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EIU Best Practices 2021: Strengthening Global Citizenship Skills; The Project GLACE Experience, A Case from Philippines (EIU Best Practices Series; no.58) 出版年份: 2021 作者: Marco Meduranda 机构作者: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.58 introduces ‘Project GLACE’ or ‘Global Learning through Active Citizenship Education’. It is an after-school enhancement program that sought to enhance students' global citizenship skills through afterschool learning sessions, off-campus intercultural education experiences, and service-learning or community outreach activities. Using the 4-I's (Inquire, Investigate, Innovate and Impact), selected teachers taught global citizenship education concepts for a span of 12 - 15 weeks with the first six to ten weeks exploring the themes of social justice and equity, identity and diversity, self-awareness and reflection, concern for the environment, commitment to sustainable development, and commitment to participation and inclusion. 
EIU Best Practices 2021: Fostering Intercultural Awareness through GCED; A Case from Sri Lanka (EIU Best Practices Series; no.59) 出版年份: 2021 作者: Oshan Madushanka Gunathilake 机构作者: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.59 introduces ‘Citizen Culture’ which is designed to foster intercultural and interreligious understanding within youth communities through the theories and learnings of GCED. The programme focused on a selected group of young individuals who are representing both vulnerable communities as well as privileged, also belonging to a diverse mixture of cultural, religious, social and ethnic backgrounds. The learners will go into their respective communities and spread this message as agents of positive change and actively contribute to the social cohesion, trust and awareness building through volunteer participation for transforming popular harmful narratives and practices which are structured in our society - cultivating a culture of peace. 
دور اللغة الأم في تعلم اللغة العربية الفصحى في المرحلة الابتدائية بالمدرسة الجزائرية 出版年份: 2012 作者: Khaled Abdel Salam 机构作者: Farhat Abbas Setif University تهدف دراستنا إلى التعرف على تأثيرات اللغة األولى سواء كانت عامية عربية او قبائلية في تعلم اللغة المدرسية في مختلف البنيات اللغوية الصوتية والمفرداتية والتركيبية والنحوية والصرفية. وبالتالي الكشف إن كانت ،عامال ميسرا في التعلم أو معرقال. و التعرف على االستراتيجيات المعرفية التي يستعملها المتعلمون في تعلمهم وعالقتها بأدائهم اللغوي في التعبيرين الشفوي والكتابي. ولتحقيق ذلك استعملنا المنهج الوصفي التحليلي، فاخترنا عينتين بمجموع 90 تلميذا (45 ناطقا بالعامية العربية و45 ناطقا بالقبائلية). فطبقنا عليهما ثالث اختبارات، أحدهما شفوي على شكل مقابلة حول معلومات شخصية وصحية واآلخر كتابي حول المحافظة على البيئة، ومقياس حول ،استراتيجيات التعلم. ولما حللنا محتوى االجابات واستخرجنا األخطاء اللغوية المنتشرة وصنفناها إلى مختلف األنماط وبعد حسابنا لتكراراتها و تحليلنا وتفسيرنا لها، توصلنا إلى النتائج اآلتية: ـ أن اللغة األولى سواء كانت عامية عربية او قبائلية قد أثرت بشكل كبير في كل بنيات اللغة الصوتية، التركيبية، النحوية والصرفية بشكل كبير حتى أصبحت .لغة التعليم ال تختلف كثيرا عنها. لذلك استنتجنا أنه ال يمكن اعتبارها عامال ميسرا في التعلم .ـ أن المتعلمين يستخدمون كثيرا استراتيجيات المراجعة للدروس واالستنباط أكثر من االستراتيجيات األخرى .ـ أنه ال توجد عالقة بين االستراتيجيات المستعملة وأداء المعلمين باللغة المدرسية شفويا وكتابيا ـ وأنها ال توجد فروق ذات داللة إحصائية بين الناطقين بالعامية العربية و الناطقين بالقبائلية في البنية الصوتية لكن هناك فروقا دالة إحصائيا بينهما في البنيتين النحوية والصرفية لكنها تعود إلى عوامل اخرى ذاتية وبيداغوجية .وأسرية .واستنتجنا ان مستوى المتعلمين من العينتين بلغة التعليم لم يرتق إلى الكفاءات المنشودة في المنهاج المدرسي. The Role of the Mother Tongue in Learning Standard Arabic at the Primary Stage in the Algerian School 出版年份: 2012 作者: Khaled Abdel Salam 机构作者: Farhat Abbas Setif University Our study has two mean objectives: To determine the first language consequences, whatever they are general, Arabic, or Kabyle, in the learning of school language at different vocabulary, singular, grammar, and, conjugation structures, therefore, exploring if they are helping factors in the learning process or hampering it. To identify the cognitive strategies used by the novices in their learning process in relation to their language performance and errors made in the oral and written expression. In order to deal with this situation, we utilized the descriptive analytical method, in which we had chosen randomly two samples composed of 90 scholars (45 scholars speaking general Arabic language, and 45 scholars speaking Kabyle language), on which we administered two tests, one in the form of an interview about personal and health informations, and the other one about the environment conservation. After, we had analysed the content of the responses, via the extraction of the language errors expanded, and categorising them to different styles or patterns, and computing their frequencies, and explaining them, we founded the following results: Whatever, the first language is general, Arabic or Kabyle, it has a big consequence over all the language structures, therefore, making the scholars language not different from them. According to these results, we can conclude that these factors are not considered as helping factors in the learning process. There is a tendency for the novices to utilize more, both of the revising strategies of courses and the deduction strategy compared to the others. there are no significant differences between scholars speaking general Arabic language and scholars speaking kabyle language in the vocabulary structure, but, there are significant differences between these two samples on the grammatical and conjugational structures, related to personal, pedagogical and familiar factors. According to these results, we can conclude that the language level of the novices on both samples is not related to the abilities required by the school system. 
