(1996). Conversations about Teaching and Learning in Early Childhood Settings. Noting that the work of early childhood educators is often complex, variable, and individualized, this booklet brings together a range of teacher stories that describe such work across many settings. A number of challenges for early childhood education are described, and a host of innovative teaching ideas are presented in an attempt to describe what can be achieved when combining existing and possible teaching and learning practices. Chapters include: (1) "Talking about Teaching and Learning" (Marilyn Fleer); (2) "The Work of Preschool to Year 3 Teachers: What Informs Our Practice?" (Marilyn Fleer); (3) "Rethinking Classroom Organisation: Learning Centres in Primary School" (Karina Sargeson); (4) "Welcoming Parents into the Primary School" (Bernadette Hayes); (5) "In Partnership with Aboriginal Children" (Michael Colbung and Anne Glover); (6) "Making a Difference: Peace, Global, and Environmental Education in Primary…
(1997). Peace Studies in the West. Peace Education Reports No. 16. Peace studies explores organized non-violence and violence; their relationships to society, behavior, and consciousness; and ways of working toward a just and harmonious world community. Noting a fairly rapid growth in peace studies courses on college and university campuses during the last half of the 20th century, this report provides a description of the form, special structures, and programs of peace studies in colleges and universities in Western Europe and North America. The document describes a rich array of peace studies programs and course offerings, especially those that focus on conflict resolution. These programs rely heavily on voluntary efforts by dedicated individuals and have had too little, long term, institutional funding. A 48-item reference list concludes the report. (EH)… [PDF]
(2012). US Study Abroad from the Periphery to the Center of the Global Curriculum in the Information Age. Policy Futures in Education, v10 n1 p81-89. The Higher Education Act of 1965 for the first time gave discretionary authority to campuses to use federal financial aid in support of students studying abroad. Thereafter, US study abroad has thus evolved from the periphery to the center of the global curriculum. In 2005 the Lincoln Commission report proposed an ambitious goal of sending one million students abroad each year to promote educational and cultural exchange for intercultural understanding, peace and global citizenship. Following this recommendation a legislative and federal policy, the Senator Paul Simon Study Abroad Foundation Act, was approved in June 2009 by the US House of Representatives authorizing generous funding for fiscal years 2010 and 2011 to the US Department of State and Peace Corps for innovative new programs that would enhance US capacity to engage with the world. The article traces this historic expansion effort, its link with the current pedagogical discourse on global citizenship and reflects on its… [Direct]
(1984). Youth and Environmental Education. Connect, v9 n4 Dec. The United Nations General Assembly decided in 1979 to make 1985 International Youth Year (IYY). Several of the central themes of this year (participation, development, and peace) are directly concerned with education and action relative to an improved, sustainable environment, both natural and built. This issue of the Unesco-UNEP (United Nations Environment Programme) environmental newsletter Connect focuses on environmental education (EE) and youth. It contains: (1) an overall report on youth and EE globally, which is based on a chapter of a sourcebook in nonformal EE to be published by the Unesco-UNEP International EE Programme; (2) a summary of Unesco activities related to youth; (3) UNEP actions for IYY; (4) highlights of a World Assembly of Youth workshop on population, environment, and development; (5) goals of and activities at the Spanish Center for Environmental Education "Los Molinos" (CEMA-Centro Educativo del Medio Ambiente); (6) a discussion of EE activities…
(2008). Integrated Schools in Northern Ireland: Education for Peace and Reconciliation. Childhood Education, v84 n6 p351 Aug. The core aim of integrated schools is to provide the child with a caring self-fulfilling educational experience which will enable him/her to become a fulfilled and caring adult. The harmonious, peaceful environments that characterize integrated schools in Northern Ireland are particularly significant in that they have developed within a larger social context that has been fraught with separation and conflict. This article discusses the creation and development of unique schools in Northern Ireland where Catholic and Protestant students come together in settings that promote mutual understanding, respect, and cooperation. The purpose of this article is not to suggest that integrated education is a panacea for sectarianism, bias, or conflict in Northern Ireland (or elsewhere). Indeed, educators in the integrated sector continue working, with varying degrees of success, to address those issues, and research continues to enlighten practice. This article presents aspects of the integrated…
