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Good practices in education for sustainable development: teacher education institutions 出版年份: 2007 作者: Rosalyn McKeown 机构作者: UNESCO Chair in Reorienting Teacher Education towards Sustainability | International Network of Teacher Education Institutions The case studies in this document reflect individual and institutional efforts to reorient curriculum, programs, practices, and policies to address sustainability at institutions of teacher education. The studies come from Africa, Asia, the Caribbean, Europe, and North America. The case studies deal with professional development for in-service teachers, curriculum revision at the pre-service level, research with students in a local school, greening of a building and its garden, creating a network of universities, starting a journal, and creating new undergraduate and graduate programs. The diversity of efforts is broad; the impact is deep. The dedication of teacher educators around the world is evident on every page of this document. Les bonnes pratiques en matière d'éducation pour le développement durable: institutions de formation des enseignants 出版年份: 2007 作者: Rosalyn McKeown 机构作者: UNESCO Chair in Reorienting Teacher Education towards Sustainability | International Network of Teacher Education Institutions Les études de cas présentées dans ce document reflètent les efforts individuels et institutionnels pour réorienter le curriculum, les programmes, les pratiques et les politiques de lutte contre le développement durable dans les établissements de formation des enseignants. Les études viennent d'Afrique, d'Asie, des Caraïbes, en Europe et en Amérique du Nord. Les études de cas portent sur le développement professionnel des enseignants en service, la révision des programmes au niveau pré-services, la recherche avec les étudiants dans une école locale, l'écologisation d'un bâtiment et son jardin, la création d'un réseau d'universités, à partir d'un journal, et la création de nouveaux programmes de premier cycle et des cycles supérieurs. La diversité des efforts est large; l'impact est profond. Le dévouement des formateurs d'enseignants à travers le monde est évident sur chaque page de ce document. 
Educating for global citizenship: an ETFO curriculum development inquiry initiative 出版年份: 2010 作者: Alice Assor-Chandler | Mali Bickley | Jim Carleton | Antonino Giambrone | Janice Gregg | Jennifer Hunter | Laura Inglis | Leigh-Anne Ingram | Angela MacDonald | Miyuki (Erica) Moizumi | Carol Peterson | Carrie Schoemer | Nadya Weber | Tonia Wojciechowski 机构作者: Elementary Teachers’ Federation of Ontario (ETFO) Attention to educating for citizenship continues to expand and deepen worldwide. Many countries now include citizenship education as an important feature of their official curriculum, albeit in variant forms. Numerous research studies, policy reforms, and curriculum initiatives have been undertaken, as teachers, policy makers and researchers attempt to understand the intricate processes by which young people learn about democratic citizenship, and where and how citizenship education should be located and represented in school curricula.Educating for global citizenship has been a critical dimension of these discussions and investigations. Recent shifts in the speed and global reach of information and communication technologies, an increasingly interdependent global economy, challenges in human rights and social justice, and the impact of international tragedies and emergencies have, for example, created tensions and conditions that require more integrated, worldwide responses. Not surprisingly, understandings of global citizenship are being explored with increased intensity and, as might be expected, there has been a corresponding – and growing - interest among educators in various parts of the world to strengthen the global dimension of citizenship education in school curricula at all levels.In Canada, there has been increasing attention to what it means to educate for the global citizenship and provincial curriculum policy developments in recent years. A host of useful ideas in the form of new resource materials and websites to inform and guide teachers’ work have also emerged. The Canadian International Development Agency’s (CIDA) in the global classroom initiative, Classroom Connections’ Cultivating Peace in the 21st Century and Taking Action, Larsen’s ACT! Active Citizens Today: Global Citizenship for Local Schools, and UNICEF Canada’s Global Schoolhouse are a few examples of the many resources that have recently been developed. Despite this growing interest, there has been less attention devoted to examining practices of global citizenship education within Canadian classrooms, leaving a limited understanding of how it is applied in schools.A wide range of perspectives and practices has emerged, reflecting a considerable growth of interest in this dimension of education. In an effort to clarify the multiple dimensions of global citizenship education, below are two “working” frameworks that provide an overview of core learning goals and key teaching and learning practices associated with global citizenship education from the literature. They reveal both complexity and multidimensionality and provide a lens to analyse and reflect upon the breadth and depth of what it means to educate for global dimension of citizenship. Herritartasun globalerako hezkuntza: Eztabaidak eta erronkak 出版年份: 2009 作者: Miguel Argibay | Gema Celorio | Juanjo Celorio 机构作者: Hegoa This publication is divided in four parts. The first part is a summary of the history of global citizenship