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Escuelas en acción, ciudadanos del mundo para el desarrollo sostenible: guía para el profesorado 出版年份: 2016 机构作者: UNESCO The Global Citizens for Sustainable Development Teachers’ guide aims to introduce teachers to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). It provides secondary school teachers with ideas and activities to help students become global citizens and sustainable development actors. The Teachers’ guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the Online Collaborative Platform ASPnet in Action: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco. org/aspnet/globalcitizens] with associated activities and initiatives. The Teachers’ guide provides: An overview of what it means for learners to become global citizens and of how learners can contribute to sustainable development. Ideas for classroom activities that can help secondary school students to develop knowledge, skills, values, attitudes and behaviours that promote GCED and ESD. Selected activities on GCED and ESD from ASPnet schools around the world. 
دليل لفائدة المكونين و الوسطاء لإستعمال " دليل شباب تونس في تعلم الديمقراطية " 出版年份: 2013 机构作者: UNESCO Rabat As part of its project to support education for democracy for young people in Tunisia, UNESCO has developed in cooperation with the Ministry of Education, the National Commission for Education, Science and Culture, CAWTAR, IADH, CNIPRE and UNI, a handbook on democracy for young people in Tunisia.This handbook is composed of twenty factsheets illustrated with drawings by Plantu. It popularizes the standards and universal principles, as well as major international instruments that protect and emphasize the national legal framework, key issues and challenges and good practices in Tunisia. One of the comparative advantages of this module is the fact that it highlights local issues and ongoing legal reforms in Tunisia.The present handbook has been developed as a pedagogical tool to help adult intermediaries (teachers, social educators etc…) responsible for the training of young people in school and community settings. It provides a series of exercises and situations to facilitate the learning and acquisition of knowledge in the field of democracy.The contents of this guidebook develops an approach based on "the discovery by oneself" which offers to participants activities, exercises and situations that require the mobilization of resources and contents of the training handbook on democracy for young people in Tunisia.Its use requires flexibility and creativity on the part of the trainer to enrich and/ or adapt the proposed exercises. It is in the light of the training context, prior knowledge of the concerned learners, the level of engagement of participants and according to thematic representations, that the trainer designs the training content. Educating for global citizenship: an ETFO curriculum development inquiry initiative 出版年份: 2010 作者: Alice Assor-Chandler | Mali Bickley | Jim Carleton | Antonino Giambrone | Janice Gregg | Jennifer Hunter | Laura Inglis | Leigh-Anne Ingram | Angela MacDonald | Miyuki (Erica) Moizumi | Carol Peterson | Carrie Schoemer | Nadya Weber | Tonia Wojciechowski 机构作者: Elementary Teachers’ Federation of Ontario (ETFO) Attention to educating for citizenship continues to expand and deepen worldwide. Many countries now include citizenship education as an important feature of their official curriculum, albeit in variant forms. Numerous research studies, policy reforms, and curriculum initiatives have been undertaken, as teachers, policy makers and researchers attempt to understand the intricate processes by which young people learn about democratic citizenship, and where and how citizenship education should be located and represented in school curricula.Educating for global citizenship has been a critical dimension of these discussions and investigations. Recent shifts in the speed and global reach of information and communication technologies, an increasingly interdependent global economy, challenges in human rights and social justice, and the impact of international tragedies and emergencies have, for example, created tensions and conditions that require more integrated, worldwide responses. Not surprisingly, understandings of global citizenship are being explored with increased intensity and, as might be expected, there has been a corresponding – and growing - interest among educators in various parts of the world to strengthen the global dimension of citizenship education in school curricula at all levels.In Canada, there has been increasing attention to what it means to educate for the global citizenship and provincial curriculum policy developments in recent years. A host of useful ideas in the form of new resource materials and websites to inform and guide teachers’ work have also emerged. The Canadian International Development Agency’s (CIDA) in the global classroom initiative, Classroom Connections’ Cultivating Peace in the 21st Century and Taking Action, Larsen’s ACT! Active Citizens Today: Global Citizenship for Local Schools, and UNICEF Canada’s Global Schoolhouse are a few examples of the many resources that have recently been developed. Despite this growing interest, there has been less attention devoted to examining practices of global citizenship education within Canadian classrooms, leaving a limited understanding of how it is applied in schools.A wide range of perspectives and practices has emerged, reflecting a considerable growth of interest in this dimension of education. In an effort to clarify the multiple dimensions of global citizenship education, below are two “working” frameworks that provide an overview of core learning goals and key teaching and learning practices associated with global citizenship education from the literature. They reveal both complexity and multidimensionality and provide a lens to analyse and reflect upon the breadth and depth of what it means to educate for global dimension of citizenship. La convivencia escolar, cuestión humana; manual: orientación escolar en asuntos de convivencia 出版年份: 2014 机构作者: Secretaría de Educación del Distrito (SED) | Ficonpaz | District Secretariat of Education of Bogotá This manual, complementary to the module of the Integral Plans of Education for Citizenship and Civic Coexistence, has conceptual and methodological tools that support the reconstruction and systematization process. It’s a guide that is