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Écoles Heureux Art E-Exhibition 出版年份: 2016 机构作者: UNESCO Bangkok Heureux Écoles d'art E-Exposition, qu'est-ce qu'une école heureux ressemble pour vous? Un apprenant heureux est plus susceptible d'être une entreprise florissante un - mieux à même de résoudre les problèmes et appliquer la pensée critique, plus confiant et plus susceptibles de former et de favoriser des relations positives avec les autres. Apprenants Heureux exigent l’écoles Heureux, ceux qui assurent le développement holistique et le bien-être des élèves et la communauté scolaire. Dans le monde en évolution rapide d'aujourd'hui, nous sommes confrontés à la mobilité croissante, le stress de la vie, la concurrence, la surcharge d'information, les inégalités et les préoccupations environnementales. Comme ces symptômes de «malheur» commencent à émerger, le projet Bonne écoles appelle à la nécessité pour les systèmes éducatifs pour repositionner l'école comme plus qu'un service pour l'enseignement de l'éducation, mais plutôt, un environnement qui favorise la croissance et le développement social et affectif pour apprenants de contribuer à un monde plus pacifique, juste et équitable. Dans le cadre du projet Écoles heureux de l'UNESCO à Bangkok, l'équipe Ecoles Heureux a organisé un concours d'art au début de 2016 dans le but de capturer des actions, des moments et des idées qui font la promotion du bonheur dans les écoles. Tous les résidents de la région Asie-Pacifique ont été invités à soumettre des images de toute nature (photos, dessins, bandes dessinées, peintures, graphiques et affiches) avec une légende / description qui capture le concept des écoles Heureux. Trente gagnants ont été sélectionnés à partir du pool d'entrées pour les écoles Bonne Exposition Art et Rapport de lancement (des écoles Heureux:. Un cadre pour l'apprenant le bien-être dans le rapport Asie-Pacifique, l'œuvre sera exposée pour l'Exposition Heureux Ecoles d'Art du 25 Mars au 3 Avril, 2016 au The Commons à Bangkok, en Thaïlande et à la disposition de la considérer comme un e-exposition)

Russian regions for sustainable development: education and culture of peoples in Russian Federation; proceedings of the international conference 出版年份: 2010 作者: Ilona Graf | Natalia Dulepova | Nikolai Lyakhov | Vera Markova | Vladimir Sobyanin | Victoria Shatrova 机构作者: Novosibirsk State University The publication gives careful consideration to RF regional efforts to contribute undertaking a survey of educational contents and methods promoting cultural diversity, including traditional modes of transmission, in Siberia as a vast territory involving three greatest regions of Russian Federation. The mainstream of this recognition and accommodation of Siberian cultural diversity – efforts to create opportunities and facilities for culture-specific learning in each region, adapting teaching methods to the requirements of the everyday life of learners with the support of educational policymakers, educational professionals at all levels and local communities. The goal of publication is contributing to raising the awareness of Siberian population in recognizing the cultural dimension as a central pillar of the UNESCO decade «Education for Sustainable Development» (2005-2014). The publication is aimed at teachers, ethnologists, sociologists, linguists, philosophers, those researching the education and culture of peoples in Russia, government specialists, representatives of national-cultural communities of indigenous peoples and ethnic minorities.

Régions russes pour le développement durable: l'éducation et la culture des peuples de la Fédération de Russie; Actes de la Conférence internationale 出版年份: 2010 作者: Ilona Graf | Natalia Dulepova | Nikolai Lyakhov | Vera Markova | Vladimir Sobyanin | Victoria Shatrova 机构作者: Novosibirsk State University La publication donne une attention particulière aux efforts régionaux RF pour contribuer d'entreprendre une enquête sur les contenus et les méthodes pédagogiques favorisant la diversité culturelle, y compris les modes traditionnels de transmission, en Sibérie comme un vaste territoire impliquant trois plus grandes régions de la Fédération de Russie. Le courant dominant de cette reconnaissance et d'hébergement de Sibérie diversité culturelle - des efforts pour créer des opportunités et des installations pour spécifiques à la culture d'apprentissage dans chaque région, en adaptant les méthodes d'enseignement aux exigences de la vie quotidienne des apprenants avec le soutien des décideurs éducatifs, professionnels de l'éducation du tout les niveaux et les communautés locales. Le but de la publication contribue à la sensibilisation de la population sibérienne dans la reconnaissance de la dimension culturelle comme un pilier central de l'UNESCO décennie «Education pour le développement durable» (2005-2014). La publication est destinée aux enseignants, ethnologues, sociologues, linguistes, philosophes, ces recherches sur l'éducation et la culture des peuples en Russie, les spécialistes du gouvernement, des représentants des communautés culturelles nationales des peuples autochtones et des minorités ethniques.

