des artistes et des journalistes en danger. 
2022 SSAEM Conference: Final Report Год публикации: 2023 Организация-автор: APCEIU | Korea R. Ministry of Education The 2022 SSAEM (Sharing Stories of Asia-Pacific Education Movements) Conference is a space for examining and sharing the educational outcomes of the participating teachers and schools of the programme. This conference, which has been held annually since 2014, aims to provide an excellent opportunity for the participants and stakeholders to showcase the impact of the programme and to explore methods for strengthening cooperation for further development of the programme. The main programme included the panel discussion of the Ministry representatives of the 8 countries, the presentation of 2022 programme participants, etc. 2022 쌤 컨퍼런스: 결과보고서 Год публикации: 2023 Организация-автор: APCEIU | Korea R. Ministry of Education 쌤 컨퍼런스(SSAEM Conference)는 「다문화가정 대상국가와의 교육교류사업」 종합 성과보고회로서, 교류국가 교육부 관계자를 비롯한 국내·외 사업 참가교사가 사업 참가 경험 및 활동을 소개하는 소통의 장이다. 현장과 온라인 동시에 진행되는 하이브리드 형식으로 개최된 2022 쌤 컨퍼런스에서는, 8개국 교육부 관계자의 사업 성과 공유 패널토론, 22년도 사업에 참가한 국내외 교사의 사례 발표 등이 진행되었다. 또한 2022 쌤 컨퍼런스를 통해 향후 사업에 대한 비전 수립 등이 이루어졌다. 
Asia-Pacific Teacher Exchange for Global Education 2022: Final Report Год публикации: 2022 Организация-автор: APCEIU | Korea R. Ministry of Education The Asia-Pacific Teacher Exchange for Global Education (APTE), which has been in place since 2012, marks its 10th anniversary this year. APTE had been conducted according to the existing programme execution system and flow chart until 2019. However, the Office of International Teacher Exchange (ITE) focused on online exchange due to the pandemic crisis. This year’s APTE programme followed last year’s online formula and presented a new direction for utilization even post-pandemic. These efforts are expected to enhance global educational competencies for a more sustainable Global Citizenship Education. 다문화가정 대상국가와의 교육교류사업 2022년도 사업: 최종보고서 Год публикации: 2022 Организация-автор: APCEIU | Korea R. Ministry of Education 2012년부터 시작되어 2022년에 11년 차를 맞이한 「다문화가정 대상국가와의 교육교류사업」 은, 2020년도 팬데믹으로 인해 물리적 교류가 불가능한 상황에서 비대면 온라인 교육교류의 형태로 진행되었다. 2022년도 교육교류 추진 실적 및 결과, 교육활동 결과물 등이 수록되어있다. 
2022 Youth Leaders’ Mentorship & Local GCED Projects: Activity Report Год публикации: 2022 Организация-автор: APCEIU This report summarizes 15 GCED projects implemented in different parts of the world by the alumni of APCEIU’s Youth Leadership Workshop on GCED in 2022. Ranging from community advocacy for global citizenship to girls’ empowerment projects, 15 GCED initiatives have been taken by the team of 15 young leaders in their own communities in Asia, Europe, Africa, Latin America, and the Caribbean. APCEIU offers GCED training programmes targeting youth leaders around the globe to encourage them to achieve the SDGs through global citizenship and GCED. Since 2015, the Youth Leadership Workshop on GCED has been held every year in the Republic of Korea, inviting 50 young global leaders to take part in an intensive training programme where they share their actions, deepen their knowledge on global/local issues, enhance their motivation to take actions for a change, and establish the young leaders’ network on GCED. Since 2021, it has been shifted to a comprehensive training programme composed of online training workshops, mentorship, and local project implementation. 
21st Asia-Pacific Training Workshop on EIU GCED Mentorship Programme - Final Report Год публикации: 2022 Организация-автор: APCEIU This report summarizes 18 GCED projects implemented in the Asia-Pacific region by the alumni of APCEIU’s 21st Asia-Pacific Training Workshop on EIU/GCED (2022).The Mentorship Programme consisted of two tracks.1) Track A: Individual Mentorship with APCEIU’s expert groups (Concretizing the GCED project with guidance from mentors)2) Track B: Developing GCED Training Programme using Design Thinking Strategy with APCEIU & Habi Education LabAsia-Pacific Training Workshop on EIU/GCED (APTW) is APCEIU’s flagship TOT (Training of Trainers) programme for educators and teacher trainers in the Asia-Pacific region, which benefitted more than 600 educators over the last 22 years. Since 2021, it has been shifted to a comprehensive training programme composed of online training workshops, mentorship, and local project implementation to further empower participants to bring changes in their local communities.In 2022, marking its 21st turn, APTW was virtually held from 30 May to 7 June with 52 passionate educators from 19 UNESCO member states in the Asia-Pacific region. This year with the theme of ‘Preparing educators for a post-pandemic world: GCED as a key to change’, the Workshop provided opportunities to explore the timely issues and pedagogies to prepare educators for the post-pandemic world. 
Roundtable of the Group of Friends for Solidarity and Inclusion with GCED: "Art Education Fostering Global Citizenship" Год публикации: 2023 Автор: Hyunmook Lim Организация-автор: APCEIU This report shares the overview of the Roundtable of the Group of Friends for Solidarity and Inclusion with GCED: “Art Education Fostering Global Citizenship”, held on Friday, 16 June 2023. The event was co-organized by the Permanent Delegation of the Republic of Korea to UNESCO and the Asia-Pacific Centre of Education for International Understanding (APCEIU) in partnership with the Group of Friends for Solidarity and Inclusion with GCED (Afghanistan, Armenia, Austria, Bangladesh, Canada, Colombia, Italy, Jordan, Kenya, Kuwait, Philippines, Republic of Korea, Saudi Arabia, Senegal, Serbia, Nigeria and Oman). This report shares the summary of the event, particularly the presentations on GCED activities through arts education by experts from Finland, Lebanon, the Republic of Korea and Nigeria to promote the values and initiatives of GCED through arts education. 
