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Comment le pluralisme peut-il renforcer la paix?: Centre mondial du pluralisme au Forum de la paix de Paris 2019 出版年份: 2019 作者: Meredith P. Mcghie | Aung K. Moe | Bojana Dujkovic 机构作者: Global Pluralism Award Plusieurs des épineux défis auxquels nous faisons face aujourd’hui – de l’appauvrissement endémique à la migration causée par des conflits – découlent de l’exclusion de groupes définis comme « l’autre » et du ressentiment à leur égard.Les griefs collectifs résultant de l’inégalité, de l’exclusion et de sentiments d’injustice augmentent le risque d’instabilité et de conflit. Le pluralisme est une option pour que la diversité contribue au bien commun. Il est essentiel de faire ce choix pour bâtir des sociétés plus sécuritaires, pacifiques et résilientes.Meredith Preston McGhie, secrétaire générale du Centre mondial du pluralisme, était accompagnée de deux lauréats du Prix mondial du pluralisme 2019 pour aborder la manière dont l’enseignement de l’histoire et la réconciliation à l’échelle communautaire peuvent aider à renforcer le pluralisme, entretenir la paix et prévenir l’éclatement de conflits dans les sociétés diversifiées. 
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. 
Pour mettre en lien des jeunes du monde au coeur de la transition 出版年份: 2017 作者: Maryse Clary | Jacqueline Charron 机构作者: Alliance pour une Éducation à la Citoyenneté Planétaire (AECP) | Les Amis de Circée Ce groupe d’initiative, en tant qu’experts dans le domaine de l’éducation, anime le réseau, conduit le projet de recherche et se veut porte-parole auprès des instances éducatives. Il est intervenu lors du sommet « Climate Chance » à Nantes en septembre 2016 et suite à la COP 21, intervient à Marrakech lors de la journée éducation du 14 novembre 2016. Il a le soutien des autres membres fondateurs, des signataires de la charte et des partenaires que sont le World Environmental Education Congress (WEEC), le réseau Climates et l’Alliance pour les sociétés responsables et durables. Les équipes de 12 pays sont membres actifs du réseau, comme acteurs de terrain. Elles mettent les jeunes au cœur du système éducatif, sont à leur écoute, travaillent en partenariat réel sur des projets concrets en prise directe avec leur territoire. Ensemble, les experts, et les équipes montrent que les résultats de tous ces projets au Nord comme au Sud visent un changement des systèmes éducatifs pour répondre aux défis du développement durable et du changement climatique.Cette publication relate les données d’expériences innovantes, en propose une capitalisation et une analyse afin de permettre des échanges entre équipes en vue d’une amélioration des pratiques. Ce réseau, fort de sa diversité culturelle, du nombre de jeunes impliqués et de son engagement dans les valeurs de citoyenneté planétaire, souhaite jouer un rôle de lobbying auprès des autorités éducatives pour faire évoluer positivement les systèmes éducatifs. 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. 
Un projet européen d’éducation à la citoyenneté et à la solidarité internationale 出版年份: 2020 作者: Elżbieta Swidrowska | Michał Tragarz 机构作者: Le Partenariat | Global Issues, Global Subjects (GIGS) | Union européenne Cette brochure nous permet de prendre conscience de l’importance d’une démarche citoyenne ayant pour but de favoriser une solidarité entre les territoires, les générations, les groupes sociaux et d’agir pour la construction d’un monde solidaire. 
Nepal: lessons from integrating peace, human rights, and civic education into social studies curricula and textbooks 出版年份: 2015 作者: Melinda Smith 机构作者: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Education Above All (Qatar) This case study examines the process undertaken by the Ministry of Education (MoE) in collaboration with development partners to revise the social studies curriculum in Nepal. The aim was to promote education for peace, human rights, and civic education (PHRCE) in the wake of a 10-year Maoist insurgency and the transition to a democratic republic. It provides a critical analysis of the process, synthesizing information from two assessments of the initiative, and makes recommendations for the future based on challenges and gaps identified by stakeholders. The study also provides recommendations to countries in post-conflict transition which are interested in undertaking similar curriculum reform initiatives.Information is drawn from a number of reports and programme documents developed by the implementing partners, as well as 12 interviews with individuals involved in the process of curriculum reform. Interviewees included representatives of the major agencies involved in the revision process: the MoE’s Curriculum Development Centre, the National Centre for Education Development, Save the Children, UNESCO, and UNICEF. In addition, interviews were conducted with representatives of civil society and non-governmental agencies supporting peace education and representing marginalized groups, and the external international consultant who provided technical assistance. Népal: leçons tirées de l'intégration de la paix, des droits de la personne et de l'éducation civique dans les programmes d'études et les manuels scolaires 出版年份: 2015 作者: Melinda Smith 机构作者: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Education Above All (Qatar) Cette étude de cas examine le processus entrepris par le Ministère de l'Éducation (MdE) en collaboration avec les partenaires au développement pour réviser le programme d'études sociales au Népal. L'objectif était de promouvoir l'éducation pour la paix, les droits humains et l'éducation civique (PDHEC) à la suite d'une insurrection maoïste de 10 ans et la transition vers une république démocratique. Il fournit une analyse critique du processus, synthétise l'information à partir de deux évaluations de l'initiative et formule des recommandations pour l'avenir en fonction des défis et des lacunes identifiés par les intervenants. L'étude fournit également des recommandations aux pays en transition post-conflit qui sont intéressés à entreprendre des initiatives de réforme du curriculum similaires. L'information provient d'un certain nombre de rapports et de documents de programme élaborés par les partenaires d'exécution, ainsi que de 12 entrevues avec des personnes impliquées dans le processus de réforme du curriculum. Les personnes interrogées comprenaient des représentants des principaux organismes impliqués dans le processus de révision: Centre de développement, le Centre national pour le développement Education Curriculum MdE, Save the Children, l'UNESCO et l'UNICEF. En outre, des entrevues ont été menées avec des représentants de la société civile et les organisations non gouvernementales qui soutiennent l'éducation de la paix et représentant des groupes marginalisés, et le consultant international externe qui a fourni une assistance technique. 
