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Education for global and multicultural citizenship: a strategy for Victorian Government schools 2009-2013 出版年份: 2009 机构作者: State of Victoria (Australia) | Melbourne. Department of Education and Early Childhood Development. Office of Government School Education. Student Learning Programs Division The purpose of this strategy is to provide a renewed vision for global and multicultural education in Victorian Government schools; to align priorities to current legislative, policy and curriculum frameworks; and to guide action across schools, regions and the Department. The strategy offers a new concept for thinking about multicultural education: global and multicultural citizenship. The actions outlined will pursue the following objectives: improving educational outcomes for all students through the implementation of inclusive practices and through learning and teaching that utilises the Victorian Essential Learning Standards (VELS) domains relevant to global and multicultural citizenshipdeveloping the intercultural literacies that students, parents, educators, and leadership groups need to live and work as part of a diverse and globalised populationpromoting social cohesion and diversity as sources of educational and economic advantage for all students • enhancing the engagement, wellbeing and sense of belonging for all students in safe and secure learning environmentsbuilding the capacity of the school community to identify and address overt, subtle and institutionalised racism, stereotyping and other forms of prejudicebuilding and sustaining inclusive and participative school–community partnerships that prepare all students for global and multicultural citizenship. Education à la Citoyenneté Mondiale et Multiculturelle: une stratégie pour les écoles Victorienne Governement 2009-2013 出版年份: 2009 机构作者: State of Victoria (Australia) | Melbourne. Department of Education and Early Childhood Development. Office of Government School Education. Student Learning Programs Division Le but de cette stratégie est de fournir une vision renouvelée de l'éducation globale et multiculturelle dans les écoles publiques victorienne; d'aligner les priorités des cadres législatifs, politiques et programmes actuels; et pour guider l'action dans les écoles, les régions et le ministère. La stratégie offre un nouveau concept pour la réflexion sur l'éducation multiculturelle: mondiale et citoyenneté multiculturelle. Les actions décrites poursuivra les objectifs suivants:Améliorer les résultats scolaires pour tous les élèves grâce à la mise en œuvre de pratiques inclusives et par l'apprentissage et l'enseignement ont fait utliser les Normes d'Apprentissage Essentielles Victoriennes (NAEV) les domaines pertinents à la citoyenneté mondiale et multiculturelle développer les alphabétisations interculturelles ne élèves, les parents, les éducateurs et les groupes de leadership doivent vivre et travailler dans le cadre d'une diversité et globalisé promo population ting cohésion sociale et la diversité comme sources d'avantage éducatif et économique pour tous les élèves • renforcement de la participation, bien-être et le sentiment d'appartenance pour tous les élèves dans des environnements d'apprentissage sûrs et sécurisésle renforcement des capacités de la communauté scolaire pour identifier et traiter ouvertement, subtile et institutionnalisés racisme, les stéréotypes et d'autres formes de renforcement des préjugés et de maintien de partenariats inclusifs et participatifs scolaires communautaires a fait préparer tous les élèves à la citoyenneté mondiale et multiculturelle. Ecopedagogy and citizenship in the age of globalisation: connections between environmental and global citizenship education to save the planet 出版年份: 2015 作者: Greg William Misiaszek 机构作者: Wiley‑Blackwell Teaching the connections between environmentally-harmful acts and social conflict is essential but is often ignored in education. This article presents two ways in which these are not taught because of the policies of those who benefit from the ignorance of these connections: first, the avoidance of teaching global-local connectivity and second, the devaluing of non-dominant cultures. Ecopedagogy is a democratic, transformative pedagogy