[ملخص] ملخص التقرير العالمي لرصد التعليم 2023: التكنولوجيا في التعليم؛ أداة بشروط من؟ Год публикации: 2023 Организация-автор: UNESCO | Global Education Monitoring Report Team دور التكنولوجیا في التعلیم قد أثار جدلاً شدیداً لفترة طویلة. ھل تدیمقراطیة المعرفة أو تھدد ً الدیمقراطیة من خلال السماح للقلة بالسیطرة على المعلومات؟ ھل توفر فرصا لا حدود لھا أم تقود إلى مستقبل یعتمد على التكنولوجیا دون رجوع؟ ھل تعمل على مستوى المیدان أم تزید من التفاوت؟ ھل یجب استخدامھا في تعلیم ا ً لأطفال الصغار أم أن ھناك خطرا على تطورھم؟ تم تأجیج ھذا الجدل بسبب إغلاق المدارس بسبب جائحة كوفید-19 وظھور الذكاء الاصطناعي الذي یولد ذاتیًا . ولكن نظرا لأن المطورین غالبًا ما یتقدمون على صانعي القرار بخطوة، فإن البحث في تكنولوجیا التعلیم معقد. تكاد الأدلة القویة والمحایدة تكون نادرة. ھل المجتمعات تطرح حتى الأسئلة الصحیحة حول التعلیم قبل أن تلجأ إلى التكنولوجیا كحلاً؟ ھل تدرك المخاطر المرتبطة بھا بینما تسعى إلى استثمار فوائدھا ؟ للتكنولوجیا وسائل كبیرة لدعم العدالة والشمول من حیث الوصول إلى المتعلمین المحرومین ونشر المزید من المعرفة بتنسیقات جذابة وبأسعار معقولة. في سیاقات معینة ولبعض أنواع التعلم، یمكن ً لرقمیة جزءا من أن تحسن جودة التدریس وتعلم المھارات الأساسیة. بلا شك، أصبحت المھارات ا حزمة المھارات الأساسیة. یمكن للتكنولوجیا ا ً لرقمیة أیضا دعم الإدارة وزیادة الكفاءة عن طریق مساعدة في التعامل مع أحجام أكبر من بیانات التعلی م ولكن قد تستبعد التكنولوجیا أیضا وقد تكون غیر ذات صلة وعبئاً، إن لم تكن ضارة على الإطلاق. یحتاج الحكومات إلى ضمان الشروط المناسبة لتمكین الوصول العادل للتعلیم للجمیع، وتنظیم استخدام التكنولوجیا لحمایة المتعلمین من تأثیراتھا السلبیة، وتأھیل المعلمی ن. یوصي ھذا التقریر بأن تُ ً قدم التكنولوجیا في التعلیم استنادا إلى الأدلة التي تظھر أنھا ستكون مناسبة وعادلة وقابلة للتوسیع ومستدامة. بعبارة أخرى، یجب أن یكون استخدامھا في مصلحة المتعلمین وأن تكمل التفاعل الشخصي مع المعلمین. یجب أن تُعتبر أداة للاستخدام على ھذه الش روط. في منتصف المدة نحو الموعد النھائي، یقیّم تقریر المراقبة العالمي للتعلیم لعام 2023 المسافة التي لا یزال علیھا أن تقطع للوصول إلى أھداف التعلیم لعام 2030 .التعلیم ھو المفتاح لتحقیق أھداف التنمیة الأخرى، ولا سیما ھدف التقدم التكنولوجي. [Summary] Global Education Monitoring Report Summary 2023: Technology in Education; A Tool on whose Terms? Год публикации: 2023 Организация-автор: UNESCO | Global Education Monitoring Report Team Technology’s role in education has been sparking intense debate for a long time. Does it democratize knowledge or threaten democracy by allowing a select few to control information? Does it offer boundless opportunities or lead towards a technology-dependent future with no return? Does it level the playing field or exacerbate inequality? Should it be used in teaching young children or is there a risk to their development? The debate has been fuelled by the COVID-19 school closures and the emergence of generative artificial intelligence. But as developers are often a step ahead of decision makers, research on education technology is complex. Robust, impartial evidence is scarce. Are societies even asking the right questions about education before turning to technology as a solution? Are they recognizing its risks as they seek out its benefits? Information and communication technology has potential to support equity and inclusion in terms of reaching disadvantaged learners and diffusing more knowledge in engaging and affordable formats. In certain contexts, and for some types of learning, it can improve the quality of teaching and learning basic skills. In any case, digital skills have become part of a basic skills package. Digital technology can also support management and increase efficiency, helping handle bigger volumes of education data. But technology can also exclude and be irrelevant and burdensome, if not outright harmful. Governments need to ensure the right conditions to enable equitable access to education for all, to regulate technology use so as to protect learners from its negative influences, and to prepare teachers. This report recommends that technology should be introduced into education on the basis of evidence showing that it would be appropriate, equitable, scalable and sustainable. In other words, its use should be in learners’ best interests and should complement face-to-face interaction with teachers. It should be seen as a tool to be used on these terms. Midway to the deadline, the 2023 Global Education Monitoring Report assesses the distance still to go to reach the 2030 education targets. Education is the key to unlocking the achievement of other development objectives, not least the goal of technological progress.