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استشراف مستقبل نظام تعليم الكبار في دولة الكويت بحلول عام 2024 (مجلة العلوم التربوية و النفسية ;no.33, vol.4) 出版年份: 2020 作者: Rasha Mhdi Al-Ajmi | Sheikha Ibrahim Al-Tuwaijri | Fatima Mutlaq Al-Otaibi | Ghazi Al-Rashidi 机构作者: Arab Institute of Science and Research Publishing (AISRP) هدفت هذه الدراسة إلى التعرف على القيم التنبؤية للاتجاه العام خلال السنوات الخمس القادمة للسلاسل الزمنية لأهم عناصر التعليم لنظام محو الأمية وتعليم الكبار في دولة الكويت، المقارنة بين معدلات النمو في الاتجاه العام للسلاسل الزمنية لأهم عناصر التعليم لنظام محو الأمية وتعليم الكبار في المراحل التعليمية المختلفة؛ حيث تم استخدام أسلوب السلاسل الزمنية لتحليل إحصائيات مراكز محو الأمية وتعليم الكبار من عام 2014 إلى عام 2019 من وزارة التربية في دولة الكويت. وأظهرت الدراسة مجموعة من النتائج، كان أبرزها: وجود تناقص في أغلب معدلات النمو لعناصر التعليم العام، كذلك نتج عن ذلك أن معظم القيم التنبؤية لتلك العناصر لعام 2020 إلى عام 2024 كانت في انحدار، فقد بلغ معدل النمو لمجمل المراكز الخاصة بنظام تعليم الكبار- 2.7%، أما الفصول الدراسية فقد بلغ- 3.7%، في حين كان المعدل لجملة الطلبة والطالبات- 1.9%، وحظي المعلمون والمعلمات بأقل معدل نمو ألا وهو- 6.0%، وفي ضوء نتائج الدراسة تم تقديم عدة توصيات ومقترحات لتطوير أداء مراكز محو الأمية وتعليم الكبار وتحقيق أهدافها. 
Teaching approaches that help to build resilience to extremism among young people 出版年份: 2011 机构作者: United Kingdom. Department of Education This is a summary for decision-makers – policy- makers, school leaders, teachers and other practitioners, such as youth and community workers – of the key ingredients of evidence-based teaching approaches and interventions that are effective in building resilience to extremism among young people. It also details support factors in schools and other education settings that maximize the benefits and impact of such interventions. Teaching approaches that help to build resilience to extremism among young people 出版年份: 2011 机构作者: United Kingdom. Department of Education Il s’agit d’un résumé des éléments clés des approches et interventions éducatives qui se sont avérées efficaces pour développer et renforcer la résilience des jeunes à l’extrémisme, destiné aux décideurs politiques ou non, chefs d’établissement scolaire, enseignants et autres acteurs du domaine éducatif, comme les jeunes et les animateurs socio-culturels. Le livre détaille également le soutien à apporter aux écoles et autres environnements éducatifs pour maximiser les bénéfices et l’impact de ces interventions. 
