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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. 
Reconceptualising global education from the grassroots: the lived experiences of practitioners 出版年份: 2015 机构作者: DEEEP This research aims to conceptualise and reflect on DEEEP's understanding of Globalcitizenship Education(i.e., GE) in a way that is practice-led and rooted in practitioners’ experiences. We argue that the strategies practitioners use to negotiate the institutional and conceptual challenges of GE should be more systematically engaged with and central to our understanding of GE, and provide critical lessons for how practitioners can be supported, but also how we can understand the GE that results. 
Education: global citizenship education in context 机构作者: Global Hive In a fast-changing and globalized reality, there are many who believe that education can, and should, help young people to meet the challenges they will confront now and in the future, and that educating for global citizenship is now more important and urgent than ever before. Upon reflection back over this decade of work, however, there is an indication that not a lot of progress has been made in expanding education for global citizenship (Schulz, 2007; Canadian Council for International Cooperation, 2004). In the early 1990s, with the financial assistance of the Canadian International Development Agency and inspired by visions of global solidarity, Canadian schools and community organizations joined together in efforts to educate students on global society, though since then funding has been cut drastically, and coordinated efforts across sectors have decreased, as schools and NGOs face their own budget cuts. In a recent poll conducted by VisionCritical and the Inter-Council Network of Provincial and Regional Councils for Global Cooperation, it was found that one third of Canadians rank global poverty (hunger in the world) among the first, second and third most concerning issues to them globally. Moreover, the majority of Canadians believe there is a human rights obligation to reduce global poverty, and believe there are significant benefits to doing so, including improving Canada’s international reputation, reducing global conflict, and reducing risks of pandemics. Global Citizenship Education is essential for the following reasons: Education for Global Citizenship gives young people access to the knowledge, understanding, skills, and values that they need to participate fully in ensuring their own and others’ well-being, and to make a positive contribution both locally and globally. Global Citizenship Education involves children and youth fully in their own learning through the use of a range of activities and participatory learning methods. This engages the learner, but also develops confidence, self-esteem, and skills of critical thinking, communication, cooperation and conflict resolution. Current use of the world’s resources is inequitable and unsustainable. As the gap between the rich and the poor widens, poverty continues to deny millions of people around the world their basic human rights. Education is a powerful tool for changing the world because tomorrow’s adults are the children and youth we are educating today. For teachers interested in promoting global citizenship, the next and most immediate question is how: How can I integrate and teach global citizenship education when I have so many other pressing curriculum requirements to get through with my students? How does Global Citizenship Education relate to English Language Arts or Physical Education? This toolkit seeks to provide information on how global citizenship education can be integrated into many areas of the curriculum, offer some tools and methods by which to do so, and present some illustrative case studies to provide inspiration and guidance. 
Turning Students into Global Citizens 出版年份: 2016 作者: Fernando Reimers Prof. Fernando M. Remiers made the case for global citizenship education and shared his experiences through Ed Week. 
2020 국민환경의식조사 (KEI 포커스 제9권 통권 73호) 出版年份: 2021 作者: 전호철 | 이홍림 | 김현노 | 안소은 机构作者: 한국환경정책·평가연구원 2020년 국민환경의식 조사는 '환경인식', '환경태도/실천' 및 '환경수요/정책/으로 구성된 기본 문항과 '코로나19 및 그린 뉴딜' 관련 특별 문항으로 구성하여 실시하였다. 조사 결과 환경 전반에 대한 불만족 비율은 45.8%로 높게 나타났으며 부문별로는 자연경관 및 도시녹지의 만족도가 가장 높았던 반면 대기질과 화학물질, 수질 부문의 불만족 비율이 가장 높게 나타났다. 가장 시급하게 해결해야 할 환경문제로는 코로나19의 영향으로 '쓰레기 증가'가 '대기질 개선' 보다 높게 나타났다. 본 저작물은 한국환경정책·평가연구원에서 2021년 작성하여 공공누리 제4유형으로 개방한 '2020 국민환경의식조사(작성자: 전호철)'을 이용하였으며, 해당 저작물은 한국환경연구원 홈페이지(https://www.kei.re.kr/)에서 무료로 내려받으실 수 있습니다. 
