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A Study on Global Citizenship Education Based on Scaffolded Reading Activities Utilizing a ‘fair travel’ Book in a High School (Journal of Korean Education; Vol. 41, No. 3) 出版年份: 2014 作者: Jinhee Kim | Mieun Lim 机构作者: Korean Educational Development Institute (KEDI) This study investigated the guiding principles associated with global citizenship education and their educational implications as they are engaged through scaffolded reading activities using a ‘fair travel’ book in a high school at Gyeonggi-do. The reading activities were designed to cultivate global citizenship for high school students. This study defined five major themes/subjects within global citizenship education such as ‘human rights,’ ‘economy,’ ‘culture,’ ‘politics,’ and ‘environment.’ The study sought to explore the learning domains of global citizenship education by considering the ‘knowledge,’ ‘value,’ and ‘function’ of each domain. To conduct this study, researchers selected a book with a specialized focus on ‘fair travel’ and analyzed how its contents if utilized in a 12 week program relate to the learning domains in global citizenship education. The activity stage of the program contained a ‘before reading,’ ‘on reading,’ and ‘after reading’ sections based on the Scaffolded Reading Experience Program. Embracing open-coding methodology, researchers produced 70 concepts within 10 subcategories of 5 categories in the 3 dimensions, ‘knowledge,’ ‘value,’ and ‘function.’ Major findings showed that the constructive model of scaffolded reading activities could be used as a meaningful program for global citizenship education at the high school level. This activity encouraged learners to engage in reflective thinking in a critical manner. Second, this study indicated that collective classroom activities using ‘fair travel’ contents enabled learners to acquire reshaped learning domains in the areas of global awareness, international knowledge, sense of global connectedness and local involvement. This study’s findings underscore the idea that practicing reflective critical thinking is required to enhance global citizenship education in practice. Lastly the findings support that the notion that effective educational provisioning and long-term implementation are both required to foster global citizenship education. 공정여행 수업활동에 나타난 세계시민교육의 의미 탐색 (한국교육; Vol. 41, No. 3) 出版年份: 2014 作者: 김진희 | 임미은 机构作者: 한국교육개발원 본 연구는 고등학생의 세계시민성 함양을 목적으로 경기도 소재의 고등학생을 대상으로 실시된 읽기 중심의 수업활동을 분석한 것이다. 수업활동 맥락에서 구체적으로 활용가능한 세계시민교육의 내용으로 ‘인권’, ‘경제’, ‘문화’, ‘정치’, ‘환경’의 5가지 주제 영역을 설정하고, 각 주제 영역에 대해서 학습자의 ‘지식’, ‘가치’, ‘기능’이 어떻게 변화하였는지 분석하였다. 수업을 위한 소재이자 자료로 ‘공정여행(fair travel)’ 전문서적을 선정하여, 비계화된 읽기 경험 모형인(SRE) ‘읽기 전 – 읽기 – 읽기 후’의 3단계 활동으로 12주간 수업을 진행하였다. 이후 구성주의적 근거이론을 바탕으로 학습자의 성찰적 사고의 결과물들에 대하여 개방형 코딩을 통해서 ‘지식’, ‘가치’, ‘기능’의 총 3개 영역에서 5개의 범주, 10개의 하위 범주, 70개의 개념을 도출하였다. 연구결과, 첫째, 공정 여행을 소재로 한 구성주의적 읽기 활동이 학습자 내부의 성찰적 사고의 과정과 학습자 인식의 변화를 유도하는 세계시민교육의 일환으로 활용될 수 있음을 알 수 있었다. 둘째, 본 수업활동에 참여한 학습자들은 국제사회의 정치, 경제, 문화에 대한 지식적 이해와 구조적인 역학관계를 볼 수 있는 학습 경험을 얻게 되었고 일상생활에 서 세계시민의식 실천에 대한 반성적 사고를 하였다. 이는 세계시민성의 함양을 목적으로 하는 세계시민교육은 단순한 지식 전달이 아니라, 학습자의 반성적 성찰이 강화될 수 있는 교육적 장치가 유기적으로 설계되어야 함을 보여준다. 마지막으로 우리나라 교육 현장에서 세계시민교육의 실천과 학습자의 내재적 변화는 여러 난관을 가지고 있음에도 불구하고, 본 연구는 글로벌사회에서 살아가는 청소년에게 세계시민교육의 활성화를 위한 중장 기적 개입과 교육적 지원이 모색되어야 함을 역설하고 있다. 
