Sentences with phrase «as global citizenship»

Development Education (DE), also known as Global Citizenship Education, is an educational process aimed at increasing awareness and understanding of the rapidly changing, interdependent and unequal world in which we live.

Themes such as global citizenship, human rights, democracy, food safety, the solar system and creativity, intergalactic citizenship, societies of the future and the moral lessons of Star Trek.

The Shadowed Road is a graphic novel that connects to themes such as global citizenship, human rights, democracy and access to education.

The Global Digital Citizen Foundation is passionate about changing education and building skills that students need, such as global citizenship and awareness of how media forms opinions.

Not exact matches

At Mississauga - based Therapure Biopharma, Innovation, Science and Economic Development Minister Navdeep Bains and Immigration, Refugees, and Citizenship Minister John McCallum revealed that the government is seeking feedback from companies and stakeholders as it builds its Global Skills Strategy.

A Citizenship Ambassador for the Obama Administration and an ambassador for the Global Alliance for Clean Cookstoves launched by Hillary Clinton, he also runs his own initiatives including World Central Kitchen, plus education and training programmes in countries such as Haiti.

As much as we extolled the virtues of our son's emerging global citizenship, we still thought parenting would be a greater challenge for us in KenyAs much as we extolled the virtues of our son's emerging global citizenship, we still thought parenting would be a greater challenge for us in Kenyas we extolled the virtues of our son's emerging global citizenship, we still thought parenting would be a greater challenge for us in Kenya.

As a grassroots web - based movement led primarily by young women of colour, Afropolitanism is a fitting example of the changing landscape and nature of global citizenship and social relations in the 21st Century.

(I appreciate I am not an expert on what that means, but it seems to me to go well beyond the idea of the ummah as a global community of Muslims, which is undoubtedely compatible with democratic citizenship, in an analogous way to how Roman Catholicism is, even if some in Britain once doubted that too).

From this starting point, there exist different approaches to developing this global awareness, such as: 1) curriculum design which embraces themes of awareness, empathy and a more holistic educational approach; 2) the use of technology that fosters connections between classrooms and destinations around the world; 3) social action projects that use service - based learning to create a deeper awareness of global issues; and 4) extra-curricular projects that offer a variety of tools to promote global citizenship.

This just goes to show the deep impact that service learning can have as international schools seek to foster global citizenship.

As we have learned, global citizenship is not just a buzzword within present - day education circles, but is a worldwide phenomenon that is changing the way people think about the world and their place in it.

Children, youth and students have played an important role as agents of change, participating actively in discussions that affect their future, advocating for a transformation in their learning environments and bringing the messages of sustainability and global citizenship home to parents and communities.

One of the hot trends in education today is «promoting global citizenship,» but this somewhat amorphous cause can often be as difficult to achieve as it is to define.

Upcoming EdCasts will highlight the need of global citizenship in a polarizing ideological landscape, the importance of summer reading in urban schools, the role of the university as community servant, and the argument for $ 320,000 a year kindergarten teachers.

Despite the innovative education concepts of Global Citizenship Education (GCE) and Education for Sustainable Development, Economic Citizenship Education (ECE) has not yet been considered as a key component within the discussions on the UN Post 2015 Development Agenda.

Working with educators, we are updating the curriculum and assessment practices for the teaching of the global competencies that are necessary for the current and future economy, such as critical thinking, problem solving, innovation, creativity, entrepreneurship, self - direction, collaboration, communication, global citizenship, and sustainability.

In a 2006 article, Citizenship, Identity and Education: Examining the public purposes of schools in an age of globalization, Harvard Graduate School of Education Professor Fernando Reimers stressed the importance of teaching tolerance and global values, as well as developing foreign language skills and knowledge of world history, cultures, and geography.

Although GCE is well recognized as a key dimension of education for dealing with the challenges and opportunities posed by globalization, consensus about what global citizenship means, and consequently what GCE should promote, is yet to be reached.

