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Making Connections: Using Museum Collections to Connect Historical and Contemporary Global Issues; A Practical Resource for Developing Global Citizenship through Museum Education Год публикации: 2019 Организация-автор: Glasgow Museums | Museums Galleries Scotland | West of Scotland Development Education Centre (WOSDEC) Looking at Refugees, Genocide, World War I, Suffragettes and Slavery, this is a practical resource to support educators to connect historical and contemporary global issues and develop the skills, values and attitudes of Global Citizenship through museum collections. The tasks and activities contained within this resource are aimed at providing ideas for museum educators and can work either in a gallery or classroom setting. Many of the techniques and approaches are transferrable to a range of different themes and collections. 
Are we all global citizens now? Reflections on citizenship and citizenship education in a globalising world (with special reference to Singapore) Год публикации: 2012 Автор: Saravanan Gopinathan Организация-автор: Centre for Governance and Citizenship | Hong Kong Institute of Education Research into citizenship education has traditionally focused on citizenship curricula within the context of the nation-state. More recently, as a response to globalization trends, it has been suggested that citizenship research must embrace the concept of the 'global citizen.' Such perspectives draw principally on Anglo-Saxon perspectives on the evolution of the nation-state and citizen-state relations. This perspective is critiqued from the context of a post-colonial developing state, Singapore, and an argument made that a nation-centric perspective is still viable. Sommes-nous tous les citoyens du monde maintenant? Réflexions sur la citoyenneté et l'éducation à la citoyenneté dans un monde globalisé (avec référence spéciale à Singapour) Год публикации: 2012 Автор: Saravanan Gopinathan Организация-автор: Centre for Governance and Citizenship | Hong Kong Institute of Education La recherche sur l'éducation à la citoyenneté est traditionnellement concentrée sur les programmes de la citoyenneté dans le cadre de l'État-nation. Plus récemment, en réponse aux tendances de la mondialisation, il a été suggéré que la recherche sur la citoyenneté doit embrasser le concept de «citoyen du monde». Ces perspectives attirent principalement sur les perspectives anglo-saxons sur l'évolution des relations de l'État-nation et de l'Etat-citoyen. Cette perspective est critiquée dans le cadre d'un post-colonial en développement état, Singapour, et un argument fait que la perspective de la nation centrée est toujours viable. 
Control or Partnership? Год публикации: 2020 Автор: Dilmurod Yusupov | Oybek Isakov Excessive regulation of the non-governmental non-profit sector, the preservation of many bureaucratic barriers and the predominance of the functions of control over the development of equal social partnership hinder the development of civil society in Uzbekistan, the authors of the article say. 
Education for Global Citizenship Education & Sustainable Development: Content in Social Science Textbooks Год публикации: 2016 Автор: Patrica Bromley | Julia Lerch | Jeremy Jimenez Организация-автор: UNESCO In times of violence and egregious destruction of human lives and the natural world, our recognition of the need for education that promotes peace and justice becomes particularly pressing. This background report reviews the state of existing research and data on relevant sustainable development content in social science education in countries around the world. Specifically, it examines the extent to which textbook content could help learners acquire the knowledge, skills, and values needed to meet goal 4.7 of the United Nation’s Sustainable Development Goals: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” It reviews relevant literature and analyzes three cross-national, longitudinal databases containing information coded from textbook content to assess the current state of knowledge. The paper concludes by indicating where future research efforts are most needed, identifying geographic and substantive needs, and considering monitoring mechanisms that could encourage on-going evaluation and monitoring of textbook content. World citizenship education and teacher training in a global context: Canada, India and South Africa Год публикации: 2011 Автор: George Cappelle | Gary Crippin | Ulla Lundgren Организация-автор: Children's identity and Citizenship in Europe (CICE) In this study we change our focus from a European setting to a global one. We were interested to see how our observations from the first study would be reflected in a more global context with focus on the cases of Canada, India and South Africa looking at both the models for world citizenship education and the influence of contextual factors.In choosing these countries we were interested in:Countries on different continentsCountries in different stages of national, social and economic developmentCountries in which there was considerable diversity in the populationCountries in which citizenship and world citizenship education was seen as an important priorityCountries, because of the limitations of researchers, which used English as a primary language.In addition to background research we asked for assistance from professors in the field of teacher education in the three countries to provide us with information on key questions related to citizenship education and teacher training. Mondiale l'éducation civique et la formation des enseignants dans un contexte mondial: le Canada, l'Inde et l'Afrique du Sud Год публикации: 2011 Автор: George Cappelle | Gary Crippin | Ulla Lundgren Организация-автор: Children's identity and Citizenship in Europe (CICE) Dans cette étude, nous changeons notre objectif d'un cadre européen pour une approche globale. Nous nous sommes intéressés de voir comment nos observations de la première étude serait reflétée dans un contexte plus global en mettant l'aCECnt sur les cas du Canada, l'Inde et l'Afrique du Sud qui cherchent à la fois les modèles pour l'éducation à la citoyenneté mondiale et l'influence des facteurs contextuels. Dans le choix de ces pays, nous étions intéressés à: ● Les pays sur différents continents ● pays à différents stades de développement national, social et économique ● Les pays dans lesquels il y avait une grande diversité dans les populations ● Les pays dans lesquels la citoyenneté et la citoyenneté mondiale l'éducation a été considérée comme une priorité ● importants pays, en raison des limitations des chercheurs, qui ont utilisé l'anglais comme langue principale. Outre la recherche de fond, nous avons demandé l'aide de professeurs dans le domaine de la formation des enseignants dans les trois pays pour nous fournir des informations sur des questions clés liées à l'éducation à la citoyenneté et à la formation des enseignants. 
Audacious Education Purposes: How Governments Transform the Goals of Education Systems Год публикации: 2020 Автор: Fernando Reimers This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. What parents want: the role of schools in teaching about the wider world Год публикации: 2011 Организация-автор: Think Global | Development Education Association This report presents the findings from a YouGov survey of parents’ attitudes towards their children’s education. The results show that parents of schoolage children think it is vital that schools teach about the wider world. At Think Global we know that many schools and teachers already prioritise such teaching, recognising how important it is to prepare their pupils to live in a globalised world and the positive contribution this can make to pupil attainment and behaviour. This report details the high level of support for schools that decide to prioritise this work; we hope it will provide schools and teachers with the information they need to expand this area of their teaching. Ce que les parents veulent: le rôle des écoles dans l'enseignement sur le monde plus large Год публикации: 2011 Организация-автор: Think Global | Development Education Association Ce rapport présente les résultats d'un sondage YouGov des attitudes des parents envers l'éducation de leurs enfants. Les résultats montrent que les parents d'enfants pensent âge scolaire, il est essentiel que les écoles enseignent sur le reste du monde. A Think Global, nous savons que beaucoup d'écoles et les enseignants accordent déjà la priorité de cet enseignement, en reconnaissant combien il est important de préparer leurs élèves à vivre dans un monde globalisé et la contribution positive cela peut faire à élève le niveau et le comportement. Ce rapport détaille le niveau élevé de soutien pour les écoles qui décident de la priorité à ce travail; nous espérons qu'elle fournira aux écoles et aux enseignants les informations dont ils ont besoin pour développer ce domaine de leur enseignement.