Understanding Multicultural Education and Global Citizenship Education: Characteristics, Conceptual Relations and Educational Implications (Journal of Korean Education; Vol. 40, No. 3) 出版年份: 2013 作者: Jinhee Kim | Jinhee Kim 机构作者: Korean Educational Development Institute (KEDI) Thanks to the impact of globalized educational discourses and the resulting changes, much attention has been paid to multicultural education and global citizenship education in Korea. This study attempted to demonstrate the characteristics and conceptual relations of similarity and differences between multicultural education and global citizenship education. Finally, the study sought to produce educational implications and policy recommendations in response to a change in global education discourse and the accompanying practices. The major findings of the study showed that multicultural education and global citizenship education could be conceptualized as mechanisms for “learning to live together,” emphasizing diversity, equality and involvement in a global community. This type of education should be promoted while espousing an epistemology of lifelong learning, not only within the formal education system, but also in society as a whole. Despite the differences between multicultural education and global citizenship education, both fields are capable of continuously complementing each other. The study shows that multicultural education and global citizenship education emphasize critical reflection and engagement (praxis) by the learner rather than the formulation of knowledge and skills. It was argued that teacher education and teacher training is a very important part of nurturing multicultural education and global citizenship education in practice, which can bring about changes for the better in the current field of education. As democratic citizenship education, both educations could play an important role in reshaping Korean education. 다문화교육과 세계시민교육의 담론과 함의 고찰 (한국교육; Vol. 40, No. 3) 出版年份: 2013 作者: 김진희 | 허영식 机构作者: 한국교육개발원 본 연구는 전 지구적 이동(global mobility)이 증대하고 세계간 상호 영향력이 심화되는 오늘날, 글로벌교육의 주요 교육 영역으로서 새롭게 주목받는 다문화교육과 세계시민교육의 특징 및 그것의 교육적 함의를 고찰하는데 목적을 둔다. 이를 위해 다문화교육과 세계시민교육의 담론 동향을 각각 분석하고, 다문화교육과 세계시민교육이 조우할 경우 개념적·교육 실천적 측면에서 나타나는 유사성과 특수성 등 제 관계를 분석하였다. 현재 우리나라의 교육 지형은 글로벌화･다문화 맥락이 투영되면서 조금씩 변화하고 있으나, 여전히 교육 현장의 교육자들은 다문화교육과 세계시민교육의 다양한 언표들로 인해서 개념적 혼란을 겪으며 그것의 실천 방안에 물음표를 제기하고 있는 것이 사실이다. 이에 본 연구는 두 교육개념의 이론적 윤곽을 정교화하고, 이해의 지평을 넓히고자 한다. 마지막으로 본고는 다문화교육과 세계시민교육은 새로운 시대의 교육적 필요와 학습자의 다변화된 수요를 능동적으로 반영할 수 있도록, 단순히 학령기의 정규 교육체제에서 뿐만 아니라 평생학습차원에서도 지속적으로 외연을 확장해야 할 것을 주장한다. 
UNESCO 2018 Asia-Pacific Youth Evaluation Report 出版年份: 2020 作者: Rebecca Barr | Sue Vize 机构作者: UNESCO Bangkok In March 2019 UNESCO conducted the first ever “youth evaluation” of the youth programmes implemented during 2018. This evaluation is a pilot for integrating youth-led evaluation as part of UNESCO’s programming cycle as part of our commitment to meaningfully engaging with youth.This evaluation was developed by UNESCO staff in partnership with youth who have been involved in UNESCO’s work in a variety of ways. It consists of three parts: an online survey, focus group discussions and stories written by young people about their experiences being part of a UNESCO project. 