Values and Attitudes - Positive and Negative: A study of the impact of teaching the Holocaust on citizenship among Scottish 11-12 year olds Previous research on teaching the Holocaust, notably case studies in the primary or the secondary sectors, suggests that Holocaust education can make a significant contribution to citizenship by developing pupils’ understandings of justice, tolerance, human rights issues, and the many forms of racism and discrimination. Yet, there have been no longitudinal studies into its impact on primary pupils. This paper reports on the first stages of ongoing longitudinal research (sponsored by the Scottish Executive Education Department) and concentrates on the relevance of Holocaust education to citizenship, by comparing the attitudes of primary 7 pupils before and after Holocaust teaching using data from questionnaires. Results show an improvement in pupils’ values and attitudes after learning about the Holocaust in almost every category related to minority groups, ethnic or otherwise. One significant finding was a deep anti-English feeling and this in itself indicates the need for further investigation. (By the author) 
Research Report: A Comparative Study on Hybrid Learning in Schools 出版年份: 2024 机构作者: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Hybrid learning is not just a response to pandemics but also serves as a viable solution for other scenarios where full school attendance is difficult. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment.Published in February 2024 by the UNESCO International Bureau of Education (IBE) with support from the European Union. Adult education and development: global citizenship education (no 82, 2015) 出版年份: 2015 机构作者: DVV International Issue 82/2015 of the international journal Adult Education and Development (AED) explores the topic global citizenship education.In the international debates, we are witnessing a growing interest in the concept of global citizenship education. It is one of the three pillars of the Global Education First Initiative (GEFI) launched by the United Nations Secretary-General in 2012 and is being internationally promoted by the work of UNESCO. According to the GEFI, education that fosters global citizenship “must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies”. The 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in September 2015, refers to global citizenship as one tool to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development”.The ambitions are high, but the concrete understanding of global citizenship education and its implications differ widely. Is it just another abstract concept? What meaning can the word citizenship have if it does not refer to a specific nation? What do people in different parts of the world understand by global citizenship? And how can global citizenship education be put into practice?Adult Education and Development decided to engage in the debate and invited authors from different regions, backgrounds and disciplines to share their thoughts and experiences on the topic and related questions such as identity, migration, peace, the meaning of citizenship, globalisation and sustainable development.Irina Bokova, Director-General of UNESCO, explains the organisation’s understanding of global citizenship education, and why adult education and “learning beyond the classrooms” are crucial when it comes to promoting global citizenship. Canadian author and journalist Doug Saunders (“Arrival City: How the Largest Migration in History Is Reshaping Our World”) talks about the challenges and opportunities of what he refers to as the last great human migration, that from the countryside to the cities, and about the positive role adult education can play during this transition.In the section “Citizens’ voices” people from all over the world talk about what global citizenship means to them and in what ways they see themselves as global citizens. And photographer Viktor Hilitksi travelled through Belarus and captured with his camera how villages rediscover their local traditions and cultures. L'éducation des adultes et le développement: l'éducation à la citoyenneté mondiale (82, 2015) 出版年份: 2015 机构作者: DVV International Problème 82/2015 de la revue internationale d'Éducation des Adultes et le Développement (EAD) explore l'éducation à la citoyenneté mondiale sujet.Dans les débats internationaux, nous assistons à un intérêt croissant pour le concept d'éducation à la citoyenneté mondiale. Il est l'un des trois piliers de la Première Initiative Mondiale pour l'éducation globale avant tout(GEFI) lancé par le Secrétaire général des Nations Unies en 2012 et est internationalement promu par le travail de l'UNESCO. Selon le GEFI, l'éducation qui favorise la citoyenneté mondiale "doit assumer pleinement son rôle central en aidant les gens à forger plus justes, des sociétés pacifiques, tolérantes et inclusives". L'Agenda 2030 pour le développement durable, adoptée par l'Assemblée générale des Nations Unies en Septembre 2015, se réfère à la citoyenneté mondiale comme un outil pour «faire en sorte que tous les apprenants à acquérir les connaissances et les compétences nécessaires pour promouvoir le développement durable». Les ambitions sont élevées, mais la compréhension concrète de L'éducation à la citoyenneté Mondiale (ECM) et ses implications diffèrent largement. Est-il juste un autre concept abstrait? Quel sens le mot citoyenneté peut avoir si elle ne se réfère pas à une nation spécifique? Que font les gens dans différentes parties du monde à comprendre par