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[Summary] Global Education Monitoring Report Summary 2020: Inclusion and Education; All Means All 出版年份: 2020 机构作者: UNESCO | Global Education Monitoring Report Team The 2020 Global Education Monitoring Report looks at social, economic and cultural mechanisms that discriminate against disadvantaged children, youth and adults, keeping them out of education or marginalized in it. Spurred by their commitment to fulfil the right to inclusive education, countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet implementation of well-meaning laws and policies often falters. Released at the start of the decade of action to 2030, and in the middle of the Covid-19 crisis, which has exacerbated underlying inequalities, the Report argues that resistance to addressing every learner’s needs is a real threat to achieving global education targets. 
Scotland and the Sustainable Development Goals: A National Review to Drive Action 出版年份: 2020 机构作者: Government of Scotland The 2030 Agenda for Sustainable Development provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. As part of this, the Sustainable Development Goals (SDGs) are a universal call to action. Scotland signed up to the SDGs in 2015 and this review brings together evidence, actions and stories of how we are making progress to meet the Goals. It contains inspirational examples of how people across Scotland are taking action to make us a more successful country and to ensure we are at the forefront of this international agenda. It also highlights some of the challenges we face. This review, a collaborative effort between the SDG Network Scotland, Scottish Government and the Convention of Scottish Local Authorities (COSLA), scratches the surface of the depth of activity across Scotland. This review provides an overall picture of activity and performance based on the evidence currently available. 
Country Progress on Climate Change Education, Training and Public Awareness: An Analysis of Country Submissions Under the United Nations Framework Convention on Climate Change 出版年份: 2019 机构作者: UNESCO Since its entry into force, the 1992 United Nations Framework Convention on Climate Change (UNFCCC) in Article 6 has recognised the importance of ‘education, training and public awareness’ in mitigating ‘dangerous human interference with the climate system’. Article 12 of the Paris Agreement (2015) reaffirms this recognition.This document provides a status report on the implementation of climate change education in countries. It outlines key findings from an analysis of country submissions to the UNFCCC Secretariat as part of UNFCCC reporting processes and highlights achievements and remaining gaps in the area of climate change education.The analysis shows that almost all countries include some reference to climate change education in their country submissions under the UNFCCC reporting processes. This shows a certain level of commitment, which provides a good basis to further scale up educational responses to climate change. However, important gaps remain. Addressing them will be crucial in order to fully mobilize the power of education in response to this greatest challenge of our times. Progrès nationaux en matière d'éducation, de formation et de sensibilisation du public aux changements climatiques: Analyse des comptes rendus nationaux au titre de la Convention-cadre des Nations Unies sur les changements climatiques 出版年份: 2019 机构作者: UNESCO Depuis son entrée en vigueur, la Convention-cadre des Nations Unies sur les changements climatiques (CCNUCC, 1992) reconnaît, dans son article 6, l’importance de l’éducation, de la formation et de la sensibilisation du public pour atténuer toute perturbation anthropique dangereuse du système climatique. L’article 12 de l’Accord de Paris (2015) réaffirme cette prise de conscience.Le présent document dresse un état des lieux de la mise en place de l’éducation aux changements climatiques dans les pays. Il souligne les principaux résultats issusde l’analyse des comptes rendus nationaux présentés au Secrétariat de la CCNUCC dans le cadre du processus d’établissement des communications à ce titre. Il met en lumière les réalisations accomplies et les lacunes à combler dans le domaine de l’éducation aux changements climatiques.L’analyse démontre que pratiquement tous les pays mentionnent l’éducation aux changements climatiques dans leurs comptes rendus nationaux soumis dans le cadre du processus d’établissement des communications au titre de la CCNUCC. Cela démontre un certain niveau d’engagement, garantie d’une bonne base pour renforcer les actions éducatives face aux changements climatiques. Cependant, d’importantes disparités persistent. Il sera crucial de les résorber afin de mobiliser le plein potentiel de l’éducation pour affronter le plus grand défi de notre époque. 
