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2,242条结果
UNESCO MIL CLICKS: Innover avec les médias sociaux 出版年份: 2016 机构作者: UNESCO MIL CLICKS permet non seulement aux gens d'acquérir des compétences en matière d'éducation aux médias et à l'information (MIL en anglais) dans leur utilisation quotidienne d'Internet et des médias sociaux mais également d'engager l'éducation par les pairs dans une atmosphère de navigation, de jeu, de connexion, de partage et de socialisation. 
Private Engagement in Education in Emergencies: Rights and Regulations 出版年份: 2021 机构作者: Inter-agency Network for Education in Emergencies (INEE) Efforts to secure inclusive and equitable education for all have prompted calls for greater engagement by the private sector, asserting that businesses and foundations can play significant roles as partners in achieving Sustainable Development Goal 4 (SDG4). In recent years, given shortfalls in public financing and the need for urgent responses, private actors have increasingly become involved in various aspects of educational programming for education in emergencies (EiE). This arrangement, however, can produce tensions between private engagement and humanitarian response in education, which need to be addressed and in turn require extra coordination, advocacy and attention. This brief explores some of these tensions and makes recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises. INEE supports every young person’s right to education and recognizes the State as the primary duty-bearer of schooling, in alignment with international declarations, frameworks, and legal instruments that assert and protect the right to education. 
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. 
International Understanding and Cooperation in Education in the Post-Corona World 出版年份: 2020 作者: Dongjoon Jo | Edward Vickers | Dina Kiwan | Fei Yan | Kyujoo Seol | Kyoko Nakayama 机构作者: APCEIU This report aims to figure out the role of education in the post-pandemic world. It includes research studies from 6 experts to give insightful views on the direction for international understanding and cooperation in the education sector in the post-pandemic years. 
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. 
국제이해교육 사진교실 개선 방안 연구 出版年份: 2020 作者: 박순용 | 김종훈 机构作者: 유네스코 아시아태평양 국제이해교육원 본 연구는 아태교육원이 운영한 국제이해교육 사진교실 (EIU Photo Class)의 역사와 기록들을 되짚어보며 청소년의 세계시민교육 함양 및 글로벌 역량 강화를 위해 나아갈 방향과 개선점을 모색하는데 그 목적이 있다. 본 연구에서는 관련 아카이브 자료를 검토 및 분석하고, 그동안 사진교실에 참가하였던 아시아·태평양 지역의 학생, 작가, 주최·협력기관 관계자들과의 면담을 실시하였으며, 사진교실을 통해 세계시민교육의 취지가 어떻게 구현되었는가와 앞으로의 진행방향을 청소년 및 교육관계자들의 관점에서 점검하였다. 
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. 
International Human Rights Law & Sexual Orientation & Gender Identity 出版年份: 2017 机构作者: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Free & Equal What are human rights? What is international human rights law? Is it ever legal to discriminate against lesbian, gay, bisexual, transgender or intersex people? What are some of the most common forms of human rights violations affecting LGBT people? What have the UN General Assembly and Human Rights Council said on this subject? What practical steps does international law require States to take in order to safeguard the rights of LGBT people? 国际人权法与性取向和性别认同 出版年份: 2017 机构作者: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Free & Equal 什么是人权？什么是国际人权法？歧视男女同性恋、双性恋、变性者或双性人是否合法？侵犯男女同性恋、双性恋、变性者人权的一些最常见形式是什么？联合国大会及人权事务委员会对该主题有何表述？各国在尊重男女同性恋、双性恋和变性者方面有哪些法律义务？ 
Reflect–Share–Act: A Guide to Community-based Education for Sustainable Development 出版年份: 2021 机构作者: UNESCO This guidebook aspires to build a community where learning for sustainable development takes place everywhere for everyone as an ongoing practice. It introduces you to Reflect-Share-Act, a process to discover and define sustainable development in your own contexts together with others in your community. The guide compiles resources that can support this learning process, including stories of various communities’ actual experiences of Reflect-Share-Act.