la citoyenneté mondiale? Et comment L'éducation à la citoyenneté Mondiale (ECM) être mis en pratique? Education des adultes et développement ont décidé de participer au débat et a invité les auteurs de différentes régions, milieux et disciplines à partager leurs réflexions et expériences sur le sujet et les questions connexes telles que l'identité, la migration, la paix, le sens de la citoyenneté, la mondialisation et le développement durable. Irina Bokova, Directrice générale de l'UNESCO, explique la compréhension de l'organisation de l'éducation à la citoyenneté mondiale, et pourquoi l'éducation des adultes et de «l'apprentissage au-delà des salles de classe" sont cruciales en matière de promotion de la citoyenneté mondiale. auteur canadien et journaliste Doug Saunders ( «Ville d'arrivée: Comment la plus grande migration dans l'histoire remodèle notre monde») parle des défis et des possibilités de ce qu'il désigne comme la dernière grande migration humaine, que de la campagne vers les villes, et sur le rôle positif l'éducation des adultes peut jouer au cours de cette transition. Dans la section «voix des citoyens" les gens de partout dans le monde parlent de ce que signifie la citoyenneté mondiale pour eux et de quelle manière ils se considèrent comme des citoyens du monde. Et le photographe Viktor Hilitksi a voyagé à travers le Bélarus et capturé avec sa caméra comment les villages redécouvrent leurs traditions et cultures locales. Educación de adultos y desarrollo: La educación para la ciudadanía mundial (no 82, 2015) 出版年份: 2015 机构作者: DVV International Issue 82/2015 of the international journal Adult Education and Development (AED) explores the topic global citizenship education.In the international debates, we are witnessing a growing interest in the concept of global citizenship education. It is one of the three pillars of the Global Education First Initiative (GEFI) launched by the United Nations Secretary-General in 2012 and is being internationally promoted by the work of UNESCO. According to the GEFI, education that fosters global citizenship “must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies”. The 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in September 2015, refers to global citizenship as one tool to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development”.The ambitions are high, but the concrete understanding of global citizenship education and its implications differ widely. Is it just another abstract concept? What meaning can the word citizenship have if it does not refer to a specific nation? What do people in different parts of the world understand by global citizenship? And how can global citizenship education be put into practice?Adult Education and Development decided to engage in the debate and invited authors from different regions, backgrounds and disciplines to share their thoughts and experiences on the topic and related questions such as identity, migration, peace, the meaning of citizenship, globalisation and sustainable development.Irina Bokova, Director-General of UNESCO, explains the organisation’s understanding of global citizenship education, and why adult education and “learning beyond the classrooms” are crucial when it comes to promoting global citizenship. Canadian author and journalist Doug Saunders (“Arrival City: How the Largest Migration in History Is Reshaping Our World”) talks about the challenges and opportunities of what he refers to as the last great human migration, that from the countryside to the cities, and about the positive role adult education can play during this transition.In the section “Citizens’ voices” people from all over the world talk about what global citizenship means to them and in what ways they see themselves as global citizens. And photographer Viktor Hilitksi travelled through Belarus and captured with his camera how villages rediscover their local traditions and cultures. Education sector responses to climate change: background paper with international examples 出版年份: 2012 机构作者: UNESCO Bangkok Through a review of academic articles and project documents, this paper explores the relationship between the education sector and climate change. It introduces how education is both impacted by and has an impact on this phenomenon, and proposes various sector responses. Different theoretical frameworks for where and how climate change education fits into the education sector are made concrete with case studies from across the globe. An essential introduction to climate change and education, this paper brings together theory, policy and practice. A useful read for those working in either the education sector or on climate change. Les réponses du secteur de l'éducation au changement climatique: document d'information avec des exemples internationaux 出版年份: 2012 机构作者: UNESCO Bangkok Grâce à un examen des articles universitaires et des documents de projet, cet article explore la relation entre le secteur de l'éducation et le changement climatique. Il introduit comment l'éducation est à la fois touchée par et a un impact sur ce phénomène, et propose diverses réponses du secteur. Différents cadres théoriques pour où et comment le changement climatique l'éducation inscrit dans le secteur de l'éducation sont en béton avec des études de cas à travers le monde. Une introduction essentielle au changement climatique et de l'éducation, ce document rassemble la théorie, la politique et la pratique. Une lecture utile pour ceux qui travaillent soit dans le secteur de l'éducation ou sur le changement climatique.