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한국사회와 지속가능발전목표 16: 우리의 지속가능한 평화 سنة النشر: 2019 المؤلف: 김성경 | 이성훈 | 이재영 | 이향규 | 정성헌 | 김명신 المؤلف المؤسسي: 유네스코한국위원회 유네스코한국위원회는 좀더 많은 사람들이 SDGs를 쉽게 이해하도록 돕기 위해 ‘한국사회와 지속기능발전목표’ 라는 이름 아래 SDGs 해설서를 발간하고 있습니다.16번 해설서인 『한국사회와 지속가능발전목표 16: 우리의 지속가능한 평화』 는 남북 분단 상황 속에서 점차 다문화사회로 변화해가는 오늘날 우리의 일상이 어떻게 하면 더욱 포용적으로 발전할 수 있을지에 대한 이야기로 독자 여러분의 이해를 돕기 위해 각 분야의 전문가들을 인터뷰한 내용으로 구성돼 있습니다. 
Better Life for Girls through GCED: Unheard Stories of Our Girls 1: Striving for Better Life through Education سنة النشر: 2016 المؤلف المؤسسي: APCEIU 2016 UNESCO/KOICA Fellowship Programme Better Life for Girls through GCED: Unheard Stories of Our Girls The "Better Life for Girls through GCED: Unheard Stories of Our Girls" series depict stories of girls from different parts of the world. Coming from Africa and Asia, 25 educators have written stories about their girls during the programme to share with readers all over the world. As the title implies, these series are about real people living on the fringes of society especially girls in their neighbor having challenges on their way to access quality education. 
Communities in action: lifelong learning for sustainable سنة النشر: 2015 المؤلف: Fumiko Noguchi | Jose Roberto Guevara | Rika Yorozu المؤلف المؤسسي: UNESCO Institute for Lifelong Learning (UIL) This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which was in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms. 
Global Citizenship Education in Hong Kong and Shanghai Secondary Schools: Ideals, Realities and Expectations (Citizenship Teaching and Learning vol 2, no. 2) سنة النشر: 2006 المؤلف: Wing On Lee | Sai Wing Leung المؤلف المؤسسي: Intellect The world has become increasingly interdependent with the ongoing trend of globalization. Preparation for citizenship obviously needs to extend beyond students’ national boundary, such as understanding the impact of citizenship behaviors in one region upon the other parts of the world, and the promotion of peace and justice across nations. This paper reports a study on global citizenship education (GCE) in secondary schools in Hong Kong and Shanghai conducted from December 2002 to June 2003, organized by the Centre for Citizenship Education of the Hong Kong Institute of Education, the Department of Education of the Shanghai Teachers' University, and the Love Outreach Education Academy and Oxfam Hong Kong, with funding provided by the latter. The study aimed at understanding (1) teachers’ knowledge, skills and values toward GCE, (2) GCE curriculum available in schools and its implementation; (3) difficulties in implementing GCE in schools; and (4) the kind of change and support that teachers expected for enhancing the development of GCE. The study also provided data for comparing the similarities and differences in the two major international cities in China. The study finds that that teachers in Hong Kong and Shanghai both support global citizenship education in their schools, but they have encountered problems and difficulties such as pressure from the exam-oriented curriculum, lack of training, lack of support from the school and government, and also a lack in self-efficacy, not feeling that personal efforts can bring about changes in the world. There are interesting contrasts between Hong Kong and Shanghai teachers. Shanghai teachers are comparatively more interested in global affairs, whereas Hong Kong teachers are relatively more interested in local affairs. Shanghai teachers tend to focus on knowledge and skills in global citizenship education, whereas Hong Kong teachers tend to focus on values. 