Reconciliation, Peace and Global Citizenship Education: Pedagogy and Practice 出版年份: 2019 机构作者: APCEIU The Asia-Pacific Centre of Education for International Understanding launched the publication entitled Reconciliation, Peace and Global Citizenship Education: Pedagogy and Practices. This book is the result of the fruitful discussions and presentations made during the 4th International Conference on Global Citizenship Education held on 3-4 September 2019 in Seoul, Republic of Korea.The intention of this publication is not only to continue and deepen the discourses made by the speakers of the Conference, but also to provide the readers with opportunity to explore how pedagogy and practices of Global Citizenship Education can contribute to building peace and reconciliation across the globe. Part. I Global Citizenship Education for peace and reconciliation: OverviewLearning to live together and a life worth livingHow GCED can contribute to peace, reconciliation and sustainable developmentTransformative pedagogy for building peacePromoting peace through mindfulness programmes in schoolsGlobal memory, global citizenship and reconciliationThe role of Media and Information Literacy Part. II Global Citizenship Education for peace and reconciliation: Putting it into practiceFacing History and Ourselves in South AfricaClassrooms in Peace in ColombiaPreparing young people to be global citizens through integrated schools in Northern Ireland Part. III Global Citizenship Education for peace and reconciliation: Supporting effective implementationPolicy development and implementationChallenges in curriculum and textbook development for low-and middle-income country 
When Feeling and Action Come Together in Educational Practice. Relations Between Development Education and Learning Service for a Global Citizenship 出版年份: 2016 作者: Yolanda Fernández Carrión | Mª Jesús Martínez Usarralde The difficulties based on the development are a usual topic in education. After emphasizing the relevance of the development education as an essential element for the construction of the global citizenship, the challenge stands out by its innovative intention of trying to implicate it with service learning. This one tries to be an explorative and interpretative theoretic analyses about the potentialities which can be provided by service learning in the achievement of the objectives planned by the development education. This correlation not only affects the substantial improvement of both practices by building positive synergies but also its universalization forms a clear positive influence in the endogenous development of the village people, carrying out the real empowerment of the critical, sensible and global citizenship. The possibility of giving the main role as a human developmental engine to education is within our reach and the union between development education and service learning teaches us the keys. Cuando sentimiento y acción confluyen en la práctica educativa. Alianzas entre educación para el desarrollo y aprendizaje servicio para una ciudadanía global 出版年份: 2016 作者: Yolanda Fernández Carrión | Mª Jesús Martínez Usarralde Las problemáticas basadas en el desarrollo constituyen un tema recurrente en educación. Tras resaltar la relevancia de la Educación para el Desarrollo (EpD) como elemento fundamental en la construcción de una ciudadanía global, el objetivo de este artículo consiste en relacionarla con una cultura educativa, el Aprendizaje Servicio (ApS). Éste pretende ser, así, un análisis teórico exploratorio e interpretativo sobre las potencialidades que puede aportar el ApS en la consecución de las metas planteadas por la EpD. Esta vinculación no sólo repercute en la mejora substancial de la práctica de ambas creando sinergias positivas, sino que su universalización constituye una clara incidencia positiva en el desarrollo endógeno de los pueblos, llevando a la práctica el empoderamiento real de la ciudadanía crítica, reflexiva y global. La posibilidad de otorgar el papel relevante que posee la educación como motor de desarrollo humano está a nuestro alcance: la alianza entre EpD y APS nos muestran las claves. 
A Transdisciplinary Biomimetic Perspective on Global Citizenship Education 出版年份: 2016 作者: Javier Collado Ruano 机构作者: University of the Andes This paper reflects on the Global Citizenship Edu- cation (GCE) and Sustainable Development Goals (SDGs) discussed in 2015 during the Second UNESCO Forum on Global Citizenship Education in January, the Second Global Education Forum in May and the Millenium Summit in September. The study is supported by a transdisciplinary methodolo- gy and the biomimetic principles in order to streng- then the bonds between education and sustainabili- ty. As a result, this research identifies the operational principles that constitute the interdependence of ecosystems in order to make a biomimetic imple- mentation in the social, political and educational structure in human systems. To conclude, three pro- posals to achieve SDGs are given. Una perspectiva transdisciplinar y biomimética de la educación para la ciudadanía mundial 出版年份: 2016 作者: Javier Collado Ruano 机构作者: University of the Andes El presente artículo reflexiona sobre la Educación para la Ciudadanía Mundial (ECM) y los Objetivos de Desarrollo Sostenible (ODS) discutidos en 2015 durante el 2o Foro de la UNESCO de ECM de enero, el 2o Foro Mundial de Educación de mayo y la Cumbre del Milenio de septiembre. El estudio se apoya en la metodología transdisciplinar y el principio de biomímesis con el propósito de reforzar los lazos entre la educación y la sostenibilidad. Como resultado, el trabajo identifica los principios operacionales que constituyen la interdependencia de los ecosistemas para hacer una aplicación biomimética en las estructuras sociales, políticas y educativas de los sistemas humanos. Para concluir, se realizan tres propuestas para contribuir a alcanzar los ODS. 
Mother Tongue-Based Multilingual Education: The Key to Unlocking SDG 4 - Quality Education for All 出版年份: 2017 作者: Matt Wisbey 机构作者: UNESCO Bangkok This brochure, designed as a bright and bold resource to be used with policy makers and other key stakeholders, explores the reasons why mother tongue-based multilingual education (MTB-MLE) is the key to quality lifelong learning opportunities for all. Linking the key elements of MTB-MLE with SDG4’s targets, it outlines the benefits for both individual learners and society as a whole.