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تصور مقترح لدور الجامعات في تطوير وعي الطلبة بالمواطنة الرقمية في ضوء متطلبات العصر الرقمي وتحدياته جامعة بيشة أنموذجًا (مجلة الآداب للدراسات النفسية والتربوية; vol.14, no.1) 出版年份: 2022 作者: Sheikha Abdullah Al-Briki Balabied 机构作者: Dhamar University هدفت الدراسة إلى قياس درجة وعي طلبة الجامعة بالمواطنة الرقمية، ووضع تصور مقترح في ضوء نتائج الدراسة تضمن إطار عمل لتفعيل دور الجامعات في تنمية وعي الطلبة بالمواطنة الرقمية في ضوء متطلبات وتحديات العصر الرقمي. استُخدم المنهج الوصفي التحليلي من خلال تصميم استبانة لقياس درجة وعي الطلبة بالمواطنة الرقمية. ولتحقيق ذلك اتبعت الباحثة المنهج الوصفي التحليلي من خلال الدراسة الاستطلاعية وبناء استبانة لقياس درجة وعي الطلبة بالمواطنة الرقمية. وكانت أبرز النتائج أن درجة وعي الطلاب بالمواطنة الرقمية "مرتفعة جدًا"، بالإضافة إلى عدم وجود فروق ذات دلالة إحصائية بين متوسطات درجات الذكور والإناث، وكذلك بين متوسطات درجات طلاب الكليات النظرية والعملية على إجمالي مقياس الوعي بالمواطنة الرقمية. A Suggested Proposal for the Role of Universities in Developing Students’ Awareness of Digital Citizenship in Light of Requirements and Challenges of the Digital Age: A Case Study of Bisha University (Arts for Educational & Psychological Studies; vol.14, no.1) 出版年份: 2022 作者: Sheikha Abdullah Al-Briki Balabied 机构作者: Dhamar University The study aimed to measure the degree of students’ awareness of the digital citizenship at the University of Bisha, and to develop a proposed scenario in the light of the results of the study, which included a framework for activating the role of universities in developing their students' awareness of digital citizenship to meet the requirements and challenges of the digital age. The analytical descriptive method was used by conducting an exploratory study and designing a questionnaire to measure the degree of students' awareness of digital citizenship. The most prominent results were that the degree of students' awareness of digital citizenship was "very high" on the total digital citizenship awareness scale. There were no statistically significant differences between the average scores of males and females, nor between the average degrees of students of theoretical and practical colleges on the total digital citizenship awareness scale. 
CCREAD: Inspiring Sustainability Education Project Improves Lives in Cameroon 出版年份: 2017 作者: Shifu Ngalla 机构作者: UNESCO This article is about sustainability education project in Cameroon. In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. CCREAD: Un Estimulante Proyecto Sobre Educación para la Sostenibilidad Mejora la Vida en el Camerún 出版年份: 2017 作者: Shifu Ngalla 机构作者: UNESCO Este es un artículo acerca de proyecto sobre el educación para la sostenibilidad en Camerún.En el Camerún, 36% de las mujeres y de los hombres jóvenes que se gradúan anualmente en alguna de las ocho universidades estatales o en alguna de las 50 instituciones privadas se encuentran sin empleo. Algunos se describen a sí mismos como la “generación perdida”. Pero un joven diplomado que experimentó dificultades cuando era niño está utilizando la educación para el desarrollo sostenible (EDS) como un medio para proporcionar capacidades, centrar mejor las prioridades y dar esperanza a las personas social y económicamente desfavorecidas. CCREAD: Un Projet d’éducation au Développement Durable Améliore des Vies au Cameroun 出版年份: 2017 作者: Shifu Ngalla 机构作者: UNESCO Ceci est un article sur le projet d'éducation à la durabilité au Cameroun.Chaque année au Cameroun, 36% des jeunes femmes et hommes qui obtiennent leur diplôme dans l’une des huit universités d’État et dans plus de 50 institutions privées se retrouvent sans-emploi. Certains d'entre eux se décrivent comme une « génération perdue ». Cependant, un jeune diplômé qui a vécu une expérience douloureuse pendant son enfance utilise l’Éducation au Développement Durable (EDD) afin de former et redonner de l’espoir aux jeunes défavorisés au niveau social et économique. 
Evaluation of UNESCO's Programme Interventions on Girls' and Women's Education 出版年份: 2017 作者: Michael Reynolds, Martina Rathner, Estelle Loiseau 机构作者: UNESCO Internal Oversight Service (IOS) Since 2008, Gender Equality has been one of two global priorities for UNESCO. In May 2011, UNESCO launched the Global Partnership for Girls’ and Women’s Education, also known as “Better Life, Better Future”, which aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest obstacles to their education. To further advance the global priority of Gender Equality, since 2015 a dedicated Section of Education for Inclusion and Gender Equality specifically addresses the gender dimensions in education that contribute to differential access, participation, completion, and learning outcomes by boys and girls, and men and women. The evaluation examines UNESCO’s programme interventions in girls’ and women’s education during the period 2015 to 2017, in particular to ascertain the relevance, effectiveness, efficiency and sustainability of initiatives, and to clarify the strategic role and positioning of the Organization in supporting girls’ and women’s education at regional and country levels.The evaluation found that although UNESCO’s efforts for enhancing girls’ and women’s education are clearly aligned to SDG 4 and SDG 5 and also broadly in line with the overall principle of leaving no one behind, there is at times a trade-off between targeting the hardest to reach and other donor priorities, and UNESCO needs to more clearly position its efforts in support of girls’ and women’s education and its niche in the 2030 Agenda. Furthermore, continued efforts are required to scale up and/or replicate small-scale interventions, to better ensure sustainability and to consolidate mechanisms for coordination and information sharing among different interventions to seize synergies and enhance organizational learning. 