(2010). Does the Australian National Framework for Values Education Stifle an Education for World Peace?. Educational Philosophy and Theory, v42 n4 p462-475 Jun. This paper aims to offer an evaluation of Australia's National Framework for Values Education in terms of its "educative" value. The criteria to be employed in this evaluation shall be drawn primarily from the works of UNESCO and John Dewey. In addition to a re-evaluation of values, consideration will also be given to how individual learners are being prepared to participate democratically in the quest for world peace. It will therefore be necessary to determine whether the Australian framework promotes the potential for democratic participation through inquiry or whether through schooling its overtly nationalistic agenda actually stifles the capacity of persons to participate in a pursuit for global understandings and world peace…. [Direct]
(2016). Educating the Youngest Citizens–Possibilities for Early Childhood Education and Care, in England. Journal for Critical Education Policy Studies, v14 n3 p197-219 Dec. In this article we explore the notion of young children as citizens and the implications of this for early childhood education and care (ECEC). Citizenship has a place in the National Curriculum, in England, and is compulsory for pupils aged 11-16 years. In the Early Years Foundation Stage (EYFS) curriculum, for children aged from 0-5 years, there is no mention of citizenship. This may be attributed to views of childhood as a time of innocence together with a perception that young children lack the ability to cope with complex concepts. This contrasts with research demonstrating young children's capacity and agency to engage with issues that affect them as present and future citizens. Whilst citizenship goes unmentioned, there is a Government requirement to communicate "British Values." These values of "democracy, rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs" are said to be implicitly embedded in the EYFS and… [PDF]
(1998). Peace Education in Israel–Encounter and Dialogue. Mediterranean Journal of Educational Studies, v3 n1 p129-39. Describes an educational project in Israel aimed at furthering coexistence and peace. The Children Teaching Children project is based on face-to-face encounters between Arab and Jewish junior high school classes. Outcomes of the program show considerable attitude changes in both groups and a better understanding of the Arab-Israeli conflict. (SLD)…
(2014). UNESCO-UNEVOC in Action: Biennial Report 2012-2013. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training This biennial report provides a comprehensive overview of UNESCO-UNEVOC's activities in technical and vocational education and training in 2012-2013. It illustrates UNESCO-UNEVOC's contributions to the UNESCO 36 C/5 sectoral priorities and programmatic objectives. Specifically, UNESCO-UNEVOC contributed to the biennial sectoral priority in Education which focused on "scaling up equity, inclusion and quality in education and lifelong learning for sustainable development and a culture of peace and non-violence". UNESCO-UNEVOC contributed to the acceleration of progress towards Education for All (EFA) and education for sustainable development (ESD). The report indicates how the UNESCO-UNEVOC has helped to improve TVET in UNESCO Member States and serves as an information document for those interested in the work of the Centre. We hope that the readers will find the report useful for their work. This biennium was a crucial one for TVET in UNESCO. Highlights included the Third… [PDF]
(2015). The Development of Character Education Model Based on Strengthening Social Capital for Students of State Islamic University (UIN) Sunan Kalijaga. Journal of Education and Practice, v6 n1 p13-22. The purpose of the study is to find out the concept of character education model that is appropriate for students to build character of students of UIN Sunan Kalijaga and also to find out the teaching materials design of character education based on social capital to build character of students of UIN Sunan Kalijaga. This research is motivated by a very dedicated Muslim in the productivity of social capital, but not necessarily manifested in everyday life. Colleges are academic institutions which is in their work need to uphold the values of professionalism in the development of science and technology. In order that UIN Sunan Kalijaga is able to create a peace, a solid, and educative conditions, it is necessary to implement character education model based on strengthening social capital. The model is composed referring to the verses of the Qur'an and Hadith and the concept of social capital attached to personal characteristics. The validation results of the model through Focus Group… [PDF]
