相关资源
探索丰富的全球公民教育资源，深化理解，促进研究、倡导、教学与学习。
共找到2,701条结果
Irish Aid Development Education Strategy 2017-2023: Development Education 出版年份: 2016 机构作者: Irish Aid With the adoption at the UN in September 2015 of the 17 Sustainable Development Goals (SDGs), the world renewed its commitment to eradicating global poverty, hunger and inequality. SDG Target 4.7 calls on States to provide education to ensure that all learners acquire the knowledge and skills needed to promote sustainable development. Development education strengthens understanding of the global justice dimension of each of the Goals, inspiring and enabling people to take action at local, national and global levels. It is critical to achieving the promise of transformative change that defines the SDGs.This strategy affirms Ireland’s commitment to development education and its central role to both our international development programme and Irish foreign policy. 
Second Annual Meeting of the Global Citizenship Education Actors’ Platform: Meeting Report 出版年份: 2020 机构作者: APCEIU This meeting report provides readers with an overview of discussion points during the “Second Annual Meeting of the GCED Actors’ Platform” held on 19 November 2020. The Meeting was aimed at: Reviewing and updating the status of regional priorities and progress for GCED in the light of the COVID-19 pandemic. Sharing initiatives and on-going projects undertaken at the regional level, especially in the field of GCED Research. Discussing future directions of the global and inter-regional GCED partnership. 
Youth Led Guide on Prevention of Violent Extremism through Education 出版年份: 2017 作者: Carolyn Nash | Yulia Nesterova | Kenneth Primrose | Wing Yu Alice Chan | Rios, Paul A. Chan | María José Velásquez Flores | Aniqah Zowmi 机构作者: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In September 2016, the education sector from the UNESCO headquarters and the UNESCO category 1 research Institute, the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development(MGIEP) organised the first International Conference on Prevention of Violent Extremism through Education: Taking Action, in New Delhi, India. The usual plethora of reports and guides produced by experts on the subject, roundtables and expert panels were organised.But something different also happened. UNESCO MGIEP brought 50 youth from across the world rigorously selected through six week online discussion on the subject to participate in a first of its kind, “Talking Across Generations on Education (TAGe)” event. This event organised as a plenary session—not a side or lunch event—brought together these youth in a non-hierarchical “flat” dialogue with about 12 senior policymakers on the challenges and opportunities the youth see in preventing violent extremism through education.The conference culminated with the presentation of a “Youth Action Plan” containing three clear tangible action points. One action point was the development of a youth-led guide on Prevention of Violent Extremism through Education. This Guide is the result of that call to action.The Institute circulated a global call to youth who were willing to take up the challenge of producing the Guide. After a rigorous search based on a well-defined set of criteria, two coordinating lead authors were identified. These authors were then tasked to find the remaining authors who they saw fit to contribute to the Guide and this team then reached out to the wider group of youth to solicit their experiences and guidance in producing the Guide. The youth have done their part. They have reached out to more than 2,000 young people from more than 50 countries, collated their ideas and experiences and finally featured more than 150 unique voices into this document. 
한국 평화교육의 비판적 검토: 유네스코 평화교육의 관점에서 出版年份: 2020 作者: 앨런 스미스 | 강순원 | 오덕열 机构作者: 유네스코 아시아태평양 국제이해교육원 본 연구는 평화･자유･정의･연대･문화적 다양성･관용･지속가능 발전 등 보편적 가치를 토대로 한 유네스코 평화교육이 동북아시아의 특수성을 반영한 지역 평화교육의 토대로 작용할 수 있다는 가정에서 출발한다. 본 연구에서는 우선 유네스코 및 유럽평의회가 제2차 세계대전 이후, 특히 냉전과 탈냉전 시대를 통해 발전시킨 평화교육을 개괄적으로 소개하는 한편, ‘평화･통일교육’으로 일컬어지기도 하는 한국 평화교육을 광범위하고 심도 있게 분석하고 있다. 평화교육으로서의 통일교육이 어떻게 유네스코 평화교육에 접목하는 것, 현재 통일교육의 범주에서 이루어지고 있는 평화･통일교육의 현황을 중심으로 향후 평화교육 과제를 제시하는 것에 목적을 둔다. 
