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La Conferencia Regional de Educación Superior de Córdoba Argentina (CRES2018): Voces que interrogan Год публикации: 2018 Автор: Luis Bonilla-Molina El reporte habla de la celebración de la Tercera Reunión Regional de Educación Superior (CRES2018) donde la Univ. Nacional de Córdoba se alió con el Instituto de Ed. Superior para América Latina y el Caribe (IESALC) de la UNESCO. Durante ese evento hubieron siete ejes de debates que analizaban la Ed. Superior en América Latina desde una perspectiva crítica. En cuanto a la globalización, según el autor, durante el encuentro se problematizaron "los efectos de la mundializaciòn cultural", y se aseguró que la "ciudadanía planetaria aparece como un tema difuso" que puede promover homogeneización cultural por lo que se planteó la necesidad de un enfoque basado en un interculturalismo crítico. 
Human rights education in the school systems of Europe, Central Asia and North America: a compendium of good practice Год публикации: 2009 Организация-автор: Council of Europe | UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) “Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice” is a compilation of 101 examples of good practice in human rights education in primary schools, secondary schools and teacher training institutions in the Organization for Security and Co-operation in Europe (OSCE) area, which is also covered by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Office of the United Nations High Commissioner for Human Rights (OHCHR) and, partially, the geographical mandate of the Council of Europe (CoE).The term “human rights education” is often used in this resource in a broader sense, to also include educationfor democratic citizenship and education for mutual respect and understanding, which are all based on internationally agreed human rights standards. These three areas are seen as interconnected and essential within educational systems in order to prepare youth to be active, responsible and caring participants in their communities, as well as at the national and global levels.Human rights education has been defined as education, training and information aimed at building a universal culture of human rights. A comprehensive education in human rights not only provides knowledge about human rights and the mechanisms that protect them, but also imparts the skills needed to promote, defend and apply human rights in daily life. Education for democratic citizenship focuses on educational practices and activities designed to help young people and adults to play an active part in democratic life and exercise their rights and responsibilities in society. Education for mutual respect and understanding highlights self-respect, respect for others, and the improvement of relationships between people of differing cultural traditions.This book aims to support quality teaching in these areas and to inspire educational policymakers (those working in education ministries and local school boards) and administrators, teachers, teacher trainers, non-formal educators and all other interested actors, as well as to facilitate networking and the exchange of experience among education professionals. 
Envision 4.7: Bridge 47 Global Event; Helsinki, Finland 5–7 November 2019: Report Год публикации: 2019 Организация-автор: Bridge 47 | Frinland. Ministry of Education and Culture | Finland. Ministry for Foreign Affairs Global event Envision 4.7 was held in Helsinki in November 2019. The event brought around 200 people together to discuss ways to take the SDG Target 4.7 forward. In this report you can find summaries of all the speeches, panel discussions, workshops and working groups that were held at the event, together with a summary of discussions around all the different topics. You can also find pictures and drawings from the event at the report. 
Programming with Adolescent Boys to Promote Gender-Equitable Masculinities: A Rigorous Review Год публикации: 2018 Автор: Rachel Marcus | Maria Stavropoulou | Nandini Archer-Gupta Организация-автор: Gender and Adolescence: Global Evidence (GAGE) | UK aid This review brings evidence from 36 studies of 34 programmes working with adolescent boys and young men to promote more gender-equitable masculinities. It draws on studies with a range of evaluation designs; the key requirements were adequate description of methodology and a valid comparison between participants and non-participants, or of attitudes and behaviour before and after participation. 
Educación para la ciudadanía mundial: temas y objetivos de aprendizaje Год публикации: 2015 Организация-автор: UNESCO This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts. Following the foundational work of UNESCO to clarify the conceptual underpinnings of global citizenship education and provide policy and programmatic directions, this document has been developed in response to the needs of Member States for overall guidance on integrating global citizenship education in their education systems. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings. 
Measuring Global Citizenship Education: A Collection of Practice and Tools Год публикации: 2017 Организация-автор: Center for Universal Education at Brookings | UNESCO | UN Global Education First Initiative - Youth Advocacy Group (YAG) The idea of global citizenship has existed for several millennia. In ancient Greece, Diogenes declared himself a citizen of the world,1 while the Mahaupanishads of ancient India spoke of the world as one family.2 Today, education for global citizenship is recognized in many countries as a strategy for helping children and youth prosper in their personal and professional lives and contribute to building a better world.This toolkit is intended to shed light on one aspect of operationalizing global citizenship education (GCED): how it can be measured. This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15–24).3 For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).This toolkit begins with a brief review of opinions on why GCED is important and the variety of definitions of GCED. We follow the report with a catalog of 50 profiles of assessment efforts, each describing practices and tools to measure GCED at the classroom, local, and national levels. Note that the survey does not represent an exhaustive list but may be regarded as a living document that will grow as the field of GCED itself grows around the world.Broadly speaking, the assessment efforts in this survey may be categorized across achieving three goals: (1) fostering the values/attitudes of being an agent of positive change; (2) building knowledge of where, why, and how to take action toward positive change; and (3) developing self-efficacy for taking effective actions toward positive change.Today, global challenges such as climate change, migration, and conflict will require people to do more than just think about solutions. They will require effective action, by both individuals and communities. Education for global citizenship is one means to help young people develop the knowledge, skills, behaviors, attitudes, and values to engage in effective individual and collective action at their local levels, with an eye toward a long-term, better future at the global level. We offer this toolkit to provide guidance for educators, policymakers, non-governmental organizations, civil society, and researchers, and to inform this conversation. 
Education à la citoyenneté mondiale: préparer les apprenants aux défis du XXIe siècle Год публикации: 2015 Организация-автор: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives. The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. 
Methodological Mosaic: Diverse Paths to Reflect in Schools on the Value of Truth as a Fundamental Public Good for Peace in Colombia Год публикации: 2018 Автор: Juana Yuniz Организация-автор: EDUCAPAZ This publication reflects the work carried out by the National Program of Education for Peace EDUCAPAZ and the Truth Commission in Colombia, for education in schools that want to reflect on the value of truth in the reconstruction of memory, forgiveness and reconciliation. It presents the five proposed paths to achieve it. Mosaico Metodológico: Caminos diversos para reflexionar en las escuelas sobre el valor de la verdad como bien público fundamental para la paz de Colombia Год публикации: 2018 Автор: Juana Yuniz Организация-автор: EDUCAPAZ Esta publicación recoje el trabajo desarrollado por el Programa Nacional de Educación para la Paz EDUCAPAZ y a Comisión de la Verdad en Colombia, para el trabajo pedagógico en escuelas que quieran reflexionar sobre el valor de la verdad en la reconstrucción de la memoria, el perdón y la reconciliación. Presenta los cinco caminos propuestos para lograrlo. 
Empowering Students for the Improvement of the World in 60 Lessons: Version 1.0 Год публикации: 2017 Автор: Fernando Reimers Организация-автор: Centro de Cooperación Regional para la Educación de Adultos en América Latina y el Caribe (CREFAL) This book presents tools for creating and adapting curriculum for Global Citizenship Education as well as a 60-lesson prototype for all grades, from 1th to 12th.