Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 3,376
함께 그려보는 우리의 미래 - 교육을 위한 새로운 사회계약 Год публикации: 2021 Организация-автор: International Commission on the Futures of Education | UNESCO 우리의 인류와 지구는 위협을 받고 있습니다. 전염병은 우리의 연약함과 상호 연결성을 증명하는 역할을 했을 뿐입니다. 이제 방향을 바꾸고 우리의 미래를 재창조하기 위해 함께 취하는 긴급 조치가 필요합니다. 국제미래교육위원회는 심오한 변화를 가져오는 교육의 힘을 인정합니다. 우리는 모든 어린이, 청소년 및 성인을 위한 양질의 교육에 대한 권리를 보장하고 지속 가능한 집합적 미래를 위한 경로로서 교육의 변혁적 잠재력을 완전히 실현하겠다는 약속을 이행해야 하는 이중 과제에 직면해 있습니다. 이를 위해서는 불의를 바로잡으면서 미래를 변화시킬 수 있는 교육을 위한 새로운 사회계약이 필요합니다.이 새로운 사회 계약은 인권에 기초해야 하고 비차별, 사회 정의, 생명 존중, 인간 존엄성 및 문화적 다양성의 원칙에 기초해야 합니다. 그것은 배려, 호혜주의, 연대의 윤리를 포함해야 합니다. 공공의 노력과 공동선으로서의 교육을 강화해야 합니다.작성 기간이 2년이고 약 100만 명이 참여하는 글로벌 협의 프로세스를 기반으로한 이 보고서는 우리가 모두를 위해 평화롭고 정의로우며 지속 가능한 미래를 건설하는 데 도움이 될 교육을 위한 새로운 사회 계약을 맺도록 전 세계의 정부, 기관, 조직 및 시민을 초대합니다.여기에 제시된 비전, 원칙 및 제안은 단지 출발점일 뿐입니다. 그것들을 번역하고 맥락화하는 것은 공동의 노력입니다. 많은 밝은 점이 이미 존재합니다. 이 보고서는 이를 캡처하고 구축하려고 시도합니다. 매뉴얼도 청사진도 아닌 중요한 대화의 시작입니다. 
Les Cahiers de pédagogies radicales : Développer les pédagogies inspirées par l'œuvre de Paulo Freire; Endoctrinement et neutralité en éducation Год публикации: 2019 Автор: Irène Pereira | Gauthier Tolini Организация-автор: École supérieure du professorat et de l'éducation (ESPE) de Livry Garga Ce deuxième numéro des Cahiers de pédagogies radicales part dans unpremier temps de la volonté de faire connaître la situation au Brésil et lesdébats concernant le « Mouvement de l’école sans parti » qui s’attaque à laliberté pédagogique des enseignants en essayant de leur interdire d’aborderles questions de genre et et les questions économiques et sociales en classe.Pour cela, ce mouvement veut faire passer une loi sur la neutralité desenseignants qui n’existe pas au Brésil : ceux-ci étant tenu actuellementuniquement à une obligation de favoriser le pluralisme des idées. JairBolsonaro, qui est président du Brésil depuis janvier 2019, soutient cemouvement réactionnaire. Il accuse en particulier l’oeuvre de Paulo Freired’endoctrinement marxiste et veut éradiquer sa pensée de l’éducationbrésilienne.Cette situation au Brésil pose des problèmes qui sont centraux pour tous lespédagogues critiques. Quelle est la différence entre pédagogie critique etendoctrinement ? Pour Paulo Freire, c’est parce que la pédagogie critiquefavorise le pluralisme des idées et le dialogue critique qu’il n’y a pasendoctrinement. C’est d’ailleurs sans doute pourquoi l’approche de PauloFreire ne se trouve pas en contradiction avec le projet démocratique, mais aucontraire est insupportable aux régimes dictatoriaux. Mais ce qui est le plusinquiétant au Brésil, c’est qu’il semble tout simplement qu’un enseignant quidéfend dans sa classe les droits de l’homme et la lutte contre lesdiscriminations pourrait être considéré comme portant atteinte à la neutralité. 