Study on measures taken by municipalities and recommendations for further action to challenge racism through education 出版年份: 2006 作者: Klaus Starl 机构作者: European Training and Research Centre for Human Rights and Democracy (Austria) Commitment 8 of the Ten-Point Plan of Action of the European Coalition of Cities against Racism requires the measures “Challenging Racism and Discrimination through Education”. This point aims to improve the access to and enjoyment of all forms of education, as well as the promotion of education in mutual tolerance and understanding. To reach this goal, the members of the coalition have been called to undertake activities, elaborate strategies and establish relevant institutions to influence society and train attitudes, behaviour and skills within the population. They are called to find out causes for racist tendencies among their population and to involve all stakeholders, particularly parents and school officials. As an external expert, the European Training and Research Centre for Human Rights and Democracy in Graz, Austria, (ETC Graz) was commissioned by UNESCO to carry out a study on the measures against racism already in place at a local level and serve as good illustration of “Commitment 8”. A major source of information was the written material provided by the selected cities. Additional or missing information could be obtained through direct exchanges and/or interviews with officers responsible for the municipalities and some NGOs. The material should not to be considered as complete. On the basis of the contributions sent in by the participating cities, the ETC assessed whether these actions/activities meet the objectives of Commitment 8. The authors used the following criteria to make this assessment: Does the action undertaken contribute to a) the improvement of access to education and promote equal opportunities; b) the impact of educational measures on individuals (potential victims and offenders) and on the atmosphere at school and in society. The following recommendations are derived from the eight selected measures documented in Chapter II, and the analysis on their “replicability” in Chapter III. The 12 recommendations explicitly or implicitly refer to the replicable documented measures. Where “replicability” requires specific conditions, or it is recommended to fulfil these conditions firstly, i.e. structural and institutional conditions, these are stated. The 12 recommendations are addressed to municipalities in Europe irrespective of their current membership in the European Coalition of Cities against Racism. As already mentioned the recommendations focus on meeting the requirements of Commitment 8, challenging racism through education. 
Study on measures taken by municipalities and recommendations for further action to achieve greater vigilance against racism: Commitment 1 of the Ten-Point Plan of Action 出版年份: 2006 作者: Klaus Starl 机构作者: UNESCO | European Training and Research Centre for Human Rights and Democracy (Austria) Commitment 1 of the Ten-Point Plan of Action of the European Coalition of Cities against Racism requires ‘Greater Vigilance against Racism’. This point aims at setting up a monitoring, vigilance and solidarity network against racism at the municipal level. To reach this goal, the members of the coalition are called to undertake activities, elaborate strategies and establish relevant institutions to monitor the local situation concerning structures in society, attitudes within the population and racist incidents. They are called to find out causes for racist tendencies among their population and establish solidarity networks involving all stakeholders, particularly civil society organisations. As an external expert, the European Training and Research Centre for Human Rights and Democracy in Graz, Austria, (ETC Graz) was commissioned by UNESCO to carry out a study on the measures already taken against racism at the local level that serve as good illustration of ‘Commitment 1’. Major information resource was the written material provided by the selected cities. Through direct exchange and/or interviews with responsible officers of the municipalities and some NGOs, additional or missing information could be obtained. The material is not to be considered as complete. On the basis of the contribution sent in by the participating cities, the ETC made an assessment whether these actions/activities meet the objective of the Commitment 1. The authors used the following criteria to make this assessment: does the action undertaken contribute to a) creating and promoting vigilance directly; b) creating and promoting vigilance indirectly through awareness raising; c) creating and promoting vigilance through a monitoring measure or d) the establishment and maintenance of a solidarity network. The authors presumed that c) and d) will lead directly to greater vigilance. The following recommendations are derived from the eight selected measures documented in Chapter II, and the analysis on their replicability in Chapter III. The 10 recommendations expicitly or implicitly refer to the replicable documented measures. Where the replicability requires specific conditions, these are stated or it is recommended to fulfil these conditions firstly, i.e. structural and institutional conditions. The 10 recommendations are addressed to municipalities in Europe irrespective of their current membership in the European Coalition of Cities against Racism. As already mentioned the recommendations focus on meeting the requirement of Commitment 1, creating greater vigilance against racism. 
Promoting inclusive teacher education: Introduction 出版年份: 2013 作者: Ian Kaplan | Ingrid Lewis 机构作者: UNESCO Bangkok ‘Promoting Inclusive Teacher Education’ is a series of five advocacy guides. The guides discuss challenges and barriers to inclusive education in different areas of teacher education and offer related strategies and solutions for effective advocacy towards more inclusive practices. The series begins with this introductory guide. It provides an overview of inclusive teacher education and of what advocacy means in this context. It also provides an introduction to the topics covered in the four other guides in the series. These are ‘Policy’, ‘Curriculum’, ‘Materials’, and ‘Methodology’.Advocacy Guide 1: Introduction – This introductory guide begins by providing a brief introduction to inclusive education. Readers should not, however, see this introductory guide as their only guide for understanding inclusive education. It is assumed that advocates will either have existing knowledge of inclusive education or will refer to other more comprehensive sources of information to learn about the concept. This guide goes on to explain the benefits of integrating awareness and understanding of inclusive education throughout pre-service teacher education. Finally, it provides a practical introductory guide to advocacy.