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S'outiller face à la parole intolérante: Racisme, antisémitisme, sexisme, discriminations Год публикации: 2023 Организация-автор: Citoyenneté Possible L’association Citoyenneté Possible partage dans ce rapport 18 ans d’expérience de terrain dans la lutte contre les discriminations et pour le dialogue. Il livre à la fois une expérience de terrain, avec des témoignages, des outils, et une réflexion de fond, des analyses et points de partage d’expériences, de pratiques et de vision. Ne pas laisser passer, oser dialoguer sur des sujets clivants de manière constructive est possible, certes à condition d’en avoir l’intention, mais surtout d’en avoir acquis les compétences. Ce rapport propose des recommandations très concrètes et détaillées, pour les professionnels travaillant auprès d’un public jeune (enseignants, éducateurs, associations…) 
双创背景下高校教育教学改革探索研究 Год публикации: 2022 Автор: 任爽 在双创背景下，高校教学应该紧跟时代发展潮流，积极进行更新和变革，尤其要注重教学方式和教学理念的转变，更注重对学生创新意识和创造能力的培养，通过开展系统化的教学研究，对当前教学中存在的问题和缺陷进行总结和整理，通过教育教学改革为我国输送更加优秀的双创人才。本文在研究中主要围绕高校教育教学展开，以双创为基本的叙述背景，指出问题的同时探讨可行性措施，以此为相关教育工作者提供可行性思考。 
基于信息化仿真的物理实验教学改革与实践 Год публикации: 2022 Автор: 刘美玲 | 张震 | 谢艳妮 | 萧雅楠 物理实验是物理的基础，它对于培养物理概念、掌握物理规律、培养科学探究意识有着至关重要的作用。当前，我国的物理实验教学存在着许多不足，包括实验环节讲授理论化、仪器配备不足、不操作演示实验等问题。随着教育改革的不断深化，信息技术和教育的结合越来越密切，教学方法也在不断地变化，逐步弥补了传统的实验教学模式，而仿真实验作为信息时代的新产品，已经在教学中得到了广泛的应用，而如何将仿真实验和传统的实验教学有机地结合起来，这是困扰着一线物理老师的一个难题。为了解决这一问题，本文就如何把仿真实验和物理实验相结合，以改善实验教学的质量。本文将指出仿真实验的概念及其特点，其次阐述基于信息化仿真的物理实验教学流程，最后指出基于信息化仿真的物理实验教学改革与实践的相关建议，以期推动信息化时代仿真物理实验教学改革。 
《商品学》课堂教学模式改革: 以"任务"法为例 Год публикации: 2022 Автор: 何晓存 | 尹云平 本课题的研究成果将改变教师的传统教育观，形成在现代教学思维引导下的以学习者为中心，将学习者自由探究、自主学习和老师有效引导相结合的新教育形式，以实现培养及有探究性学习品质，并具备有创造精神的教育目的，采用"任务驱动法"将全面提高学生的掌握与运用现代信息技术的能力，并培养学生的学习兴趣，以促使教学主动性。结语:多样化的专业教学方法变革的构想，是以现代物流管理专业课堂教学发展的实际状况为依据，并根据最新的教学模式而提出的，借助于此教学模式的实现，促进现代物流管理专业教学方法的变革既是长期的系统任务，同时它所面对的教学变革任务又是多领域性和多元化的，促进了现代物流管理专业课堂教学实践与教学改革实践的相结合，在进一步探索和实践过程中寻找适合的新教学方法，而不仅仅是要求实现传统教学方法的变革，更关键的是培育专业综合型的现代物流管理人才培养。 
Rethinking Schooling for the 21st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia Год публикации: 2017 Организация-автор: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Calls to gear up schools for the 21st century are ubiquitous today. Dominant international educational discourse hails the potential of 'the youth dividend' and digital technology for enhancing growth. Some Asian education systems are held up as models for an innovation-led utopian future. But across much of Asia, neither the reality of schooling nor the patterns of development with which it is associated give cause for blithe optimism.This study is informed by UNESCO’s commitment to realising the Sustainable Development Goals (SDGs) through educational reform worldwide. Since its inception, UNESCO has championed a humanistic vision of education — a vision today encapsulated in SDG 4.7. These ideals need to be strongly restated and defended in an era when educational debate worldwide has come to be framed by a narrowly economistic and instrumentalist agenda.Deriving urgent significance from this broader context, the present report analyses how far the ideals of SDG 4.7 – of 'education for peace, sustainable development and global citizenship' - are embodied in policies and curricula across 22 Asian societies. At one level, it seeks to develop benchmarks against which future progress can be assessed. It also argues forcefully that conceptions of the fundamental purposes of schooling need to be reconfigured, if the ideals to which the global community has subscribed are actually to be realised. 