2021 국민환경의식조사 (KEI 포커스 제10권 통권 83호) 出版年份: 2022 作者: 염정윤 | 이홍림 | 안소은 机构作者: 한국환경연구원 국민 눈높이에 맞는 환경정책을 수립·지원하기 위해서는 환경 전반에 대한 국민의 인식과 환경 부문별 정책에 대한 수요 파악이 필수적이다. 더불어 환경정책의 효과성을 높이고 선제적이고 전략적인 정책 추진을 위해서는 국민들의 환경에 대한 의식 및 실천 의지를 통계화하는 작업이 지속적으로 추진되어야 한다. 이러한 필요에 따라 KEI는 2012년부터 매년 국민환경의식조사를 실시하고 결과를 분석·제시하고 있다.2021년 국민환경의식조사는 '환경인식', '환경태도/실천', '환경정보 이용', '환경 수요/정책' 등 4개 부문에 대해 실시하였다. 본 저작물은 한국환경연구원에서 2022년 작성하여 공공누리 제4유형으로 개방한 '2021 국민환경의식조사(작성자: 염정윤, 이홍림, 안소은)'을 이용하였으며, 해당 저작물은 한국환경연구원 홈페이지(https://www.kei.re.kr/)에서 무료로 내려받으실 수 있습니다. 
2022 국민환경의식조사 (KEI 포커스 제11권 통권 99호) 出版年份: 2023 作者: 염정윤 | 안소은 | 김가영 | 이홍림 机构作者: 한국환경연구원 국민 눈높이에 맞는 환경정책을 수립·지원하기 위해서는 환경 전반에 대한 국민의 인식과 환경 부문별 정책에 대한 수요 파악이 필수적이다. 더불어 환경정책의 효과성을 높이고 선제적이고 전략적인 정책 추진을 위해서는 국민들의 환경에 대한 의식 및 실천 의지를 통계화하는 작업이 지속적으로 추진되어야 한다. 이러한 필요에 따라 KEI는 2012년부터 매년 국민환경의식조사를 실시하고 결과를 분석·제시하고 있다.2022년 국민환경의식조사는 '환경인식', '환경태도/실천', '환경정보 이용', '환경 수요/정책' 등 기본 분야 4개 부분과 '코로나19' 관련 특별 분야에 대해 온라인으로 설문을 시행하였다. 본 저작물은 한국환경연구원에서 2023년 작성하여 공공누리 제4유형으로 개방한 '2022 국민환경의식조사(작성자: 염정윤)'을 이용하였으며, 해당 저작물은 한국환경연구원 홈페이지(https://www.kei.re.kr/)에서 무료로 내려받으실 수 있습니다. 
Environmental Education as a Strategy for Activating Environmental Citizenship (vol.8, no.2; Research Journal) 出版年份: 2023 作者: Bel'asal Bint Nabi Yasmine | Amroush Al Houcine 机构作者: Yahia Fares University of Medea This research paper aims to explore environmental education as a strategy for promoting environmental citizenship. Throughout the latter half of the twentieth century, the environment became a focal point for numerous thinkers and researchers across various fields. The concept of environmental citizenship emerged as a crucial term aimed at fostering individual responsibility towards the environment. Achieving environmental citizenship necessitates effective environmental education, which endeavors to impart direction, values, and behaviors conducive to environmental stewardship. It seeks to elucidate key concepts and cultivate essential skills for comprehending and appreciating the intricate relationships between humanity, culture, and the environment. Topics explored include citizenship, environment, environmental education, the Tbilisi conference, and responsible environmental behavior.