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  3. Białostockie Studia Prawnicze
  4. Białostockie Studia Prawnicze, 2018, Vol. 23 nr 3

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/7348
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    Pole DCWartośćJęzyk
    dc.contributor.authorKubacka, Katarzyna-
    dc.date.accessioned2019-01-03T12:50:58Z-
    dc.date.available2019-01-03T12:50:58Z-
    dc.date.issued2018-
    dc.identifier.citationBiałostockie Studia Prawnicze, Vol. 23 nr 3, 2018, s. 43-53pl
    dc.identifier.issn1689-7404-
    dc.identifier.urihttp://hdl.handle.net/11320/7348-
    dc.description.abstractThe relationship between education and peace is a complex one. The article discusses how education can be the driver of peace and Culture of Lawfulness or, if used to propagate intolerance or prejudice, it can also fuel injustice. Throughout its content, the article looks at the issue of Culture of Lawfulness through the Sustainable Development Goals (SDG), particularly from the SDG 4 perspective. The article focuses on the role education can play in advancing the Culture of Lawfulness. In particular, the article discusses the development of Global Citizenship Education (GCE) as an important tool for Culture of Lawfulness. Furthermore, the article also highlights the role of students’ social and emotional skills’, also known as non-cognitive skills, and the development through GCE teaching and learning, in their lawful behaviour. Teachers are considered key actors of change and much attention should be given to their training needs, both on the initial training level, as well as through continuous professional development.pl
    dc.language.isoenpl
    dc.publisherWydział Prawa Uniwersytetu w Białymstoku, Temida 2pl
    dc.subjectGlobal Citizenship Educationpl
    dc.subjectCulture of Lawfulnesspl
    dc.subjectSustainable Development Goalspl
    dc.subjectsocial and emotional skillspl
    dc.subjectnon-cognitive skillspl
    dc.subjectpeacepl
    dc.subjecteducationpl
    dc.titleEducation for the Promotion of Culture of Lawfulness: The Role of Global Citizenship Education and Social and Emotional Skillspl
    dc.typeArticlepl
    dc.identifier.doi10.15290/bsp.2018.23.03.03-
    dc.description.Emailk.kubacka@unesco.orgpl
    dc.description.BiographicalnoteKatarzyna Kubacka is a Research Officer at the Global Education Monitoring Report (GEM Report). Published by UNESCO, GEMR is an editorially-independent, evidence-based annual report which monitors progress towards education targets in the Sustainable Development Goals framework. Before joining GEM Report, Katarzyna worked at the Organisation for Economic Co-operation and Development’s (OECD), Education and Skills Directorate, as a Policy Analyst on the Education and Social Progress project and the Teaching and Learning International Survey (TALIS). Much of her work concentrates on the relationship between teaching and learning, skills development and well-being. She holds a PhD and an M.Sc. in Social Psychology from the Vrije Universiteit Amsterdam (The Netherlands) and a B.Sc. in Social and Cognitive Psychology and in Social Sciences from Jacobs University Bremen (Germany).pl
    dc.description.AffiliationUnited Nations Educational, Scientific and Cultural Organizationpl
    dc.description.referencesAkar B., Developing a Monitoring Instrument to Measure Extracurricular and Non-Formal Activities which Promote Global Citizenship Education (GCED) and Education for Sustainable Development (ESD), Background paper prepared for the 2016 Global Education Monitoring Report, UNESCO, Paris 2016.pl
    dc.description.referencesAlmlund M., Duckworth A. L., Heckman J. J., Kautz T. D., Personality Psychology and Economics, (in:) E. Hanushek, S. Machin, L. Woessman (ed.), Handbook of the Economics of Education. Amsterdam 2011.pl
    dc.description.referencesBourn D., Teachers as agents of social change, “International Journal of Development Education and Global Learning” 2015, vol. 7, no. 3.pl