centred on increasing justice by critically teaching the politics of environmental issues. I argue that global citizenship education (GCE) must be an element of ecopedagogy to contextually learn globalisation's effects upon local communities. In addition, GCE's goal is to increase students' understanding of diverse cultures to respect them. Ecopedagogy is also essential to GCE to fully teach social conflicts resulting from environmentally harmful acts. I offer policy and pedagogical changes to disrupt reproductive environmental pedagogies that help to sustain environmental ills for ecopedagogy-GCE models to emerge. Ecopedagogy et Citoyenneté à l'ère de la Mondialisation: des liens entre l'environnement et l'éducation à la citoyenneté Mondiale (ECM) pour sauver la planète 出版年份: 2015 作者: Greg William Misiaszek 机构作者: Wiley‑Blackwell Enseigner les liens entre les actes nuisibles à l'environnement et les conflits sociaux est essentielle, mais est souvent ignorée dans l'éducation. Cet article présente deux façons dont ceux-ci ne sont pas enseignées à cause des politiques de ceux qui profitent de l'ignorance de ces connexions: d'abord, l'évitement de l'enseignement connectivité mondiale-locale et, deuxièmement, la dévalorisation des cultures non dominantes. Ecopedagogy est une société démocratique, la pédagogie transformative centrée sur l'augmentation de la justice par l'enseignement critique la politique des questions environnementales. Je soutiens que L'éducation à la citoyenneté Mondiale (ECM) doit être un élément de ecopedagogy apprendre contextuellement les effets de la mondialisation sur les communautés locales. En outre, l'objectif de l'ECM est d'accroître la compréhension des élèves de diverses cultures à les respecter. Ecopedagogy est également essentiel d'ECM pour enseigner pleinement les conflits sociaux résultant d'actes préjudiciables à l'environnement. Je propose des changements politiques et pédagogiques pour perturber les pédagogies environnementaux de reproduction qui aident à maintenir les maux environnementaux pour les modèles ecopedagogy-ECM à émerger. 
Education à la citoyenneté mondiale: thèmes et objectifs d'apprentissage 出版年份: 2015 机构作者: UNESCO This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts. Following the foundational work of UNESCO to clarify the conceptual underpinnings of global citizenship education and provide policy and programmatic directions, this document has been developed in response to the needs of Member States for overall guidance on integrating global citizenship education in their education systems. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings. 
[Video] Global Citizenship Education for a just, peaceful, inclusive and sustainable world: a conceptual framework and its application in the field 出版年份: 2015 机构作者: United Nations (UN) The Seminar held at UN HQs entitled, "Global Citizenship Education for a Just, Peaceful, Inclusive, and Sustainable world: A Conceptual Framework and its Application in the Field" was co-organized by the Permanent Missions of France, Nigeria, Qatar and the Republic of Korea, the United States Mission and the United Nations Educational, Scientific and Cultural Organization (UNESCO), in support of the Secretary-General’s Global Education First Initiative (GEFI).The panel discussion was moderated by H.E. Ambassador Hahn Choong‐hee of Korea. Some of the speakers for this event included H.E. Ambassador Richard Erdman, Acting Representative to ECOSOC of the Permanent Mission of the United States of America to the United Nations; H.E. Ambassador Usman Sarki, Deputy Permanent Representative of the Permanent Mission of the Federal Republic of Nigeria to the United Nations; Yousef Laram, Deputy Permanent Representative of the State of Qatar to the United Nations; Mr. Francois Gave, Counsellor at the Permanent Mission of France to the United Nations; and Christopher Castle, Chief of UNESCO’s Section of Global Citizenship Education.This event was divided into two segments. In the first, GCED was discussed at the level of concept. How can it strengthen the three pillars of the United Nations and the three pillars of sustainable development in furtherance of a just, peaceful, inclusive and sustainable world. In the second, examples from the field – the