The Role of UNESCO in the Search for Peace سنة النشر: 2019 المؤلف: Inuk Kang | Sunghae Kim | Jihon KIM | Jieun Seong | Seongsang YOO | Dongjoon Jo | Dongju Choi | Kyungkoo Han المؤلف المؤسسي: Korean National Commission for UNESCO UNESCO's international intellectual cooperation for peace has achieved substantive tangible results in education and culture. Though some problems have been politicized and have produced limitations along the way, UNESCO has played a leading role in education and culture while setting the direction of international cooperation and activities in this regard.UNESCO has regretfully not played an active role in fostering broader, more diverse, and more extensive new research and practices related to peace, even with the international Cold War realities. While UNESCO was an international organization created explicitly for peace, it has neither led to momentous peace-related academic discourse nor does it lead to theoretical development in this regard. The concept of a "Culture of Peace," for example, was first mentioned in the Ivory Coast (Cote d'Ivoire) in 1989. However, it was not until 1997 that UNESCO started its "Toward a Culture of Peace Program" and the U.N. General Assembly declaring 2000 as the "Year of Peace."UNESCO's situation provides an opportunity for South Korea to play a more active role. South Korea needs to break with its history of taking a passive stance focused on short-term national interests and its preoccupation with "situational tracking" responses aimed at fostering national prestige when such opportunities present themselves. Instead, while prioritizing a "global community" founded on world peace and the well-being of humanity-as long-term shared benefits to all nations-and by sharing the financial burdens involved, the country can increase its international status and become a moral leader raising a "global citizenship power." 
Tools for Planning and Monitoring Programmes of Multilingual Education in Asia سنة النشر: 2020 المؤلف المؤسسي: UNESCO | UNESCO Bangkok This booklet provides some tools that programme personnel may use in the M&E of their multilingual education (MLE) programmes. This booklet complements the five booklets of UNESCO’s MTB MLE Resource Kit – Including the Excluded: Promoting Multilingual Education (2018). MTB-MLE: mother tongue-based multilingual education; lessons learned from a decade of research and practice سنة النشر: 2014 المؤلف المؤسسي: UNESCO What role can language play in improving education for minority language communities? What are language rights? What place does Mother Tongue-Based Multilingual Education have in realizing other development goals?These important questions were addressed by the 4th International Conference on Language and Education. The conference brought together over 300 practitioners from 30 countries, reflecting the incredible diversity of the Asia-Pacific region and clearly demonstrating the importance of Mother Tongue-Based Multilingual Education (MTB-MLE). This brochure summarizes some of the key messages from this landmark event. MTB-MLE: langue maternelle basée sur l'éducation multilingue; les enseignements tirés d'une décennie de recherche et de pratique سنة النشر: 2014 المؤلف المؤسسي: UNESCO Quel rôle la langue peut jouer dans l'amélioration de l'éducation pour les communautés de langue minoritaire? Quels sont les droits linguistiques? Quelle est la place langue maternelle basée sur l'éducation multilingue ont dans la réalisation d'autres objectifs de développement?Ces questions importantes ont été abordées par la 4e Conférence internationale sur la langue et de l'éducation. La conférence a réuni plus de 300 praticiens de 30 pays, ce qui reflète l'incroyable diversité de la région Asie-Pacifique et démontre clairement l'importance de la langue maternelle basée sur l'éducation multilingue (MTB-MLE). Cette brochure résume les principaux messages de cet événement historique. 
حلول للتعلّم عن بعد سنة النشر: 2020 المؤلف المؤسسي: UNESCO الغرض من قائمة التطبيقات والمنصات والموارد التعليمية الواردة أدناه، مساعدة الأهل والمعلمين والمدارس ومديريها على تيسير عملية تعلّم الطلاب وتقديم الرعاية الاجتماعية والتفاعل الاجتماعي لهم في أثناء فترة إغلاق المدارس. ومعظم الحلول المختارة مجانية، ويقدم العديد منها محتوى متاحاً بعدة لغات. ولا تحظى هذه الحلول بدعم صريح من اليونسكو، بيد أنها تصل إلى عدد كبير من الأشخاص، ولها قاعدة مستخدمين واسعة، وتأثيرها مثبت. وتُصنّف هذه الحلول في فئات تبعاً لاحتياجات الدارسين، ولكن معظمها يحتوي على خصائص مأخوذة من فئات مختلفة. Distance Learning Solutions سنة النشر: 2020 المؤلف المؤسسي: UNESCO The list of educational applications, platforms and resources below aim to help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure. Most of the solutions curated are free and many cater to multiple languages. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have a wide reach, a strong user-base and evidence of impact. They are categorized based on distance learning needs, but most of them offer functionalities across multiple categories.