Recommendation on Education for Peace, Human Rights and Sustainable Development: An Implementation Guide Год публикации: 2025 Организация-автор: UNESCO There is no peace without education. With conflicts rising on so many fronts, there has never been a more urgent need for a transformed education geared towards building and sustaining peace.The Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, adopted by all 194 Member States of UNESCO in 2023, articulates a humanistic and transformative vision of education that can help address contemporary and future affronts to peace. These challenges range from the resurgence of conflicts driven by systemic inequalities and injustices, the rise and spread of hate speech, racism and discrimination particularly online, to the adverse effects of digital technologies and the existential threat of climate change.UNESCO has developed this Guide as the first of several tools to assist Member States in unpacking and fully implementing the 2023 Recommendation. The Guide elaborates its contents, integrating the 2023 Recommendation’s transdisciplinary lens to connect key concepts and issues. It also provides concrete ideas and curated resources for action at different levels and types of education, while calling for a multi-stakeholder and whole-of-society approach that includes everyone and builds on existing positive efforts.The Guide is a timely addition to the pool of available collective resources to fully implement the 2023 Recommendation and foster an education that is transformative for a just and peaceful world. 
Recommandation sur l’éducation pour la paix, les droits de l’homme et le développement durable: un guide de mise en oeuvre Год публикации: 2025 Организация-автор: UNESCO Il n’y a pas de paix sans éducation. Face à la multiplication des conflits sur de nombreux fronts, jamais la nécessité d’une éducation transformée, orientée vers la construction et le maintien de la paix, n’a été aussi pressante. La Recommandation sur l’éducation pour la paix et les droits de l’homme, la compréhension internationale, la coopération, les libertés fondamentales, la citoyenneté mondiale et le développement durable, adoptée en 2023 par l’ensemble des 194 États membres de l’UNESCO, exprime une vision humaniste et transformatrice de l’éducation, capable de répondre aux défis actuels et futurs à la paix. Ces défis vont de la résurgence de conflits alimentés par les inégalités et injustices systémiques, à la montée et la diffusion des discours de haine, du racisme et de la discrimination – notamment en ligne – en passant par les effets négatifs des technologies numériques et la menace existentielle que constitue le changement climatique. L’UNESCO a élaboré le présent Guide comme le premier d’une série d’outils destinés à aider les États membres à comprendre et à mettre pleinement en œuvre la Recommandation de 2023. Le Guide développe son contenu, en intégrant la perspective transdisciplinaire de la Recommandation afin de relier concepts et enjeux clés. Il propose également des pistes concrètes et des ressources sélectionnées pour 2 milliards de personnes – un quart de l’humanité – vivent dans des zones touchées par des conflits l’action à différents niveaux et dans divers types d’éducation, tout en appelant à une approche multi-acteurs et à l’échelle de la société, qui inclut toutes et tous et s’appuie sur les efforts positifs déjà entrepris. Le Guide constitue une ressource collective opportune pour mettre pleinement en œuvre la Recommandation de 2023 et promouvoir une éducation véritablement transformatrice au service d’un monde plus juste et pacifique. Recomendación sobre la educación para la paz, los derechos humanos y el desarrollo sostenible: guía de implementación Год публикации: 2026 Организация-автор: UNESCO Sin educación no hay paz. Una educación transformadora, orientada a la construcción y el mantenimiento de la paz es más urgente que nunca, dado el aumento de los conflictos en diversos frentes.La Recomendación sobre la Educación para la Paz y los Derechos Humanos, la Comprensión Internacional, la Cooperación, las Libertades Fundamentales, la Ciudadanía Mundial y el Desarrollo Sostenible, que fue