local, national and international levels – were presented and discussed as were certain opportunities going forward including the important role of media. [vidéo] Éducation à la Citoyenneté mondiale pour un monde juste, pacifique, inclusive et durable: un cadre conceptuel et son application dans le domaine 出版年份: 2015 机构作者: United Nations (UN) Le séminaire a eu lieu au Siège de l'ONU intitulé «Éducation Mondiale Citoyenneté pour un monde juste, paisible, inclusive et durable: un cadre conceptuel et son application sur le terrain» a été co-organisée par les Missions permanentes de la France, le Nigeria, le Qatar et les République de Corée, la Mission des États-Unis et l'Organisation de l’ONU pour l'éducation, la science et la culture (UNESCO), à l'appui de First Éducation Mondiale Initiative du Secrétaire général (GEFI).Le débat a été animé par S.E. Ambassadeur Hahn Choong-hee de Corée. Certains des orateurs pour cet événement inclus S.E. Ambassadeur Richard Erdman, représentant par intérim à l'ECOSOC de la Mission permanente des États-Unis d'Amérique auprès de l'Organisation de l’ONU; IL. Ambassadeur Usman Sarki, Représentant permanent adjoint de la Mission permanente de la République fédérale du Nigéria auprès de l’ONU; Yousef LARAM, Représentant permanent adjoint de l'Etat du Qatar auprès de l'Organisation de l’ONU; M. François Gave, Conseiller à la Mission permanente de la France auprès de l’ONU; et Christopher Castle, la Section de l'éducation à la citoyenneté mondiale chef de l'UNESCO. Cet événement a été divisé en deux segments. Dans le premier, ECM a été discuté au niveau du concept. Comment peut-on renforcer les trois piliers de l'Organisation de l’ONU et les trois piliers du développement durable dans la poursuite d'un monde juste, pacifique, inclusif et durable. Dans le second, des exemples sur le terrain - aux niveaux local, national et international - ont été présentées et discutées de même que certaines opportunités à l'avenir, y compris le rôle important des médias. Address by Irina Bokova, Director-General of UNESCO, on the occasion of Seminar on Global Citizenship Education, UNHQ; New York, 6 March 2015 出版年份: 2015 机构作者: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This document is an address by Irina Bokova, Director-General of UNESCO on the occasion of "Seminar on Global Citizenship Education" in New York, 6 March 2015. She highlights the importance of GCED for education in the 21st century. 
World Youth Report: Youth and the 2030 Agenda for Sustainable Development 出版年份: 2018 机构作者: United Nations (UN) The World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”, prepared by the United Nations Department of Economic and Social Affairs (UN DESA), examines the mutually supportive roles of the new agenda and current youth development efforts. The report provides insight into the role of young people in sustainable development in the context of the implementation of the 2030 Agenda for Sustainable Development and related frameworks, in particular, the Addis Ababa Action Agenda of the Third International Conference on Financing for Development and the World Programme of Action for Youth.The Report considers the role the 2030 Agenda can play in enhancing youth development efforts and examines how evidence-based youth policies can help accelerate youth-related objectives. It explores the critical role young people have in the implementation of sustainable development efforts at all levels. 세계청소년보고서: 청소년과 2030 지속가능발전 의제 出版年份: 2018 机构作者: United Nations UN 경제사회국이 작성한 『세계청소년보고서: 청소년과 2030 지속가능발전 의제(World Youth Report: Youth and the 2030 Agenda for Sustainable Development)』는 청소년 개발에 대한 현재의 노력과 새로운 의제 간의 상호 보완적인 역할을 다루고 있습니다. UN 경제사회국은 경제, 사회 및 환경 분야 글로벌 정책과 국가적 실천 사이의 연결고리를 제공하고 있습니다. 2년마다 발간되는 본 보고서는 회원국 및 기타 이해관계자들이 청소년 문제 해결에 대한 진전 사항을 파악하고, 정책과 현실의 격차를 평가하고, 가능한 정책 대안을 마련하기 위한 정보와 분석 결과를 제공합니다.본 보고서는 2030 지속가능발전 의제 및 관련 프레임워크 이행의 맥락, 특히 제3차 개발재원총회 아디스아바바 행동의제 (Ababa Action Agenda of the Third International Conference on Financing for Development) 및 세계청소년행동계획 (World Programme of Action for Youth) 의 이행과 관련하여 지속가능발전을 위한 청소년의 역할에 대한 통찰을 제시합니다. 2030 의제는 청소년개발 노력을 증진하고 증거기반(evidence ― based) 청소년정책이 청소년 목표 증진에 이바지하는 바를 검토하는 데 있어 중요한 역할을 할 수 있습니다. 본 보고서는 이를 통해 모든 수준에서의 지속가능발전 이행에 있어 결정적으로 중요한 청소년의 역할을 살펴봅니다.