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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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사회경제 변화에 대응하는 평생교육 확대 방안 (KEDI Brief, 2020년 제7호) سنة النشر: 2020 المؤلف: 박병영 | 이정우 المؤلف المؤسسي: 한국교육개발원 2019년 한국교육개발원 기본연구로 수행된 「사회적 형평성 제고를 위한 평생교육 확대 방안」 (박병영 외, 2019)의 일부 내용을 발췌하여 재구성한 자료로서 한국 사회에서 평생교육의 필요성을 짚어보고 그에 따른 평생학습 확대를 위한 정책 과제를 제시한다. 
The Tasks for Future Education through the Analysis of Educational Innovation Cases سنة النشر: 2019 المؤلف: Eunhee Hwang | Sujin Choi | Jongheon Lim | Heejin Park | Jaeduck Lee | Sungki Kim | Giljae Lee | Hunho Kim | Ammi Jang المؤلف المؤسسي: Korean Educational Development Institute (KEDI) It is predicted that the future society will be low populated of the school-age but high populated of the elderly, intelligent information centered, and multicultural society. According to these changes of the society, it is time for education to shift to preparing for a future education system rather than growth from competition. Based on this perspectives, this study aims to explore the tasks of the future education by analyzing domestic and international cases of educational innovations. Specifically, this study suggests several practical tasks that general high schools can implement for the future education, analyzing the selected cases contributed to the educational innovation. This is because the cases of educational innovation are the stepping stones for general high school to move forward to the future education, although the cases are not perfect examples. 교육 혁신 사례 분석을 통한 미래교육 실천 과제 سنة النشر: 2019 المؤلف: 최수진 | 임종헌 | 박희진 | 이재덕 | 김성기 | 이길재 | 김훈호 | 장암미 المؤلف المؤسسي: 한국교육개발원 미래사회의 특징으로 학생 수 감소 및 고령화, 지능정보사회, 다문화 사회 등이 언급되고 있다. 이러한 미래사회의 변화에 따라 우리나라의 교육도 경쟁을 통한 성장보다는 미래를 대비하는 체제로 전환해야 할 시점에 놓여있다. 이 연구는 국내・외에서 이루어진 교육 혁신의 사례를 통해 미래교육의 실천 과제를 탐색하기 위한 것이다. 미래교육의 수준이나 내용은 미래의 범위를 어디로 설정하는가에 따라 다양할 수 있다. 이 연구에서는 일반 고등학교의 실천 가능성에 중요성을 두고 현재 완벽한 미래교육 시스템을 구축하고 있다고는 할 수 없지만 현재의 일반학교보다 한 발 앞서 미래교육을 준비하며 다양한 시행착오를 거쳐 성과를 거두고 있는 교육 혁신의 사례를 현재의 학교교육과 미래의 학교교육의 연결고리로 보고, 이들 사례에서 도출된 미래교육 실천 과제를 현재 학교들이 미래교육의 방향을 향해 나아가야할 실천 과제로 제안하였다. 
Community-based Learning for Sustainable Development (UIL policy brief 8) سنة النشر: 2017 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) The 2030 Agenda for Sustainable Development sets ambitious goals to transform our world, balancing the economic, social and environmental dimensions of sustainable development. To rise to the challenges posed by these goals and to ensure no one is left behind, it is critically important that local communities are involved in the planning and management of sustainable development and the promotion of sustainable lifestyles. The 2030 Agenda encompasses all aspects of our lives, which implies that learning, if it is to contribute fully to this agenda, must be seen as both lifelong and life-wide. The relevance of community-based non-formal education and informal learning for children, young people and adults, especially those not in education or from marginalized or disadvantaged parts of society, must be recognized and fostered in every country of the world if the 17 Sustainable Development Goals are to be met. This Policy Brief proposes six action principles and four policy recommendations to advance community-based lifelong learning for sustainable development. They summarize the lessons of successful community-based learning for sustainable development, drawn from around the world. L’apprentissage communautaire pour le développement durable (Note d’orientation n° 8 de l’UIL) سنة النشر: 2017 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) Le Programme de développement durable à l’horizon 2030 définit des objectifs universels ambitieux pour transformer notre monde, qui visent à équilibrer les dimensions économiques, sociales et environnementales du développement durable. Pour relever les défis que posent ces objectifs et veiller à ce que personne ne soit laissé pour compte, il est crucial d’impliquer les communautés locales dans la planification et la gestion du développement durable ainsi que dans la promotion de modes de vie durables. Afin que l’apprentissage réalise son potentiel et contribue pleinement à un Programme qui englobe tous les aspects de notre vie, il doit être considéré comme un processus tout au long de la vie et dans tous les aspects de la vie. Si nous voulons atteindre les 17 objectifs pour le développement durable, il nous faut reconnaître la pertinence de l’éducation communautaire non formelle et de l’apprentissage informel pour les enfants, les jeunes et les adultes, en particulier ceux qui ne sont pas scolarisés ou qui sont issus des secteurs marginalisés ou défavorisés de la société, et encourager cette éducation et cet apprentissage dans tous les pays du monde.La présente note d’orientation propose six principes d’action et formule quatre recommandations politiques pour faire progresser l’apprentissage communautaire tout au long de la vie en vue du développement durable. Ces principes et recommandations tirent les leçons du succès de l’apprentissage communautaire pour le développement durable à partir d’études de cas recueillies dans le monde entier. El aprendizaje basado en la comunidad para el desarrollo sostenible (Notas sobre Política del UIL Nº 8) سنة النشر: 2017 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) La Agenda 2030 para el Desarrollo Sostenible 2030 establece metas ambiciosas y universales para transformar el mundo, que mantienen el equilibrio entre las dimensiones económica, social y ambiental del desarrollo sostenible. Para superar los desafíos que suponen esas metas y asegurarse de que no se excluye a nadie, es primordial que las comunidades locales participen en la planificación y gestión del desarrollo sostenible y en la promoción de estilos de vida sostenibles. La Agenda 2030 comprende todos los aspectos de la vida, lo que supone que para sacar el máximo provecho de las posibilidades que brinda el aprendizaje