3rd Meeting of the SDG-Education 2030 Steering Committee, 29-30 June 2017, United Nations, New York: meeting report Год публикации: 2017 Организация-автор: UNESCO An inclusive high-level multi-stakeholder partnership, the SDG-Education 2030 Steering Committee (SC) provides a global forum for consultation and a mechanism to coordinate and harmonize global education efforts. It is mandated to provide strategic guidance to Member States and the education community, make recommendations for catalytic action, advocate for adequate financing, and monitor progress toward SDG4 targets through the UNESCO Institute for Statistics and the Global Educational Monitoring (GEM) Report. The 3 rd meeting of the SC was organized in New York on 29-30 June 2017 back to back with the HighLevel Action SDG Action Event on Education convened by the President of the UN General Assembly, Peter Thompson, in partnership with key SDG 4 stakeholders, to drive a new push for inclusive and equitable quality education and lifelong learning opportunities. At this meeting the SC examined successes and challenges in the implementation of SDG4 since the adoption of the 2030 Agenda. After highlighting the critical role of regional organizations as policy peer learning mechanisms in enhancing effective implementation of SDG4-Education 2030, the SC endorsed a set of recommendations for improved implementation in 2018 and 2019. 3rd Meeting of the SDG-Education 2030 Steering Committee, 29-30 June 2017, United Nations, New York: meeting report Год публикации: 2017 Организация-автор: UNESCO An inclusive high-level multi-stakeholder partnership, the SDG-Education 2030 Steering Committee (SC) provides a global forum for consultation and a mechanism to coordinate and harmonize global education efforts. It is mandated to provide strategic guidance to Member States and the education community, make recommendations for catalytic action, advocate for adequate financing, and monitor progress toward SDG4 targets through the UNESCO Institute for Statistics and the Global Educational Monitoring (GEM) Report. The 3 rd meeting of the SC was organized in New York on 29-30 June 2017 back to back with the HighLevel Action SDG Action Event on Education convened by the President of the UN General Assembly, Peter Thompson, in partnership with key SDG 4 stakeholders, to drive a new push for inclusive and equitable quality education and lifelong learning opportunities. At this meeting the SC examined successes and challenges in the implementation of SDG4 since the adoption of the 2030 Agenda. After highlighting the critical role of regional organizations as policy peer learning mechanisms in enhancing effective implementation of SDG4-Education 2030, the SC endorsed a set of recommendations for improved implementation in 2018 and 2019. 3rd Meeting of the SDG-Education 2030 Steering Committee, 29-30 June 2017, United Nations, New York: meeting report Год публикации: 2017 Организация-автор: UNESCO An inclusive high-level multi-stakeholder partnership, the SDG-Education 2030 Steering Committee (SC) provides a global forum for consultation and a mechanism to coordinate and harmonize global education efforts. It is mandated to provide strategic guidance to Member States and the education community, make recommendations for catalytic action, advocate for adequate financing, and monitor progress toward SDG4 targets through the UNESCO Institute for Statistics and the Global Educational Monitoring (GEM) Report. The 3 rd meeting of the SC was organized in New York on 29-30 June 2017 back to back with the HighLevel Action SDG Action Event on Education convened by the President of the UN General Assembly, Peter Thompson, in partnership with key SDG 4 stakeholders, to drive a new push for inclusive and equitable quality education and lifelong learning opportunities. At this meeting the SC examined successes and challenges in the implementation of SDG4 since the adoption of the 2030 Agenda. After highlighting the critical role of regional organizations as policy peer learning mechanisms in enhancing effective implementation of SDG4-Education 2030, the SC endorsed a set of recommendations for improved implementation in 2018 and 2019. 
UNESCO’s GLOBAL/REGIONAL COORDINATION OF AND SUPPORT FOR THE IMPLEMENTATION OF SDG 4 – EDUCATION 2030 Год публикации: 2017 Организация-автор: UNESCO UNESCO’s GLOBAL/REGIONAL COORDINATION OF AND SUPPORT FOR THE IMPLEMENTATION OF SDG 4 – EDUCATION 2030 Год публикации: 2017 Организация-автор: UNESCO 
Peace Education in Northeast Asia: A Situational Analysis Год публикации: 2021 Автор: Soonwon Kang | Cheng Liu | Ketei Matsui | Batbaatar Monkhooroi | Boyoung Park | Muyu Huang | Oyuntsetseg Dugarsuren Организация-автор: APCEIU Being central to education for international understanding and global citizenship, peace education has always been an important theme in UNESCO. For effective delivery of peace education, it is critical to examine and understand the relevance of peace education and its key issues and approaches at a given juncture. With this in mind, in 2020, APCEIU conducted a study on peace education in South Korea to review its current state and suggest some policy recommendations. Following up on this study, APCEIU initiated in 2021 a research project on peace education in Northeast Asia in order to identify how peace education is interpreted and practised in the countries of the region and explore possibilities of cooperation among peace educators, researchers, and practitioners in the region. Building on this research, APCEIU hopes to develop and carry out joint projects for peace education in the region. 
