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Codage de la citoyenneté mondiale à l'ère du numérique (SangSaeng no 44 hiver 2015) 出版年份: 2015 机构作者: APCEIU Le 44e numéro de SangSaeng, intitulé «Codage de la citoyenneté mondiale à l'ère numérique», a été publié. L'avancement de la technologie numérique a connecté le monde, l'accélération de la mondialisation. À l'ère numérique mondiale, l'éducation à la citoyenneté mondiale (ECM) attire l'attention. Reconnaissant son importance, cette édition d'hiver met en évidence le thème du ECM pour les citoyens numériques à travers l'optique des responsables de l'éducation, des enfants et des jeunes et des entreprises. En particulier, les articles proposent de participer activement à la société de l'information et de contribuer à celle-ci par une utilisation éthique, sûre et responsable des technologies numériques comme compétence fondamentale pour les citoyens du monde à l'ère du numérique.8 Trouver un équilibre entre les Débouchés Numériques et les Risques Connexes12 Les Jeunes en tant que Citoyens Actifs à l'ère du Numérique16 Permettre aux enfants de devenir des leaders numériques créatifs20 Favoriser l'innovation inclusive pour un monde meilleur38 Entretien38 Comprendre la Culture par le biais des Médias et de la Langue40 Adopter la Diversité pour Vivre Ensemble42 La Paix dans ma MémoirePour atteindre la paix, il faut comprendre la paix46 Comprendre la région Asie-PacifiqueDécouvrez le rituel de guérison antique d'Ulik Mayang50 APCEIU en action 
Building More Inclusive, Sustainable and Prosperious Societies in Europe and Central Asia: From Vision to Achievement of the Sustainable Development Goals Call for Action from the Regional UN System (Regional Advocacy Paper 2017) 出版年份: 2017 机构作者: United Nations Development Group (UNDG) This regional advocacy paper provides key policy recommendations that can help countries of Europe and Central to overcome the existing development bottlenecks and boost the implementation of the 2030 Agenda, leaving no one behind. На пути к устойчивости и всеобщему процветанию в Европе и Центральной Азии: Переход от видения к реализации Целей в области у стойчивого развития Призыв к действию от региональной системы ООН (Региональный консультационный документ 2017) 出版年份: 2017 机构作者: United Nations Development Group (UNDG) Этот региональный консультационный документ содержит ключевые политические рекомендации, которые могут помочь странам Европы и Центральной Азии преодолеть существующие узкие места в области развития и ускорить реализацию Повестки дня на период до 2030 года, не оставив никого позади. 
تعزيز رفاه الشباب عبر الصحة والتعليم: رؤى وفرص 出版年份: 2019 作者: Wing Yi Chan | Jennifer Sloan | Anita Chandra 机构作者: RAND Corporation أضحى الرفاه، باعتباره ركيزة أساسية في عمليات التخطيط وصناعة السياسات وتخصيص الموارد، ضرورةً لا غنى عنها لتنمية المجتمعات والدول التي تسير في درب الازدهار، مما دفعنا في هذا التقرير لدراسة المؤلفات الأكاديمية وغير الأكاديمية وثيقة الصلة بالموضوع لتحديد الأطر النظرية التي تحقق التكامل بين الصحة والتعليم داخل منظومة واحدة. Promoting Youth Well-Being Through Health and Education: Insights and Opportunities 出版年份: 2019 作者: Wing Yi Chan | Jennifer Sloan | Anita Chandra 机构作者: RAND Corporation Putting well-being at the heart of planning, policy making, and resource allocation is emerging as critical to the development of thriving communities and nations. We examined the academic and grey literature to identify theoretical frameworks that integrate health and education. We identified and described policies and programs supporting well-being around the world, and interviewed experts from each location to gain a deeper understanding of them.The report found that although wellbeing frameworks that integrate education and health exist, few of them have been examined rigorously to reveal how both educational and health outcomes can be achieved together. 
Because We Matter: Addressing COVID-19 and Violence Against Girls in Asia-Pacific 出版年份: 2020 机构作者: Save the Children | Plan International This thematic policy brief aims to seek and secure commitment from regional and national leaders to urgently prioritize and invest consistently in the protection of girls, who are disproportionately exposed to multitude forms of violence and their devastating consequences. It provides evidence and raises concerns of girls’ vulnerability to combined and complex risks that are further intensified by the COVID-19 pandemic.This brief is primarily intended for regional policy-makers and duty-bearers responsible for regulating, planning and resourcing protection of There is no definition of what it means to be a girl. It offers a set of recommendations to guide policy and investments across the Asia Pacific region to ensure gender-responsive, effective and well-resourced measures to protect all children, and particularly girls. 
Promoting inclusive teacher education: curriculum 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 3: Curriculum – changing the overall organization and sequencing of teacher education. Curriculum refers to the overall courses of study at pre-service teacher education institutions. A curriculum is a way of organizing and sequencing learning experiences with the aim of achieving specified learning outcomes. It guides what will be learned, and why, and how this learning is facilitated. The curriculum reflects connections between society, politics and schools/teachers, so the development of inclusive curricula reflects 2 ADVOCACY GUIDE 1 3 a desire to develop an equitable, non-discriminatory society1 through attention to the overall structuring of teaching and learning within teacher education. 
Promoting inclusive teacher education: materials 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 4: Materials – changing the materials that are used to support teaching and learning within teacher education. Materials refer to the resources (e.g. textbooks) which are used in pre-service teacher education institutions. Teacher education utilizes a wide range of materials, including those used by teacher educators as an aid to teaching, and those used by student teachers as an aid to learning. 
Promoting inclusive teacher education: methodology 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 5: Methodology – changing teaching methodology within teacher education institutions. Methodology refers to the theory and practice of teaching and learning. This addresses how teaching and learning is understood, organized, and conducted. Methodology, then, is the overall framework or approach to teaching which encompasses specific teaching methods. For example, an overall inclusive teaching methodology involves specific approaches to individualized/personalized instruction, and learner-centred teaching. These four advocacy guides are structured so that they: • break the issue down into several key challenges; • analyse the broad situation in the region, and suggest questions that advocates could ask to help them investigate the situation in their specific context; and • suggest pertinent advocacy goals, and the messages that advocates may want to convey, as well as indicators for deciding whether advocacy on the issue is having any impact. Tables at the end of each advocacy guide summarize the advocacy messages and suggest potential targets for each message, and then offer space for readers to make notes about how they might convey these messages to each target (drawing on advice provided in the brief guide to advocacy in this introductory guide). Illustrative case studies are provided wherever possible, and readers are encouraged to use their own investigations within their context to identify local case studies that they can use to back up their advocacy messages. 
Promoting inclusive teacher education: policy 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 2: Policy – raising awareness of existing policies for inclusive education and changing/adapting policies at different levels in the education system (e.g. at the ministry, teacher education institution and school levels). Policy refers mainly to the guiding rules, laws and principles of education at the national level and within teacher education institutions. Policy guides the practices of individuals, groups and institutions on various inclusive education issues.