(2013). Analysis of Narrative Texts in Secondary School Textbooks in Terms of Values Education. Educational Research and Reviews, v8 n8 p361-366 Apr. Texts have a crucial place in language education and probably they are the most important means of education. Students at the primary and secondary education ages mostly read narrative texts like short stories, poems and fictional books. This study attempts to assess value transfer in narrative texts at the secondary education textbooks. Our study tries to determine whether narrative texts in Turkish textbooks used in secondary education can be used in value transfer while teaching Turkish. The present study reviews the values stated in Educational Program of Social Sciences Course such as attaching importance to family unity, freedom, scientific knowledge, diligence, cooperation, sensitiveness, honesty, aesthetic, tolerance, hospitality, caring about being healthy, respect, love, responsibility, cleanness, patriotism, benevolence values. We employ the document analysis method. Our examination in the study consists of narrative texts in Turkish textbooks used at the secondary… [Direct]
(2013). Privileged to Educate: Katharine Drexel and Catholic Social Teaching–An Embodied Pedagogy. Religious Education, v108 n4 p392-402. Katharine Drexel was an important educator who taught profound lessons to the Roman Catholic Church and American society about the responsibility of privilege and the irresponsibility of prejudice. As a professed nun dedicated to the education of Black and Native Americans, she taught both intentionally and by example. Religious educators, seeking to educate for peace and justice, often point to Katharine's life work as an example of the application of Catholic social teaching. This article argues that Katharine's educational import in regards to Catholic social teaching goes much deeper than the concrete examples of her life's work. By studying Katharine's life, religious educators can illustrate the foundational attitudes and habits necessary for the principle of social justice to take root. This will be articulated in terms of underlying emphases found in aspects of Katharine's story: emphasis on totality, on clarity of vision and purpose, on evangelization, on family ethical… [Direct]
(2014). Livelihood Planning and Career Guidance in Palestine and the Broader MENA Region. International Review of Education, v60 n2 p177-197 Apr. It has often been stated that the Arab "world" is faced by a demographic challenge which is very different to that of many countries in the global North. As the Arab Spring has shown, youths across the region of the Middle East and North Africa (MENA) are keen to make a mark, and despite the internal conflicts and contests for power and influence, many young leaders are hoping to establish new forms of social cohesion which could lead to peace and prosperity within a globalised, interconnected world. This paper focuses on one aspect of the relationship between Arab youth and society, namely the difficult transition between formal education and employment. Drawing on, among other sources, a comparative study carried out across eight Arab states, the role which career education and guidance can play in the process is examined. This is followed by a case study of Palestine where, despite very challenging and difficult political and economic circumstances, significant and… [Direct]
(2016). Global Mental Health for Twenty First Century Education. Online Submission, Studies in Education v1 n1 p76-82 Jan. Delivering mental health programs and services in education is not a new idea but it is time to bring mental health into focus. Momentum is gaining in terms of raising awareness, increasing understanding, and articulating strategies for advancing and integrating mental health. We need to know that all over the world everything is unique and unparalleled. As long as we do not respect the uniqueness of every individual, rivalry, competition, murders and violence will remain. The purpose of a real life is to observe, to learn, to grow, to love. Mental and behavioral disorders are the leading cause of disability worldwide. On the other hand mean problem is untruth brings success, if we have any love for mankind and if we really want to establish a new world, we have to think: From where has the present man come? From where has the present society been born? All of this violence that goes on, this suffering, anguish, helplessness and poverty in the world and where are all these coming… [PDF]
(1995). Adult Education through World Collaboration. This book contains the following papers about development/delivery of adult education through the efforts of multinational and bilateral government donors and the International Council for Adult Education (ICAE): "Preface" (Beverly Benner Cassara); "Introduction: Adult Education and Democracy" (Francisco Vio Grossi); "Adult Education and the Changing Role of UNESCO and of the UN Organizations" (Paul Belanger); "Adult Education and the World Bank" (John B. Holden, James R. Dorland); "Towards a New North-South Internationalism: Adult Education and the Voluntary Sector" (Lawrence S. Cumming); "The Political Economy of Nongovernment Organizations" (Paul Wangoola); "Canada: Official Development Assistance and Human Resource Development" (Jack D. McNie, Daniel C. Andreae); "Germany: International Cooperation in Adult Education–the DVV's [Department for International Cooperation's] Professional Partnership and…