相关资源
探索丰富的全球公民教育资源，深化理解，促进研究、倡导、教学与学习。
共找到881条结果
Addressing Anti-semitism through Education: Guidelines for Policymakers 出版年份: 2018 机构作者: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) A new UNESCO and OSCE co-publication takes up the challenge of educating learners to resist contemporary anti-Semitism at a time when the issue is becoming ever more crucial around the world. It suggests concrete ways to address anti-Semitism, counter prejudice and promote tolerance through education, by designing programmes based on a human rights framework, global citizenship education, inclusiveness and gender equality.It also provides policymakers with tools and guidance to ensure that education systems build the resilience of young people to anti-Semitic ideas and ideologies, violent extremism and all forms of intolerance and discrimination, through critical thinking and respect for others. 
Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All 出版年份: 2016 机构作者: UNESCO The Incheon Declaration articulates the collective vision and commitment of the international community on global education. The 2030 Framework for Action provides guidance for the implementation of Sustainable Development Goal 4. Educación 2030: Declaración de Incheon y Marco de Acción para la realización del Objetivo de Desarrollo Sostenible 4: Garantizar une aducación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos 出版年份: 2016 机构作者: UNESCO The Incheon Declaration articulates the collective vision and commitment of the international community on global education. The 2030 Framework for Action provides guidance for the implementation of Sustainable Development Goal 4. Education 2030: Déclaration d'Incheon et Cadre d'action pour la mise en oeuvre de l'Objectif de développement durable 4: Assurer à tous une éducation équitable, inclusive et de qualité et des possibilités d'apprentissage tout au long de la vie 出版年份: 2016 机构作者: UNESCO La Déclaration d’Incheon présente la vision collective et l’engagement de la communauté internationale envers l’éducation mondiale. Le Cadre d’action 2030 fournit des directives pour l’attente de l’Objectif de développement durable 4. 2030年教育：仁川宣言和行动框架实现可持续发展目标4——确保包容和公平的优质教育，让全民终身享有学习机会 出版年份: 2016 机构作者: UNESCO 《仁川宣言》阐明了国际社会在全球教育方面的集体愿景和承诺。“2030年行动框架”为可持续发展目标4的实施提供了指导。 
Lessons Learned for Peace 出版年份: 2019 This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as Learning for Peace, which was funded by the Government of the Netherlands. The purpose of Lessons Learned for Peace is to share UNICEF’s experience in conducting conflict analyses as a prerequisite for social services programming in fragile and conflict-affected contexts. As part of UNICEF’s Peacebuilding, Education and Advocacy programme, supported by the Government of the Netherlands from 2012-2016, UNICEF commissioned conflict analyses in 14 countries that informed education and other social services interventions at the system, institutional, community and individual levels. The challenges, opportunities and lessons-learned of conflict analysis research in fragile and post-conflict contexts are illustrated and discussed. 
Youth and the Field of Countering Violent Extremism 出版年份: 2018 作者: Marc Sommers Most youth are peaceful. Even if the field known as “countering violent extremism” (CVE) did not exist, most young people still would not join a violent extremist organization (VEO). At the same time, the overwhelming majority of people who become violent extremists are youth — most of whom are male. The challenge at the center of CVE is thus an unusual one: identifying the fraction of youth populations most likely to enter a VEO and thwarting that option. This paper investigates that challenge, with analysis featuring interviews with 21 experts and over 400 publications on violent extremism, CVE, and youth. Two correlations inform this work: the direct relationship between nations with “youth bulge” populations and state repression, and the connection between state repression and increased violent extremism, with repressive states usually targeting male youth. 
School-related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE) - Synthesis Report on China, the Philippines, Thailand and VietNam 出版年份: 2018 机构作者: UNESCO Bangkok School related violence and bullying is a problem in all countries. UNESCO is committed to ensuring that all children and young people have access to safe, inclusive, health-promoting learning environments as part of its strategy on education for health and well-being. This synthesis report on school related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE), covering China, the Philippines, Thailand and Viet Nam, was developed to broaden awareness and understanding about this issue, while also identifying best practices and policies. It also aims to mobilize support for advocacy among educators, research institutions, policy makers and activists at the national and regional levels. 
[Policy Brief] YOUTH WAGING PEACE: A Youth Led Guide on Prevention of Violent Extremism through Education 出版年份: 2019 机构作者: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The #YouthWagingPeace guidebook is a document for anyone interested in understanding Violent Extremism and exploring the relationship between Education and Prevention of Violent Extremism (PVE). Led by 2 dynamic Coordinating Lead Authors and 5 Lead/Chapter Authors, the guide garnered over 2000 youth submissions/case studies, and finally integrated over 150 case study submissions from young educators and practitioners from 50+ countries. #YouthWagingPeace guidebook provides a set of actionable guidelines for PVE to teachers, school administrators, policy makers, family, religious leaders and other informal influencers. 
EIU Best Practices Series No. 47: Building Zones of Peace: Peace Education Programme; A Case from Costa Rica 出版年份: 2018 机构作者: APCEIU Building Zones of Peace (BZP) is a non-formal peace and global citizen education programme created to promote peace and prevent violence in vulnerable urban communities in Costa Rica. The programme aims to encourage participants to develop a critical view of their contexts and explore different ways of taking action to transform the world we live in, and by recognizing how individual and collective efforts have a positive and direct impact in our personal, family and community spheres as well as nationally and globally.In 2017, BZP was conducted to a group of secondary education students ages 13 to 17. This year (2018), participants are young women, ages 18 to 22, all of the mothers who live in extreme poverty. These women have been selected by a governmental office whose aim is to reduce poverty by empowering them. Several resources and networks of support have been created in different areas such as health, employment, childcare and education to achieve this goal. In this sense, our programme was chosen to contribute significantly in this process.