Supporting Change in Practice: Case Studies on the Use of the ACER-APCEIU Global Citizenship Education Monitoring Toolkit; Country Case-Australia 出版年份: 2025 作者: Rachel Parker | Karena Menzie-Ballantyne 机构作者: APCEIU APCEIU published Supporting Change in Practice: Case Studies on the Use of the ACER-APCEIU Global Citizenship Education Monitoring Toolkit, which shares key findings from the research conducted in Australia and the Republic of Korea. The two reports, based on case studies from two countries, build upon the three-phase Asia-Pacific GCED Monitoring Project (2022–2024) jointly undertaken by ACER and APCEIU to strengthen monitoring and evaluation of GCED and support progress toward SDG 4.7 across the region. The three phases of the initiative identified enabling conditions for GCED, validated the regional GCED Monitoring Framework, and developed the ACER-APCEIU GCED Monitoring Toolkit. The reports for each phase can be found here: Phase I, Phase II, and Phase III.The reports move the project forward by examining how the Toolkit can be practically applied in real educational settings. The study aimed to examine how the Toolkit could be used to support collaboration among key education stakeholders—teachers, school leaders, and education supervisors—in 1) goal setting, 2) planning, 3) implementing, and 4) reflecting on GCED practices. Through this process, the research sought to understand how the Toolkit could help strengthen the connection between policy commitments and everyday educational practice, supporting teachers, school leaders, and system leaders to embed GCED more systematically and sustainably within their existing framework. Both studies conducted in Australia and the Republic of Korea have been guided by the following research questions: How does the GCED Monitoring Toolkit support key stakeholder groups to collaboratively embed GCED in policy and practice? a. What aspects of the Toolkit enable or challenge stakeholders to achieve their GCED goals and objectives? b. How do key stakeholders perceive its usefulness?Are there any aspects of the Toolkit that stakeholders would change to improve its usefulness in supporting the implementation and contextualisation of GCED in policy and practice?The reports demonstrate how a GCED Monitoring Toolkit can be translated into actionable processes within real educational settings. It offers valuable insights for policymakers, school leaders, teachers, and researchers aiming to monitor and strengthen GCED implementation and systematically embed GCED within their educational ecosystems. 
생애주기별 기후변화교육 프로그램 활용서 出版年份: 2020 作者: 장미정 | 권보경 | 박수진 | 안창연 | 이혜진 | 지혜성 | 최지선 机构作者: 도봉구 | 도봉환경교육센터 | 모두를위한환경교육연구소 본 교재는 생애 각 지점에서 지구적 환경의제인 기후변화를 이해하고, 지역에서 기후위기를 극복할 수 있도록 생애주기별로 개발한 기후변화교육 프로그램을 담고 있습니다. 2021년에서 2025년까지의 환경교육 정책을 아우르는 “제3차 국가환경교육종합계획”과 “제3차 서울환경교육종합계획”에서는 평생학습 차원의 정책을 주요하게 다루고 있습니다. 국가 수준의 생애주기 맞춤형 환경교육 프로그램의 정책방안을 적용하되, 도봉 지역의 환경과 교육 여건을 고려해서 지역에 보다 적합한, 지역적 행동을 이끌어 낼 수 있는 프로그램을 개발하고자 했습니다. 따라서 도봉환경교육센터가 기존에 해오던 기후변화교육의 방향성을 되짚어보고, 한발 더 나아가 지역 주민들의 의식조사 결과를 삼았습니다.이 사례가 도봉환경교육센터뿐만 아니라 옆 마을에서, 도봉구 전역에서, 또 서울시 곳곳에 서도 각 지역에 맞게 적용 및 활용될 수 있기를 기대합니다. [자료 출처: (사)환경교육센터] 
서울시 환경교육 발전 방향 모색을 위한 온라인 포럼: 서울 환경교육 포럼 자료집 出版年份: 2020 作者: 장미정 | 권보경 | 박수진 | 안창연 | 이혜진 | 지혜성 | 최지선 机构作者: 서울시 환경시민협력과 | 모두를위한환경교육연구소 이 자료집은 <서울시 환경교육 발전 방향 모색을 위한 온라인 포럼>의 일환으로 제작되었습니다. 포럼 동영상은 유튜브(www.youtube.com)에서 ‘서울시 환경교육 발전 방향 모색을 위한 온라인 포럼’을 검색하면 보실 수 있습니다. [자료출처: (사)환경교육센터] 
Construire une campagne de mobilisation citoyenne: Je partage ce guide 机构作者: L'accélérateur de la mobilisation (France) Ce kit est pour partager les bases de la création de campagnes de mobilisation citoyenne, générer de l’inspiration et donner l’envie à des groupes de citoyen.ne.s d’aller gagner des victoires concrètes. 
Background Document: National Media and Information Literacy (MIL) Policies and Strategies in Albania; 2020-2021 出版年份: 2021 机构作者: Albanian Media Institute | European Union (EU) | UNESCO This background study was conducted in the framework of the project "Building trust in the media in Southeast Europe and Turkey, phase II" supported by UNESCO and the European Union and implemented by the Albanian Media Institute. The project, at this stage of implementation, aims to increase the skills of young people for media and information literacy (MIL) through the integration of the MIL curriculum in the formal education system in Albania. The implementation of the project started in June 2020 and will last until 2022. This document suggests objectives for MIL policies and strategy, which should be extended to formal education (university and pre-university level); in non-formal and informal education thus affecting all members of society with the aim of increasing the level of education on media and information in Albania. 
Supporting Quality Journalism Through Media and Information Literacy 出版年份: 2020 作者: Martina Chapman | Markus Oermann 机构作者: Council of Europe This report provides the findings of a study on Media and Information Literacy (MIL) that was conducted in support of the work of the Committee of experts on quality journalism in the digital age (MSI-JOQ), as well as a series of recommendations from the authors of the study to be considered by member states and other stakeholders.The purpose of this study is to provide context and evidence to MSI-JOQ, member states and all other relevant stakeholders on media literacy activities in Europe supporting quality journalism.