    dc.description.referencesBourn D., Hunt F., Bamber P., A review of Education for Sustainable Development and Global Citizenship Education in Teacher Education, Background paper for the 2017/8 Global Education Monitoring Report, UNESCO, Paris 2018.pl
    dc.description.referencesBromley P., Lerch J., Jimenez J., Education for Global Citizenship Education & Sustainable Development: Content in Social Science Textbooks, Background paper for the 2016 Global Education Monitoring Report, UNESCO, Paris 2016.pl
    dc.description.referencesBuonanno P., Leonida L., Education and crime: Evidence from Italian regions, “Applied Economics Letters” 2006, vol. 13.pl
    dc.description.referencesBurde D., Kapit A., Wahl R. L., Guven O., Skarpeteig M. I., Education in Emergencies: A Review of Theory and Research, “Review of Educational Research” 2016, vol. 87, no. 3.pl
    dc.description.referencesCenter for Uniersal Education, Measuring Global Citizenship Educaiton. A Collection of Practices and Tools. New York 2017.pl
    dc.description.referencesE/CN.15/2018/CRP.1, Discussion Guide for the Fourteenth United Nations Congress on Crime Prevention and Criminal Justice, Vienna, 9.02.2018.pl
    dc.description.referencesEuropean Commission/EACEA/Eurydice, Citizenship Education at School in Europe 2017, Eurydice Report, Luxembourg, 2017.pl
    dc.description.referencesHjalmarsson R., Holmlund H., Lindquist M., The Effect of Education on Criminal Convictions and Incarceration: Causal Evidence from Micro-Data, “Centre for Economic Policy Research Discussion Paper no. 8646” 2011.pl
    dc.description.referencesHjalmarsson R., Lochner L., The Impact of Education on Crime: International Evidence, CEDifo DICE Report 2/2012, Washington, D.C. 2014.pl
    dc.description.referencesIBE, Global Monitoring of Target 4.7: Themes in National Curriculum Frameworks, Background paper for the 2016 Global Education Monitoring Report UNESCO, Paris, 2014.pl
    dc.description.referencesKing E., From Classroom to Conflict in Rwanda, New York 2014.pl
    dc.description.referencesMacartan H., Weinstein J. M., Who Fights? The Determinants of Participation in Civil War. “American Journal of Political Science” 2008, vol. 52, no. 2.pl
    dc.description.referencesMiyamoto K., Huerta M. C., Kubacka K., Fostering Social and Emotional Skills for Well‐Being and Social Progress, “European Journal of Education” 2015, vol. 50, no. 2.pl
    dc.description.referencesQuinney R., The Way of Peace: On Crime, Suffering and Service, (in:) H. Pepinsky and R. Quinney (ed), Criminology as Peacemaking. Bloomington 1991, p. 3-13.pl
    dc.description.referencesUNESCO, Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century, UNESCO, Paris 2014.pl
    dc.description.referencesUNESCO, Global Citizenship Education: Topics and Learning Objectives, UNESCO, Paris 2015.pl
    dc.description.referencesUNESCO, Global Education Monitoring Report 2016. Education for People and Planet: Creatng Sustainable Futures for All, UNESCO, Paris 2016.pl
    dc.description.referencesUNESCO, Global Education Monitoring Report 2017/8. Accountability in Education: Meeting our Commitments, UNESCO, Paris 2018.pl
    dc.description.referencesUNODC, Global Citizenship Education for a Culture of Lawfulness initiative begins its work,pl
    dc.description.referencesUNODC, Vienna 2018, https://www.unodc.org/dohadeclaration/en/news/2018/03/global-citizenshipeducation-for-a-culture-of-lawfulness-initiative-begins-its-work.html (17.05.2018).pl
    dc.description.referencesUSIFR, Teaching Intolerance in Pakistan: Religious Bias in Public School Textbooks, Islamabad 2016.pl
    dc.description.volume23-
    dc.description.number3-
    dc.description.firstpage43pl
    dc.description.lastpage53pl
    dc.identifier.citation2Białostockie Studia Prawniczepl
    Występuje w kolekcji(ach):Białostockie Studia Prawnicze, 2018, Vol. 23 nr 3

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