Education for sustainable development for social transformation 出版年份: 2017 机构作者: UNESCO Hanoi | Viet Nam. Ministry of Education and Training This course on Education for Sustainable Development for Social Transformation explains the connection between sustainable development, education and the successful implementation of national and international policies and initiatives on Sustainable Development, such as the Education for Sustainable Development Framework, Global Citizenship Education and the post-2015 Development Agenda. A particular focus is placed on Viet Nam's implementation of these initiatives, including MOET's Action Plan to Implement the National Strategy on Natural Disaster Prevention, Control and Mitigation in the Education Sector in the 2011-2020 Period.The courses promote creative thinking and a holistic approach to some of our planet's most pressing issues. A contribution to sustainable development will be made by encouraging students, families, schools and communities to be bioliterate.

지속가능발전교육 지도자료: 중학교 1~3학년 교사용 안내서 出版年份: 2020 机构作者: 서울특별시교육청 교육혁신과 기후위기시대, 생태환경에 대한 인식을 제고하고 감수성을 기르기 위한 《2020 지속가능발전교육 중학교 교사용 지도자료》로 교과, 동아리, 자유학기 활동 등 학교 생태전환교육에 활용가능하다. 또한 각 단원별로 지속가능발전목표 17개를 적용할 수 있는 내용으로 구성하였다.

Gender, Climate & Security: Sustaining Inclusive Peace on the Frontlines of Climate Change 出版年份: 2020 机构作者: United Nations Environment Programme (UNEP) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Development Programme (UNDP) Climate change is a defining threat to peace and security in the 21st century – its impacts felt by everyone, but not equally. Gender norms and power dynamics shape how women and men of different backgrounds experience or contribute to insecurity in a changing climate. Grounded in a series of case studies from research and programming experience, this report offers a comprehensive framework for understanding how gender, climate and security are inextricably linked. The report assesses entry points for action across existing global agendas and suggests concrete recommendations for how policymakers, development practitioners and donors can advance three inter-related goals: peace and security, climate action and gender equality.

In the Age of Lifelong Education, a Study on the Meaning of Teachers: Focused on the Plato’s Thought (The Journal of Korean Teacher Education; Vol. 36, No. 3) 出版年份: 2019 作者: 허지숙 机构作者: 한국교원교육학회 The purpose of this study is to explore the essential meaning and role of teachers through Plato's educational thought. For this purpose, based on the four principles of UNESCO Lifelong Education, we examine how changes in and out of school and the role of teachers are required. Then, after reviewing Sophist, Socrates, Plato's Philosopher, and the metaphors of Cave from Plato's point of view, it reveals what meaning and value of the teacher image presented by Plato in today's lifelong education.Research shows that the role of teachers in the age of lifelong education is becoming more and more important, but this does not mean simply changing roles as guides and advisors. the changed face of the teacher is an ethical trainer to enrich their lives from a knowledge transferer, a collaborative learner through conversations and discussions outside the teacher-student relationship, a practitioner of inclusive teaching among learning alienation, learning inequality, a teacher as a lifelong learner who loves wisdom. This suggests implications for teachers 'new possibilities and meanings beyond the existing teacher' s role in the fall of the ruling right and the right of learning.

평생교육시대, 교사의 의미 탐색: 플라톤의 교육사상을 중심으로 (한국교원교육연구 제36권 제3호) 出版年份: 2019 作者: JiSuk Huh 机构作者: Korean Society for the Study of Teacher Education 본 연구는 평생교육시대의 변화에 부합하는 교사의 모습에 대한 재탐색이 필요하다는 문제의식 하에, 플라톤의 교육사상을 중심으로 교사의 본질적 의미와 역할에 대해 탐구하는데 목적이 있다. 이를 위해 먼저 UNESCO 평생교육의 네 가지 원리를 근거로 학교의 안팎의 변화와 교사의 역할이 어떻게 요구되고 있는지를 고찰하였다. 다음으로 플라톤의 관점에서 바라본 소피스트, 소크라테스, 플라톤의 철인, 동굴의 비유에 대해 살펴본 후, 플라톤이 제시한 교사상이 오늘날 평생교육시대에서 어떤 의미와 가치가 있는지 밝히고, 그 속에 내포된 교사로서의 역할과 의미를 구체적으로 탐색하였다.연구결과, 평생교육시대의 교사의 역할은 점점 더 중요해지고 있으나 이는 단순히 안내자, 조언자로서의 단순한 역할 변화를 의미하는 것이 아니다. 평생교육시대 교사의 변화된 모습은 지식전달자로부터 삶을 풍성하게 살아가기 위한 윤리적 훈련가로, 교사-학생의 관계에서 벗어나 대화와 토론을 통한 공동의 학습자로, 학습소외, 학습 불평등 가운데 포용적 교수의 실천가로, 열망을 가지고 끊임없이 배우는 생성적 존재로 모색된다. 이를 통해 오늘날 추락하는 교권과 학습권의 자리다툼 가운데 기존 교사의 역할을 넘어 교사가 지닌 새로운 가능성과 의미에 대해 시사점을 제안하였다.

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