L'éducation aux droits de l'homme dans les systèmes scolaires d'Europe, d'Asie centrale et en Amérique du Nord: un recueil de bonnes pratiques 出版年份: 2009 机构作者: Council of Europe | UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) “L'Éducation aux Droits de l'Homme dans les systèmes scolaires de l'Europe, l'Asie centrale et en Amérique du Nord: Un Recueil de Bonnes Pratiques" est une compilation de 101 exemples de bonnes pratiques dans l'éducation aux droits de l'homme dans les écoles primaires, les écoles secondaires et les établissements de formation des enseignants de l'Organisation pour Sécurité et la Coopération dans la zone Europe (OSCE), qui est également couvert par l'Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO), le Bureau du Haut Commissariat des Nations Unies aux Droits de l'Homme (HCDH) et, en partie, la situation géographique mandat du Conseil de l'Europe (CoE). Le terme «éducation aux droits de l'homme» est souvent utilisé dans cette ressource dans un sens plus large, pour inclure également l'éducation à la citoyenneté démocratique et l'éducation pour le respect et la compréhension mutuelle, qui sont toutes basées sur les normes des droits humains internationalement convenus. Ces trois domaines sont considérés comme interconnectés et essentiel dans les systèmes éducatifs afin de préparer les jeunes à être des participants actifs, responsables et dans leur communautés, ainsi qu'aux niveaux national et mondial. L'éducation aux droits de l'homme a été défini comme l'éducation, la formation et de l'information visant à la construction d'une culture universelle des droits de l'homme. Une formation approfondie dans les droits de l'homme fournit non seulement des connaissances sur les droits humains et les mécanismes qui les protègent, mais confère également les compétences nécessaires pour promouvoir, défendre et appliquer les droits de l'homme dans la vie quotidienne. L'éducation à la citoyenneté démocratique met l'aCECnt sur les pratiques et les activités visant à aider les jeunes et les adultes à jouer un rôle actif dans la vie démocratique et à exercer leurs droits et responsabilités dans la société de l'éducation. L'éducation pour le respect et la compréhension mutuelle met en évidence le respect de soi, respect des autres, et l'amélioration des relations entre les gens de différentes traditions culturelles. Ce livre vise à soutenir l'enseignement de qualité dans ces domaines et d'inspirer les décideurs éducatifs (ceux qui travaillent dans les ministères de l'éducation et les conseils scolaires locaux) et les administrateurs, les enseignants, les formateurs d'enseignants, les éducateurs non formels et tous les autres acteurs intéressés, ainsi que pour faciliter la mise en réseau et l'échange d'expériences entre les professionnels de l'éducation. Образование в области прав человека в школьной системе Европы, Центральной Азии и Северной Америки: сборник примеров успешных практик 出版年份: 2009 机构作者: Council of Europe | UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Сборник примеров успешных практик «Образование в области прав человека в школьной системе Европы, Центральной Азии и Северной Америки» включает 101 пример успешных практик в сфере образования в области прав человека в начальной, средней школе и в педагогических учебных заведениях в регионе ОБСЕ, на который также распространяются полномочия ЮНЕСКО, УВКПЧ ООН и, частично, географический мандат СЕ.Настоящее издание состоит из пяти основных разделов:Раздел I. Законодательные акты, руководящие принципы и стандарты; Раздел II. Подходы и практики улучшения учебной атмосферы; Раздел III. Учебные пособия для преподавателей и учащихся; Раздел IV. Повышение квалификации преподавателей; Раздел V. Методы оценки.Образование в области прав человека определяют как образование, обучение и информирование, направленное на формирование всеобщей культуры прав человека. Комплексное образование в области прав человека дает не только знания о правах человека и действующих механизмах их защиты, но и навыки, необходимые для продвижения, защиты и реализации прав человека в повседневной жизни. Воспитание демократической гражданственности нацелено на осуществление образовательных практик и мероприятий, призванных помочь молодым людям и взрослым принимать активное участие в жизни общества, основанного на принципах демократии, а также осуществлять свои права и обязанности в обществе. Воспитание в духе взаимного уважения и понимания подчеркивает важность самоуважения, уважения других людей и улучшения отношений между людьми, представляющими различные культурные традиции.Настоящая книга задумана как средство поддержки качества обучения в этих областях, как стимул для лиц, ответственных за формирование политики в области образования (сотрудников министерств образования и местных школьных советов), директоров, учителей, преподавателей педагогических учебных заведений, преподавателей, специалистов неформальной сферы образования и всех других заинтересованных лиц, а также как инструмент, содействующий формированию сетей и обмену опытом между специалистами в сфере образования. 