adoptada por los 194 Estados Miembros de la UNESCO en 2023, articula la visión humanista y transformadora de la educación que ayuda a abordar los actuales y futuros agravios a la paz. Estos desafíos abarcan desde el resurgimiento de conflictos impulsados por desigualdades e injusticias sistémicas, el auge y la propagación del discurso de odio, el racismo y la discriminación—especialmente en línea—, hasta los efectos adversos de las tecnologías digitales y la amenaza existencial del cambio climático.La UNESCO ha elaborado esta Guía como la primera de varias herramientas que ayudarán a los Estados miembro a comprender e implementar plenamente la Recomendación de 2023. Su contenido ha sido desarrollado integrando la perspectiva transdisciplinaria para conectar conceptos y cuestiones clave de la Recomendación de 2023. Además, proporciona ideas concretas y recursos seleccionados para la acción en distintos niveles y tipos de educación. Asimismo, promueve un enfoque multisectorial que parte de las iniciativas positivas ya en marcha y busca la inclusión de todas las personas.Esta Guía es una incorporación oportuna al conjunto de recursos colectivos disponibles para implementar plenamente la Recomendación de 2023 y promover así una educación transformadora para un mundo justo y pacífico. 
Sub-Regional Study on Transforming TVET in Ensuring Learning and Skills to Support School-to Work Transitions in Southeast Asian Countries Год публикации: 2023 Автор: Jann Hidajat Tjakraatmadja | Hary Febriansyah | Yorga Permana | Lala Nurfitria | Farenza Fadil Организация-автор: UNESCO Jakarta Technical and Vocational Education and Training (TVET) and the transition from school to work are critical for young individuals to be prepared for entering the job market. The school-to-work transition signifies the transition from education to professional work and involves stages such as finding a job, applying theoretical knowledge and adapting to work expectations. In line with SDG-4, there is a need to improve the relevance of TVET systems, equipping individuals with the necessary skills for employment, entrepreneurship and lifelong learning. Three strategic priorities include promoting lifelong learning opportunities, fostering skills for an inclusive and sustainable economy, and ensuring inclusive and resilient communities. UNESCO supports Member States to address current and future challenges in the field of TVET, including the transition from school to work. Recognising the significant role of TVET in achieving SDG-4, UNESCO works closely with countries like Brunei Darussalam, Indonesia, Malaysia, the Philippines, and Timor-Leste to enhance the relevance and effectiveness of their TVET systems. These countries have demonstrated a strong commitment to improving the quality of education and equipping individuals with the necessary skills for employment, entrepreneurship, and lifelong learning. In the discussion of innovations and trends in TVET systems, there is a need to respond to rapidly changing labour markets through leveraging labour market data, tracer studies, and employer insights, expanding work-based learning to support the transition from school to work, modernising TVET curricula with new skills and competencies, strengthening TVET through private sector and community engagement. TVET is important for the transition from school to work in the sub-region of Southeast Asia, in line with SDG-4. Standardised practices are needed for better employability and mobility. Challenges include labour market mismatches and negative perceptions, but there are opportunities to partner with industry, update curricula, promote inclusivity and gender equality, and adapt to changing labour markets. Using labour market data, expanding work-based learning, and engaging the private sector and local communities are critical. TVET can transform individuals and contribute to sustainable development in the subregion of South-East Asia, creating prosperous and inclusive societies. 
Education in a Post-COVID World: Towards a Rapid Transformation; East Asia and Pacific Regional Brief Год публикации: 2023 Организация-автор: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022.