recommends to be employed with creativity, open dialogues with other participants and most of all, with constant territorial contextualization of the concepts, activities and tool-kits that are used. Citizenship education and coexistence: my body, my first territory; initial cycle (early education) 出版年份: 2014 机构作者: Secretaría de Educación del Distrito (SED) | Fe y Alegría These twelve modules make reference to a series of activities that focus on how children from all the educative grades understand and live citizenship, strengthening and facilitating the learning processes based on autonomy. This educative materials, which are aimed at being implemented inside the classrooms, attempt to serve as input resources for educators and other agents that work on or are interested in working with citizenship education and coexistence. The overall objective is to provide quality education. Educación para la ciudadanía y la convivencia: mi cuerpo, mi primer territorio; ciclo inicial (prejardín, jardín y transición) 出版年份: 2014 机构作者: Secretaría de Educación del Distrito (SED) | Fe y Alegría These twelve modules make reference to a series of activities that focus on how children from all the educative grades understand and live citizenship, strengthening and facilitating the learning processes based on autonomy. This educative materials, which are aimed at being implemented inside the classrooms, attempt to serve as input resources for educators and other agents that work on or are interested in working with citizenship education and coexistence. The overall objective is to provide quality education. Educational guideline: education for citizenship and coexistence 出版年份: 2014 作者: Adriana Carrillo Monsalve | Lizbeth Guerrero Cuan | Katherine Porras Torrent | Rigoberto Solano Salinas | Yudy Velásquez Hoyos 机构作者: Bogotá. District Secretariat of Education | Proyecto Educación para la Ciudadanía y la Convivencia (PECC) This document contains the pedagogical principles that make the Education for Citizenship and Civic Coexistence not just a project, rather a proposal of an education policy sustained in the transformation of society, human welfare and the development of citizenship skills. Therefore, it is directed mainly to School Directors, coordinators, educational mediators and facilitators of Citizenship and Civic Coexistence, who wish to start the processes of strengthening citizen capabilities in their educational communities. In this document you can find what we have called the Learning Citizenship Path, a pedagogical tool that identifies learning in citizenship for each of the educational cycles in three dimensions -Individual, Societal, systemic- This Learning Citizenship Path facilitates the curricular integration of citizenship learning in a pedagogical and practical framework, with transversal projects and educational practices, taking into account citizenship skills and new knowledge. Lineamiento pedagógico: educación para la ciudadanía y la convivencia 出版年份: 2014 作者: Adriana Carrillo Monsalve | Lizbeth Guerrero Cuan | Katherine Porras Torrent | Rigoberto Solano Salinas | Yudy Velásquez Hoyos 机构作者: Bogotá. District Secretariat of Education | Proyecto Educación para la Ciudadanía y la Convivencia (PECC) This document contains the pedagogical principles that make the Education for Citizenship and Civic Coexistence not just a project, rather a proposal of an education policy sustained in the transformation of society, human welfare and the development of citizenship skills. Therefore, it is directed mainly to School Directors, coordinators, educational mediators and facilitators of Citizenship and Civic Coexistence, who wish to start the processes of strengthening citizen capabilities in their educational communities. In this document you can find what we have called the Learning Citizenship Path, a pedagogical tool that identifies learning in citizenship for each of the educational cycles in three dimensions -Individual, Societal, systemic- This Learning Citizenship Path facilitates the curricular integration of citizenship learning in a pedagogical and practical framework, with transversal projects and educational practices, taking into account citizenship skills and new knowledge. Directrice Pédagogique: éducation à la citoyenneté et de la coexistence 出版年份: 2014 作者: Adriana Carrillo Monsalve | Lizbeth Guerrero Cuan | Katherine Porras Torrent | Rigoberto Solano Salinas | Yudy Velásquez Hoyos 机构作者: Bogotá. District Secretariat of Education | Proyecto Educación para la Ciudadanía y la Convivencia (PECC) Ce document contient les principes pédagogiques qui font de l'Education à la Citoyenneté et à la Coexistence Civique non seulement un projet, mais plutôt une proposition de politique éducative soutenue dans la transformation de la société, le bien-être humain et le développement des compétences citoyennes. Il s'adresse donc principalement aux directeurs d'écoles, aux coordonnateurs, aux médiateurs éducatifs et aux facilitateurs de la citoyenneté et de la coexistence civique, qui souhaitent commencer les processus de renforcement des capacités citoyennes dans leurs communautés éducatives. Dans ce document, vous pouvez trouver ce que nous avons appelé la voie de l'apprentissage de la citoyenneté, un outil pédagogique qui identifie l'apprentissage dans la citoyenneté pour chacun des cycles éducatifs en trois dimensions - individuel, sociétal, systémique- Cette voie d'apprentissage citoyenneté facilite l'intégration curriculaire de l'apprentissage de la citoyenneté. Dans un cadre pédagogique et pratique, avec des projets transversaux et des pratiques éducatives, en tenant compte des compétences citoyennes et des nouvelles connaissances. Education à la citoyenneté et de la coexistence: mon corps, mon premier territoire; cycle initial (pré-maternelle, jardin et transition) 出版年份: 2014 机构作者: Secretaría de Educación del Distrito (SED) | Fe y Alegría Ces douze modules font référence à une série d'activités qui mettent l'accent sur la façon dont les enfants de toutes les classes éducatives comprennent et vivent la citoyenneté, en renforçant et en facilitant les processus d'apprentissage basés sur l'autonomie. Ces matériels éducatifs, qui visent à être mis en œuvre dans les salles de classe, tentent de servir de ressources pour les éducateurs et autres agents qui travaillent ou sont intéressés à travailler avec l'éducation à la citoyenneté et la coexistence. L'objectif global est de fournir une éducation de qualité.