A Global Education Program Can Make a Difference
In: Theory and research in social education, Band 6, Heft 1, S. 1-15
ISSN: 2163-1654
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In: Theory and research in social education, Band 6, Heft 1, S. 1-15
ISSN: 2163-1654
In: Social education: Socialinis ugdymas, Band 39, Heft 3, S. 39-47
ISSN: 1392-9569
In: Intercultural education, Band 15, Heft 3, S. 295-306
ISSN: 1469-8439
In: International development planning review: IDPR, Band 37, Heft 1
ISSN: 1474-6743
World Affairs Online
In: Journal of youth development: JYD : bridging research and practice, Band 7, Heft 4, S. 116-122
ISSN: 2325-4017
Recognizing and celebrating the diversity that exists in our communities has become a central goal of land-grant institutions and cooperative extension programs. This is coupled with the expectation that youth be equipped for a global workforce where they appreciate different world cultures, be able to evaluate global issues and challenges and understand the inter-connectedness of global systems. Given these points, a Global Education Curriculum developed by the WVU Extension Global Education & Engagement Team is presented as a tool to instill a deeper understanding of and appreciation for cultures, people and global issues by youth and the adults who support them.
In: Social change, Band 49, Heft 2, S. 329-343
ISSN: 0976-3538
Education of which both the individual and society are beneficiaries has a key role in the implementation of the 2030 Sustainable Development Agenda. Education is the foundation of development and all sustainable development goals (SDGs) have educational dimensions. This imparts added significance to the pursuit of Goal 4 on Education, SDG4, of the agenda. Safeguarding education against forces of privatisation and preserving it as a public good is imperative if governments are respectful of their commitments to SDG4 as well as to the 2030 Education Agenda adopted under the auspices of UNESCO. It is incumbent upon the government to expand opportunities of good quality public education to build an inclusive system of education, with positive measures in support of the poor for the eradication of widespread poverty in India. Empowering adults and youth, with a special focus on skills development and pursuit of professional excellence in the drive towards 'skilled India' to respond to rising aspirations of youth is central to the pursuit of SDG4. Actions for the implementation of SDG4 as well as 2030 Education Agenda must be guided by the principle of social justice which is enshrined in the Constitution of India.
In: Globalisation, societies and education, Band 18, Heft 2, S. 97-108
ISSN: 1476-7732
In: Global Education Policy and International Development : New Agendas, Issues and Policies
In: Journal of Latinos and education: JLE, Band 14, Heft 2, S. 81-85
ISSN: 1532-771X
In: International development planning review: IDPR, Band 37, Heft 1, S. 7-16
ISSN: 1478-3401
In: Social studies: a periodical for teachers and administrators, Band 73, Heft 4, S. 164-167
ISSN: 2152-405X
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