A Study on the Status of Implementation of Global Citizenship Education in Lifelong Education in South Korea 出版年份: 2019 机构作者: APCEIU The Asia-Pacific Centre of Education for International Understanding published a report titled "A Study on the Status of Implementation of Global Citizenship Education in Lifelong Education in South Korea". In the recognition of the need for an analysis on the status of implementation for the effective and systematic implementation of Global Citizenship Education (GCED) in the Republic of Korea, APCEIU conducted a study on the status of the implementation of GCED embedded in the curriculum of primary and secondary schools in 2018. As a follow-up study, this research paper examines the practice of civic education in the field of lifelong learning for adults and the formation, status and implementation process of GCED in which it appears and explores the potential for activation. 평생교육 내 세계시민교육 이행현황 연구 出版年份: 2019 机构作者: APCEIU 유네스코 아태교육원은 “국내 평생교육 내 세계시민교육 이행현황 연구” 보고서를 발간하였다. 동 교육원은 국내 세계시민교육의 효과적이고 체계적인 이행을 위해서는 이행현황 분석연구가 필요함을 인식하여, 2018년에는 유ㆍ초중등학교 교육과정에 담긴 세계시민교육의 국내 이행현황을 연구하였다. 본 연구보고서는 이 작업에 대한 후속 연구로서 성인을 대상으로 하는 평생교육 영역에서의 시민교육 실천양상 및 그 안에서 나타나는 세계시민교육의 형성, 현황 및 이행과정을 검토하고 잠재적 활성화 가능성에 대해 탐색한다. 
L'éducation à la citoyenneté Mondiale (ECM) à Hong Kong et Shanghai écoles secondaires: les idéaux, les réalités et les attentes (vol 2, no 2). 出版年份: 2006 作者: Wing On Lee | Sai Wing Leung 机构作者: Intellect Le monde est devenu de plus en plus interdépendante avec la tendance actuelle de la mondialisation. Préparation à la citoyenneté doit évidemment aller au-delà les frontières nationales des élèves, telles que la compréhension de l'impact des comportements de citoyenneté dans une région sur les autres parties du monde, et la promotion de la paix et de la justice entre les nations. Cet article présente une étude sur L'éducation à la citoyenneté Mondiale (ECM) dans les écoles secondaires à Hong Kong et Shanghai réalisées à partir de Décembre 2002 à Juin 2003 organisé par le Centre d'éducation à la citoyenneté de l'Institut de Hong Kong de l'éducation, le ministère de l'éducation de l'Université de Shanghai enseignants, et la sensibilisation Amour Education Academy et Oxfam Hong Kong, grâce au financement fourni par ce dernier. L'étude visant à comprendre (1) les connaissances, les compétences et les valeurs des enseignants vers ECM, (2) programme d'ECM disponibles dans les écoles et sa mise en œuvre; (3) des difficultés dans la mise en œuvre ECM dans les écoles; et (4) le genre de changement et de soutien que les enseignants attendus pour améliorer le développement de l'ECM. L'étude a également fourni des données pour comparer les similitudes et les différences dans les deux grandes villes internationales en Chine. L'étude conclut que les enseignants à Hong Kong et Shanghai à la fois soutenir L'éducation à la citoyenneté Mondiale (ECM) dans leurs écoles, mais ils ont rencontré des problèmes et des difficultés telles que la pression du programme orienté vers les examens, le manque de formation, le manque de le soutien de l'école et du gouvernement, et aussi un manque dans l'auto-efficacité, ne se sentant pas que les efforts personnels peuvent apporter des changements dans le monde. Il y a des contrastes intéressants entre Hong Kong et Shanghai enseignants. Les enseignants Shanghai sont relativement plus intéressés dans les affaires mondiales, alors que les enseignants de Hong Kong sont relativement plus intéressés par les affaires locales. les enseignants de Shanghai ont tendance à se concentrer sur les connaissances et les compétences en matière d'éducation à la citoyenneté mondiale, alors que les enseignants de Hong Kong ont tendance à se concentrer sur les valeurs.