The team of «Educar Para Vivir», with Javier Collado as coordinator, proposes in this video the idea that Global Citizenship Education supports cross-cultural and innovative methodologies to achieve meaningful learning, and a phenomenological awareness of citizenship to achieve progress in humanity ́sCitizenship Education supports cross-cultural and innovative methodologies to achieve meaningful learning, and a phenomenological awareness of citizenship to achieve progress in humanity ́scitizenship to achieve progress in humanity ́s evolution.

Using these stories as a base, we've created a range of primary classroom resources on global citizenship topics, which you can use in ICT sessions and beyond.

«There were some very practical outcomes such as changes in practice, accompanied by developing tangible «products»... these included a real and accepted definition of global citizenship, new student reports and assessment tools for global citizenship, enhanced use of technology for curriculum mapping, a more global and accessible library collection, just to name a few.

Free cultural events, such as Art's Biennials exhibitions of famous artists of all continents, Cinema, Theater, Music and Dance International Festivals are great channels for non-formal dissemination of Global Citizenship values, mainly in respect and appreciation of cultural diversity.

You could have your students brainstorm as part of their personal reflection or to learn about global citizenship.

INTERNATIONAL VOLUNTEER SERVICE While building an awareness of global citizenship in our schools, along with the new subject: Global Education proposed by the Council of Europe (and with our proposal of Worldlogy in the universities) we could view also informal and non-formal education as an engine of change to create a peaceful society through international cooperglobal citizenship in our schools, along with the new subject: Global Education proposed by the Council of Europe (and with our proposal of Worldlogy in the universities) we could view also informal and non-formal education as an engine of change to create a peaceful society through international cooperGlobal Education proposed by the Council of Europe (and with our proposal of Worldlogy in the universities) we could view also informal and non-formal education as an engine of change to create a peaceful society through international cooperation.

Is it not absurd to speak about global citizenship in contexts where people do not perceive themselves as belonging to groups such as school and community, can not locate their communities in the city, and are not aware they have rights and duties as national citizens?

Networks of institutions and individuals could be created, focusing the transformative nature of Global Citizenship Education, as defined by DEEEP:

In Brazil, questions will emerge, such as: What is global citizenship and sustainable development?

At this point, when I talk to my colleagues working in schools and / or universities, many of them are skeptical about the relevance of education for global citizenship in Brazil when the endeavor of educating all Brazilians to act as citizens in their schools, communities, cities is not completed.

Networks of institutions and individuals could be created, focusing the transformative nature of Global Citizenship Education, as defined by DEEEP: «Education for Global Citizenship is based on an understanding of the purpose of education as going beyond the acquisition of knowledge and cognitive skills, to transforming the way people think and act individually and collectively.»

Together, we believe in a world built on the principles of Global Justice and Global Citizenship and on various principles of indigenous wisdom such as Ubuntu, Buen Vivir and Neighbouring through a multilingual approach which allows the full expression of those ideas.

It has been an exciting year as more and more educators implemented purposeful technology to facilitate student collaboration, global awareness, digital citizenship, as well as increase student engagement.

Abstract: Having as departure point her learning as a participant of the Second Forum on Education for Global Citizenship, held by UNESCO in Paris, shortly after the January 2015 attacks, the author shows that the best antidote to violence and fear - that paralyzes and generates more violence — is to educate people to see themselves as part of a single humanity.

Global Education Week (also known in some countries as One World Week) supports teachers, youth leaders, young people and any other formal and non-formal educational actors to engage in education for global citizenship; and enhances the effectiveness of this endeavour nationally and throughout Europe, through co-ordination of initiatives and sharing of best pracGlobal Education Week (also known in some countries as One World Week) supports teachers, youth leaders, young people and any other formal and non-formal educational actors to engage in education for global citizenship; and enhances the effectiveness of this endeavour nationally and throughout Europe, through co-ordination of initiatives and sharing of best pracglobal citizenship; and enhances the effectiveness of this endeavour nationally and throughout Europe, through co-ordination of initiatives and sharing of best practices.

