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Impliquer les filles, garçons et jeunes en tant que citoyens actifs : Prise de position de Plan International 出版年份: 2020 机构作者: Plan International Ce rapport expose la position de Plan International sur le droit à la participation à la vie publique, ainsi qu’une analyse : du cadre juridique et politique ; de l’impact des normes sociales et genrées sur la participation ; et des problèmes spécifiques relatifs à l’émancipation politique et à la citoyenneté active. Ce rapport appuie 100 Millions de Raisons, la Stratégie Mondiale 2017-2022 de Plan International, dont la priorité principale est le soutien des filles, des garçons et des jeunes en tant qu’acteurs actifs du changement. Il défend notre travail en relation avec l’Agenda 2030 et les Objectifs de Développement Durable – plus spécifiquement les objectifs 5, 10 et 16. Un certain nombre de recommandations importantes sont incluses afin de guider le plaidoyer. 
EIU Best Practices Series No.34: 2Bs Program: 'I'm a Buddy, not a Bully' 出版年份: 2013 机构作者: APCEIU This issue 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.34 introduces the 2Bs Program implemented in boarding schools in Malaysia, highlighting the importance of education in preventing bullying behavior. The program involves three phases, such as employing creative and fun pedagogy approaches, rehabilitation, and student potential development to effectively raise awareness surrounding the issue and encourage behavior change. Such initiative is exemplary in combatting challenges that arise from cultural differences, and in fostering understanding. 
EIU Best Practices Series No.37: Early Childhood and Elementary Education for Indigenous Learners Programme 出版年份: 2014 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.37 introduces the Early Childhood and Elementary Education (ECEE) for Indigenous Learners Programme initiated in the Philippines. The indigenous peoples (IP) reside in the mountainous regions, away from basic social services and struggling with poverty, malnutrition, and lack of proper education. The aim of ECEE is to facilitate access to quality and culturally-relevant early childhood and elementary education for the Higaonon indigenous children. To achieve this, activities such as curriculum indigenization and teacher training are provided in collaboration with the community members. As the program creates learning process for all through openness, sharing, and collaboration, this is an exemplary case of EIU/GCED pedagogical approach. 
EIU Best Practices Series No.40: Global Citizenship Education Capacity Building Initiative: Misitry of Education, Kiribati 出版年份: 2015 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. 40 introduces a successful hosting of workshop on GCED in Kiribati. Considered the first of its kind in Kiribati, the workshop brought together education officers and teachers to learn about emerging concept of GCED and EIU and means for implementation. The exemplary workshop involving fieldtrips and seminars has created a wave of learning opportunities for key stakeholders at all levels, paving way to put GCED into practice. 
Gender-responsive Pedagogy for Early Childhood Education: A Toolkit for Teachers and School Leaders 出版年份: 2019 机构作者: VVOB | Forum for African Women Educationalists (FAWE) The Gender-Reponsive Pedagogy for Early Childhood Education Toolkit targets early childhood education teachers and all other practitioners who deal with younger children. It is a practical guide that can be adapted to any context and the related needs as well as a source of ideas and resources that individual teachers and school leaders can put to immediate use in their classrooms and schools. The toolkit is also a useful resource for researchers, school-parent committees and governing bodies, civil society organisations, community leaders and education policy makers. 
Global Citizenship Education in Southern Africa: Learning to Live Together- the Role of Teachers; Report of a Networking Meeting (28-29 October 2019, Johannesburg, South Africa) 出版年份: 2019 机构作者: UNESCO Harare This is a report on the second GCED networking meeting held from 28 to 29 October 2019 in Johannesburg, South Africa. It took stock of GCED in the region and discussed how GCED is and could be integrated in curricula and teacher education in the Southern African context to strengthen and expand the existing networks of GCED stakeholders and partners. 
Ministerial Forum: Global Dialogue on ICT and Education Innovation – Towards Sustainable Development Goal for Education (SDG 4); Proceedings 出版年份: 2019 机构作者: UNESCO Institute for Information Technologies in Education (IITE) The present publication contains articles based on the outcomes of the Ministerial Forum “Global Dialogue on ICT and Education Innovation – Towards Sustainable Development Goal for Education (SDG 4)”, organized by UNESCO IITE in cooperation with the Ministry of Education and Science of the Russian Federation in Moscow (Russia) on 18-19 March, within the Moscow International Education Fair 2018 (MIEF 2018).The publication covers the flagship topics such as ICT potential for future teachers and future schools, digital pedagogy and OER, collaboration between public and private sectors in the use of ICT in education, digital technologies for quality and equity in education. 
Equipping To Deal With Intolerant Speech: Racism, Antisemitism, Sexism, Discriminations 出版年份: 2023 机构作者: Citoyenneté Possible In this report, NGO Citoyenneté Possible shares 18 years' experience in the field of anti-discrimination and dialogue. It provides both hands-on experience, with testimonials and tools, and in-depth reflection, analysis and sharing of experiences, practices and visions. It's possible to dare to engage in constructive dialogue on divisive issues, provided you have the intention to do so, and above all, the skills to do so. This report offers very concrete and detailed recommendations for professionals working with young people (teachers, educators, associations, etc.). S'outiller face à la parole intolérante: Racisme, antisémitisme, sexisme, discriminations 出版年份: 2023 机构作者: Citoyenneté Possible L’association Citoyenneté Possible partage dans ce rapport 18 ans d’expérience de terrain dans la lutte contre les discriminations et pour le dialogue. Il livre à la fois une expérience de terrain, avec des témoignages, des outils, et une réflexion de fond, des analyses et points de partage d’expériences, de pratiques et de vision. Ne pas laisser passer, oser dialoguer sur des sujets clivants de manière constructive est possible, certes à condition d’en avoir l’intention, mais surtout d’en avoir acquis les compétences. Ce rapport propose des recommandations très concrètes et détaillées, pour les professionnels travaillant auprès d’un public jeune (enseignants, éducateurs, associations…) 
Bringing Living Heritage to the Classroom in Asia-Pacific: A Resource Kit 出版年份: 2022 机构作者: UNESCO Bangkok | APCEIU | International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region (ICHCAP) Integrating living heritage in school teaching and learning can enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. In addition, as the ongoing COVID-19 pandemic has also demonstrated, living heritage can play an important role in ensuring the well-being and resilience of communities. UNESCO encourages countries to safeguard living heritage through formal and non-formal education. From the end of 2019 to early 2022, UNESCO has been working with partners to implement a pilot project “Teaching and Learning with Living Heritage in Schools” in six countries in Asia and the Pacific - including Cambodia, Kazakhstan, Kyrgyzstan, Nepal, Republic of Korea and Thailand. Over 1900 students from 21 schools had the opportunity to participate in these innovative classes. Throughout the process, 86 teachers, with more than two thirds being women, have developed and tested 101 lesson plans and activities. This Resource Kit provides step-by-step guidance and key resources on why and how to integrate living heritage in lessons and extracurricular activities in schools. Whoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.