y que contribuya plenamente a la Agenda, debe entenderse como un proceso permanente a lo largo de toda la vida. Para que se cumplan los 17 Objetivos de Desarrollo Sostenible, debe reconocerse y fomentarse en todos los países del mundo la importancia de la educación no formal basada en la comunidad y del aprendizaje informal para los niños, los jóvenes y los adultos, especialmente de los que no participan en la educación o forman parte de colectivos marginados o vulnerables de la sociedad. En las presentes Notas sobre política se proponen seis principios de actuación y se formulan cuatro recomendaciones para la adopción de políticas, con el propósito de impulsar el aprendizaje basado en la comunidad para el desarrollo sostenible. Se resumen asimismo las lecciones extraídas en todo el mundo a partir de experiencias fructíferas de ese tipo de aprendizaje. Обучение местных сообществ для устойчивого развития (Бюллетень UIL №8) سنة النشر: 2017 المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) Повестка Устойчивого Развития 2030 ставит перед собой амбициозные цели по преобразованию нашего мира, уравновешивая экономические, социальные и экологические аспекты устойчивого развития. Для решения проблем, проистекающих из этих целей, а также для обеспечения того, чтобы не было отстающих, крайне важно, чтобы местные сообщества участвовали в планировании и управлении устойчивым развитием и поощрении устойчивого образа жизни.Повестка 2030 охватывает все аспекты нашей жизни, подразумевая, что обучение, если оно должно вносить свой вклад в эту повестку, должно рассматриваться и как обучение на протяжении всей жизни, и как обучение на всю жизнь. Актуальность неформального образования на уровне сообществ и неформального обучения для детей, молодежи и взрослых, особенно тех, которые не имеют отношения к образованию, или являются представителями уязвимых слоев общества, или находятся в неблагоприятном положении, должна быть признана и поощряться во всех странах мира, если будут достигнуты 17 целей стойчивого развития.В этой сводке предлагается шесть принципов действий и четыре рекомендации по политике, направленные на то, чтобы продвинуть обучение на протяжении всей жизни для устойчивого развития. Они обобщают уроки успешного обучения на уровне местных сообществ для устойчивого развития во всем мире. 
Recommendation on Adult Learning and Education, 2015 سنة النشر: 2016 المؤلف المؤسسي: UNESCO | UNESCO Institute for Lifelong Learning (UIL) The Recommendation on Adult Learning and Education was adopted at the 38th Session of the UNESCO General Conference in November 2015. The Recommendation supports the Education 2030 Framework for Action, reflects global trends, and will guide the transformation and expansion of equitable learning opportunities for youth and adults. The 2015 Recommendation takes a comprehensive and systematic approach to ALE, defining three key domains of learning and skills: literacy and basic skills; continuing education and vocational skills; as well as liberal, popular and community education and citizenship skills.It also describes five transversal areas of action: policy; governance; financing; participation, inclusion and equity; and quality. These areas of action were already introduced to the international community in the Belém Framework for Action, adopted at CONFINTEA in 2009 as a means of guiding Member States in improving ALE. This integrative and consistent approach to ALE will help Member States to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (Sustainable Development Goal 4). 
The Role of Higher Education in Promoting Lifelong Learning سنة النشر: 2015 المؤلف: Yang Jin, Schneller.Chripa, Roche.Stephen المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) UNESCO’s vision of lifelong learning encompasses all contexts (formal, non-formal and informal) and ages (‘from cradle to grave’) of learning. The UNESCO Institute for Lifelong Learning and its predecessor, the UNESCO Institute for Education, have promoted policy and practice in this field for more than four decades. The decision to produce this volume was prompted by an observation that lifelong learning – both as a concept and in its many practical manifestations – is becoming a staple of education policy discourse around the globe. At the same time, we noted that understandings of lifelong learning differ widely, not only between countries, but also across the sub-sectors of education systems.This book, which emerged from a seminar held in 2012 to mark the 60th anniversary of the UNESCO Institute for Lifelong Learning, addresses various ways that higher education can promote lifelong learning, paying due consideration to regional disparities and specificities. These include responses to the learning needs of senior citizens in China, the challenge of implementing recurrent education in Japan, European efforts to develop a common approach to life-long learning at university, and how a lifelong learning approach is put into practice in higher education in Australia. It is hoped that this book will help the reader gain a better understanding of the theoretical frameworks and practical implementation of lifelong learning in higher education, both within their own region and globally. 
CONFINTEA VI Mid-Term Review 2017: The Status of Adult Learning and Education in Sub-Saharan Africa; Regional Report سنة النشر: 2017 المؤلف: John Aitchison المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) The Sustainable Development Goals include educational targets which are entirely congruent with the existing focuses of ALE in African countries – to ‘ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy’ (4.6), to ‘substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship’ (4.4) and to ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development’ (4.7). National targets and the criteria for success in reaching those targets will need to be developed. Undoubtedly, international cooperation and international support can help this gearing-up process.