초등 글로벌 이슈 중심 사회과 프로젝트 수업이 세계시민성 함양에 미치는 영향 (시민교육연구; Vol. 56, No. 2) 出版年份: 2024 作者: 오고은 机构作者: 한국사회과교육학회 오늘날 세계화로 인해 상호 의존성과 연결성이 극도로 심화된 상황에서 한 국가의 힘만으로는 해결하기 어려운 여러 글로벌 이슈들이 나타나게 되었다. 이러한 상황에서 사회과의 세계시민교육은 학생들이 글로벌 이슈를 해결하고 세계를 더욱 정의로운 곳으로 만들기 위해 행동할 수 있도록 하는 세계시민성을 함양해야 할 역할을 담당하고 있다. 본 연구는 이에 대응하여 초등학생들의 세계시민성을 함양할 수 있도록 하는 사회과의 효과적인 교수-학습 방법을 제시하고자 하였다. 이를 위해 사회과 프로젝트 수업과 이슈 중심 수업(쟁점 중심 수업)을 결합하여 글로벌 이슈 중심 사회과 프로젝트 수업을 제안하였다. 이 수업은 학생 중심으로 글로벌 이슈를 심도 깊게 탐구하고 이를 해결할 수 있는 실천 경험을 풍부하게 제공하여 세계시민성의 인지, 사회-정서, 행동적 영역을 총체적으로 향상시킬 것으로 예상되었다. 실제로 수업 실험을 한 결과, 실험 집단 학생들의 세계시민성을 이루는 인지, 사회-정서, 행동적 영역의 전 영역에서 세계시민성 지표 점수가 향상된 것을 확인할 수 있었다. 이는 글로벌 이슈 중심 사회과 프로젝트 수업이 학생들이 세계화의 시대에 갖추어야 하는 세계시민성을 총체적으로 함양하는 데 매우 효과적인 방식임을 보여준다. 특히, 공교육 상황에서 주로 활용되는 강의식 수업과의 비교에서도 글로벌 이슈 중심 사회과 프로젝트 수업이 세계를 더욱 정의로운 곳으로 변화시키는 역량인 세계시민성의 행동적 영역을 더욱 효과적으로 향상시키는 것으로 나타났다. 결론적으로, 오늘날 세계에서 행동적 영역의 세계시민성 함양이 더욱 강조되는 상황에 비추어, 본 연구에서 제시하는 글로벌 이슈 중심 사회과 프로젝트 수업을 세계시민교육에서 더욱 적극적으로 활용해야 할 당위성이 제기된다. 
Get Global!: Assessment & Evaluation Worksheets 出版年份: 2003 作者: Joanne Price 机构作者: ActionAid | Oxfam Get Global! is a teachers' guide on how to facilitate active global citizenship. It allows learners to move from thinking about issues that are important to them, to planning and participating in action, and to reflect on their performance, and assess their work. Although aimed at 11-16 year olds, some of the activities could easily be adapted for use with younger learners. 
Assessment of Teacher Competencies in Selected Provinces of Afghanistan (2023) 出版年份: 2024 机构作者: UNESCO Kabul UNESCO Kabul Office commissioned a study aimed at assessing the competencies of Grade 3 teachers. A total of 617 teachers from 223 randomly selected schools across five provinces in Afghanistan participated in the study. Overall, although surveyed grade 3 teachers demonstrated a high level of self-perception regarding teaching competencies, they had low content knowledge. There remained room for improvement in terms of pedagogical skills among participating teachers. 
Chile: Artificial Intelligence Readiness Assessment Report 出版年份: 2023 机构作者: UNESCO The Readiness Assessment Methodology (RAM) is a diagnostic tool intended to assist Member States in upholding their commitment to the Recommendation by helping them understand how prepared they are to implement AI ethically and responsibly for all their citizens. The RAM questionnaire forms the basis for the first section of this readiness assessment report, providing a comprehensive but detailed overview of laws, institutions, and the cultural, social, and human capital landscape shaping AI. This is then complemented in the second section by a summary of concerns and priorities raised during a national multistakeholder consultation that was conducted in 2023. Finally, the third section presents a roadmap and recommendations for building capacities across national institutions, laws and policies, and human capital, to achieve a responsible AI ecosystem aligned with the UNESCO Recommendation. As the very first country to complete the RAM and the country report, Chile is blazing the trail not only for Latin America but the world. We applaud the initiative the Chilean government has taken to update its AI strategy putting ethics and governance front and centre, and thank them for inviting UNESCO to assist in this endeavour. The report presented here reveals a complex and rapidly-changing landscape. In the legal and regulatory dimension, the 2021 National Artificial Intelligence Policy (NAIP) represents a substantive and wide-ranging commitment to developing AI. One of the key recommendations of this report is to fully integrate the UNESCO Recommendation into the NAIP’s axis of Ethics, Regulation, and Socioeconomic Impacts. Notably, the RAM reveals the pressing need to update legislation around data protection and cybersecurity to meet the challenges of AI. It also highlights several areas the Chilean government is actively working to develop. [...] Overall, this report presents a fundamentally optimistic vision that we at UNESCO share: that ethical governance and responsible regulation of AI is entirely consistent with innovation and economic growth, and is essential for ensuring a technological ecosystem that benefits the public good. In drawing a clear line from the RAM data through to the multistakeholder consultations and the recommendations, Chile has a clear roadmap for how to get there. (This text has been extracted from the Foreword of the publication)