The team of «Educar para Vivir», with Javier Collado as coordinator, propose in this video the idea that Global Education supports cross-cultural and innovate methologies to achieve meaningful learning and a phenomenological awareness of citizenship to achieve the progress in the humanity's evolution: compliancing the Millennium Development Goals of the United Nations for 2015 and -LSB-...]

At the international event, Javier Collado had the opportunity to let experts know about his work «Global Citizenship Education and Sustainable Development Goals: A Transdisciplinary and Biomimetic Perspective ``, a research that seeks to integrate eco-ethics as a pedagogical practice in the implementation of the GCED: identifying the vital axises that constitute the interdependence of ecosystems to make a biomimetic application in social, political, and educational structures of human systems.

Consequently, we believe that Global Citizenship Education has the ability to act as seeds of social change (locally and globally), to create a cognitive conflict between the various educational actors and build a significant learning as an entrepreneurial fruits sustained in practice, as for example in the performance and participation of citizens in solving social problems.

The acquisition of knowledge, skills, competences that lifelong learning should enable is not limited, in its conceptual understanding, to that of foundational skills, but also encompasses a larger panel of skills, bearing in mind the emergence of new skills deemed critical for individuals (as learning to learn, skills for global citizenship, entrepreneurial skills, and other core skills).

All are available as single lessons as my shop and have excellent ratings from Tes users: EC Resources Unit a) British Values - Tolerance Communication and Teamwork Skills (2 lessons) Consent Domestic Conflict and Running Away From Home Emotional Literacy and Self - Awareness Enterprise and Entrepreneurs Global Citizenship Unit b) Internet Safety and Online Grooming LGBT Homophobia Personal Safety and First Aid Prejudice + Discrimination - Teens in the Media Stereotypes and Disabilities Teenage Pregnancy Personal Goals and Target Setting

As we continue to evolve into a kind of worldwide school, Global Citizenship is a must to guide our students into the hyper connected and multi demanding society we are already immersed in.

In this spirit, educational leaders in many independent schools and some public schools have introduced new themes, such as 21st century skills, digital technologies, interdisciplinary learning, world citizenship, global perspectives and global problems.

Teachers» responses were as enthusiastic as theywere diverse: global citizenship, soft skills, environmental awareness, digital literacy, critical thinking, relationships, teamwork, entrepreneurship, and even meditation!»

THE ECONOMIST:» Crucial areas such as project - based learning and global citizenship are being widely ignored.»

We help build the global citizenship skills needed to solve world issues such as human rights, gender equity, the environment, sustainable development, poverty, and global peace and justice.

At High School for Global Citizenship we offer other clubs as well that you are may be interested in joining:

Founded by Global Kids and Former Principal Brad Haggerty in September 2004 as part of the Prospect Heights Educational Campus, the High School for Global Citizenship is an innovative small high school in Central Brooklyn that aims to create a community of active learners who are engaged participants in the democratic process and are learning about foreign policy issues and the connections between their personal lives and international events.

A series of SMSC talks and workshops to help young people explore global citizenship, broaden their perspectives and grow as connected individuals.

Amy had the opportunity to collaborate with a team of parents to develop the Ohana Institute, an innovative blended school, focused on global citizenship and discovery learning, serving as Director in its first year.

As we careen through rapid global changes that have profound implications for the worlds of work, citizenship, and lifelong learning, it is safe to assume that the traditional promise of «go to school, get good grades, go to a good college, get a good job» no longer applies.

Our hope is to advance ongoing efforts in global citizenship education towards greater rigor, depth and access as we advance the conversation on global education and provide resources which allow large scale collaborations among teachers in developing the tools we need to offer transformative learning opportunities to our students.