새로운 교육과정에 담은 세계시민교육: 2015 개정 교육과정 맞춤 교수학습 가이드 Год публикации: 2017 Организация-автор: 유네스코 아시아태평양 국제이해교육원 유네스코 아시아태평양 국제이해교육원(APCEIU)은 교사용 세계시민교육 교수학습 가이드 『새로운 교육과정에 담은 세계시민교육』을 출간했다. 이 교수학습 가이드는 유네스코 세계시민교육 가이드(Global Citizenship Education: Topic and Learning Objectives)를 2015 개정 교육과정에 연계시켜 실제 학교 수업에 적용하는 방안을 제시하고자 개발된 것으로, 초등학교 교사용, 중학교 교사용, 고등학교 교사용 등 총 3종으로 구성되어 있다. 세계시민교육은 어떤 교육이고, 그것이 필요한 이유는 무엇인지, 유네스코 세계시민교육과 한국의 국가 교육과정은 어떤 연관성을 지니고 있는지, 세계시민교육을 주요 유관 과목에 접목시키고자 할 때에는 어떤 학습 요소를 강조하는 것이 적절한지, 그리고 세계시민교육 수업은 어떤 방식으로 구성할 수 있는지 등과 같은 질문에 대한 답을 찾고 있다면 이 교수학습 가이드를 펼쳐 보기 바란다. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 3) Год публикации: 2021 Автор: Carmel Cefai | Dy Samsideth | Mieke van Ingelghem | Kiichi Oyasu Организация-автор: UNESCO | APCEIU Strand 3– What does progress in transformative education look like – the crucial role of teachers Plenary session 3Based on the findings of two global studies conducted by UNESCO and its partners, this session discussed what can be done to support teachers to feel more confident in their role and to effectively facilitate transformative education. Moderators: Ms Antonia Wulff, Director of Policy, Advocacy and Research, Education International, Mr Christophe Cornu, Senior Project Officer, Section of Education for Health and Well-being, UNESCOMr William Gaudelli, Dean, College of Education & Vice Provost for innovation in education, Lehigh University, USAMr Carmel Cefai, Professor, Department of Psychology, University of Malta, MaltaPanelists:Mr Anil Ramdewor, Ministry of Education, MauritiusMr Souphap Khounvixay, Advisor, Cabinet Office of the Minister for Education and Sports, Lao People's Democratic RepublicMs Miri Yemini, Professor, Department of Educational Policy and Administration, the Jaime and Joan Constantiner School of Education, Tel Aviv University, IsraelMr Bert Tuga, President, Philippines Normal University, PhilippinesMs Anh Duong Phuong, Teacher and youth activist for gender equality and girls’ rights, Viet NamMr Renato Jiménez Cabrera, teacher trainer, the Benemérita Escuela Nacional de Maestros, Mexico Concurrent sessions 3The session addressed key action areas in view of advancing the role and building the capacities of teachers to deliver ESD, GCED and education for health and well-being. Session 3.1 – Teacher preparednessModerator: Dr Jim Taylor, Research Associate, University of KwaZulu-Natal, South AfricaSpeakers:Dr Dy Samsideth, Deputy Director General for Education, Ministry of Education, Youth and Sport, CambodiaDr Mieke van Ingelghem, Lecturer, UC Leuven Limburg Teacher Education (UNESCO Associated Schools Network member), Belgium Session 3.2 – Teaching and learning resources and materialsModerator: Ms Yumiko Yokozeki, Director, UNESCO International Institute for Capacity Building in Africa (IICBA)Speakers:Mr Dennis Sinyolo, Director, Education International’s African Regional OfficeMs Mary Sichangi, Head of Department, Partnerships & Linkages, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA)Mr Temechegn Engida, Program Officer, UNESCO International Institute for Capacity Building in Africa (IICBA) Session 3.3 – School and community supportModerator: Mr Carlos Vargas, Chief of Section of Teacher Development, UNESCOMr Carlos Enrique Rodoriguez Rivas, Head, National Teacher Training Institute, Ministry of Education, El SalvadorDr James Williams, Professor, School of Education and Human Development at George Washington University, USAMr Kiichi Oyasu, Director, Education Cooperation Department of Asia-Pacific Cultural Centre for UNESCO (ACCU), Japan Links to Strand 1 / Strand 2 & Special Session / Strand 4