2021 미디어·정보 리터러시 데이 자료집: 어린이·청소년이 말하는 MIL 出版年份: 2021 机构作者: 유네스코한국위원회 | 한국언론진흥재단 | 한국교육학술정보원 | 시청자미디어재단 | 주한미국대사관 본 자료집은 2021 미디어·정보 리터러시 데이 행사(2021. 10.19. 개최) 에서 발표한 어린이·청소년 관련 미디어 리터러시 연구 성과 및 발표 자료를 수록하였다. 
누구도 소외되지 않는 미디어 환경을 위한 어린이 청소년 선언문 出版年份: 2021 机构作者: 유네스코한국위원회 | 한국언론진흥재단 | 한국교육학술정보원 | 시청자미디어재단 | 주한미국대사관 2021 미디어·정보 리터러시 데이 행사(2021. 10.19. 개최)에서 발표된 선언문이다. 본 선언문은 누구나 쉽게 접근할 수 있고, 어린이와 청소년을 존중하고 배려하는 안전한 미디어 세상에 대한 바람을 담았다. 특히, 디지털 기기를 사용할 줄 아는 것과 그 안에 담긴 정보를 잘 선택해 이용하는 것은 매우 다른 능력임을 환기하고, 미디어 정보 리터러시 교육을 강화해줄 것을 주문했다. 선언문 초안 작업에는 초‧중‧고 학생 11명으로 구성된 어린이 청소년 위원회가 직접 참여했으며, 메타버스 플랫폼 게더타운을 통해 의견을 남겨준 전국 초중고등학생 600여명의 의견도 반영되었다. 
Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills 出版年份: 2021 作者: Marta Encinas-Martin | Eva Feron | Francesco Avvisati | Marco Paccagnella | Javier Suárez-Alvarez | Michelle Cherian 机构作者: Organisation for Economic Co-operation and Development (OECD) Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens.The benefits of developing children’s social‐emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well‐functioning society. The OECD’s Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students’ social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio‐economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills. 
The Media Monsters: A Media Literacy Lesson Plan for Grade 3-5 Educators 出版年份: 2021 机构作者: National Association for Media Literacy Education (NAMLE) | Makefully Studios In response to the increasing amount of media children are exposed to on a regular basis, the National Association for Media Literacy Education (NAMLE) and Makefully Studios are teaming up to provide educators with unique content that will inspire relevant, rich, and age-appropriate discussion in their classrooms about how we all consume and interact with different types of media. Using this lesson plan, students will begin to identify, reflect and recognize behaviors and media practices in themselves, and identify the media literacy skills needed to improve the ways they engage with media and think critically about the media messages around them. 
Media Literacy 作者: Sarah Firth 机构作者: Museum of Australian Democracy at Old Parliament House This infographic helps hook students into reflecting and considering a range of questions and information about media literacy. 
Progress on the Sustainable Development Goals: The Gender Snapshot 2021 出版年份: 2021 机构作者: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | UN. Department of Economic and Social Affairs (UN. DESA) The pandemic has tested and even reversed progress in expanding women’s rights and opportunities. Women have not recovered lost jobs and income, hunger is on the rise, and school closures threaten girls’ educational gains. Women’s participation in government, research and resource management remains far from equal. Vulnerable groups of women, including migrants, those with disabilities and those affected by conflict, are frequently left behind. Disparities between rich and poor countries are preventing equal access to lifesaving COVID-19 vaccines and treatments, putting women in poorer countries at disproportionate risk. Moreover, despite women’s central roles in responding to COVID-19, including as front-line health workers, they do not have the leadership positions they deserve. Building forward differently and better will require placing women and girls at the centre of all aspects of response and recovery, including through gender- responsive laws, policies and budgeting.Progress on the Sustainable Development Goals: The Gender Snapshot 2021 presents the latest evidence on gender equality across all 17 Sustainable Development Goals, highlighting the progress made since 2015 but also the continued alarm over the COVID-19 pandemic, its immediate effect on women’s well-being and the threat it poses to future generations.