and its role in education. It focuses on the education strategies put forth by the European Union to promote internal cohesion and responsible citizenship. The second part deals with education for development. It briefly describes the evolution of the concept and how in its last stage is a key element in the promotion of global citizenship. The third part presents an analysis on the specific requirements for Education for Global Citizenship, examples of experiences and implementation methods of pedagogical material on the subject. The last part proposes a regional study on formal, non formal and informal education in the Basque region. Éducation à la Citoyenneté Mondiale: Controverses et Défis 出版年份: 2009 作者: Miguel Argibay | Gema Celorio | Juanjo Celorio 机构作者: Hegoa Cette publication est divisée en quatre parties. La première résume l'histoire de la citoyenneté mondiale et son rôle dans l'éducation. Il met l'accent sur les stratégies d'éducation mises en avant par l'Union européenne pour promouvoir la cohésion interne et la citoyenneté responsable. La deuxième porte sur l'éducation pour le développement. Il décrit brièvement l'évolution du concept et dans sa dernière étape est un élément clé dans la promotion de la citoyenneté mondiale. La troisième partie présente une analyse sur les exigences spécifiques pour l'Éducation à la Citoyenneté Mondiale, des exemples d'expériences et la mise en œuvre du matériel pédagogique sur le sujet. La dernière partie propose une étude régionale sur l'éducation formelle, non formelle et informelle dans la région basque. Developing the global dimension in primary schools 出版年份: 2009 作者: Sian Higgins 机构作者: Centre for Global Education (CGE) ‘Developing the Global Dimensions in Peterborough Schools’ was a two year project co-funded by the Department for International Development (DfID) and The Leprosy Mission to engage six primary schools in development issues and support children to become effective global citizens. Using the writer's perspective of the project as Head of Programmes Coordination at The Leprosy Mission, it will be reflected on the importance of the Global Dimension in primary education and explore how these primary schools developed their curriculum, policies and ethos to ensure children are better prepared for the global world in which we live. Développer la dimension mondiale dans les écoles primaires 出版年份: 2009 作者: Sian Higgins 机构作者: Centre for Global Education (CGE) «Développer la dimension mondiale dans les écoles de Peterborough» était un projet de deux ans co-financé par le Département pour le Développement International (DpDI) et la Mission Lèpre d'engager six écoles primaires dans les questions de développement et de soutenir les enfants à devenir des citoyens du monde efficaces. Utilisation de la perspective de l'auteur du projet en tant que responsable des programmes de la coordination à la Mission Lèpre, il sera réfléchi sur l'importance de la dimension mondiale dans l'enseignement primaire et d'explorer la façon dont ces écoles primaires ont développé leurs programmes, les politiques et l'éthique afin que les enfants sont mieux préparés pour le monde global dans lequel nous vivons. 
Citizenship education at school in Europe 出版年份: 2005 机构作者: Eurydice. European Unit This comparative analysis is based on country descriptions supplied by the Eurydice National Units.To collect information for them, a Guide to Content, including common guidelines and definitions, was prepared by the Eurydice European Unit (EEU) in consultation with the National Units at the beginning of 2004.The aim of the Guide to Content was to ensure that the country descriptions were drafted in accordance with a common structure to facilitate subsequent cross-country comparison of the information provided. L'éducation à la citoyenneté dans l'école en Europe 出版年份: 2005 机构作者: Eurydice. European Unit Cette analyse comparative est basée sur les descriptions de pays fournies par les Unités nationales d'Eurydice. Afin de recueillir des informations à leur sujet, un Guide du contenu, comprenant des lignes directrices et des définitions communes, a été élaboré par l'Unité Européenne d'Eurydice (UEE) en consultation avec les Unités nationales au début de 2004. Le Guide du contenu visait à garantir que Les descriptions de pays ont été rédigées conformément à une structure commune pour faciliter la comparaison entre pays des informations fournies. World citizenship education and teacher training in a global context: Canada, India and South Africa 出版年份: 2011 作者: George Cappelle | Gary Crippin | Ulla Lundgren 机构作者: Children's identity and Citizenship in Europe (CICE) In this study we change our focus from a European setting to a global one. We were interested to see how our observations from the first study would be reflected in a more global context with focus on the cases of Canada, India and South Africa looking at both the models for world citizenship education and the influence of contextual factors.In choosing these countries we were interested in:Countries on different continentsCountries in different stages of national, social and economic developmentCountries in which there was considerable diversity in the populationCountries in which citizenship and world citizenship education was seen as an important priorityCountries, because of the limitations of researchers, which used English as a primary language.In addition to background research we asked for assistance from professors in the field of teacher education in the three countries to provide us with information on key questions related to citizenship education and teacher training.