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Education 2030: Dรฉclaration d'Incheon et Cadre d'action: vers une รฉducation inclusive et รฉquitable de qualitรฉ et un apprentissage tout au long de la vie pour tous Year of publication: 2016 Corporate author: UNESCO | United Nations Development Programme (UNDP) | United Nations High Commissioner for Refugees (UNHCR) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | World Bank | United Nations Population Fund (UNFPA) This framework โ painstakingly drafted over many months with input from governments, international agencies, civil society and experts โ provides guidance for implementing the education commitments made in the 2030 Agenda for Sustainable Development at a national, regional and global level. In particular: it aims at mobilizing all countries and partners around Sustainable Education Goal 4 and its targets; it proposes ways of implementing, coordinating, financing and monitoring the new commitments; and it proposes indicative strategies which countries may wish to draw upon in developing their plans, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. Repositioning and reconceptualizing the curriculum for the effective realization of Sustainable Development Goal Four, for holistic development and sustainable ways of living Year of publication: 2015 Corporate author: UNESCO International Bureau of Education (IBE) The purpose of this discussion paper is two-fold, it is to reposition curriculum at the center of the national and the global development dialogue and to highlight its power to give effect to national and to global aspirational statements on the role of education in holistic development. When well designed and effectively enacted, curriculum determines the quality, inclusiveness and development-relevance of education.Second, is to reconceptualize curriculum as a fundamental force of integration of education systems and as an operational tool for giving effect to policies on lifelong learning. Curriculum leads all core aspects of education that are known to determine quality, inclusion, and relevance such as content, learning, teaching, assessment and the teaching and learning environments among others. Its horizontal and vertical articulation, as well as its articulation across learning settings is what gives effect to lifelong learning policies.This paper therefore seeks to reposition curriculum as an indispensable tool for giving effect to SDG Goal 4. 
2023 ํ์ํ์ต, ๊ต์ก์ ๋ฏธ๋ ์ฝํผ๋ฐ์ค ์๋ฃ์ง Year of publication: 2023 Corporate author: ๊ตญ๊ฐํ์๊ต์ก์งํฅ์ ๊ต์ก๋ถ๊ฐ ์ฃผ์ตํ๊ณ ๊ตญ๊ฐํ์๊ต์ก์งํฅ์์์ ์ฃผ๊ดํ์ฌ 2023. 9.18(์)~9. 19(ํ) ์ ์ฃผํ๋ผ๋ํ๊ต ์ปจ๋ฒค์
์ผํฐ์์ ๊ฐ์ต๋์๋ 2023 ํ์ํ์ต, ๊ต์ก์ ๋ฏธ๋ ์ฝํผ๋ฐ์ค์ ์๋ฃ์ง์ผ๋ก ๊ตญ๊ฐํ์๊ต์ก์งํฅ์ ํํ์ด์ง ์๋ฃ์ค(https://www.nile.or.kr/)์์ ๋ค์ด๋ก๋ํ์ค ์ ์์ต๋๋ค. Active citizenship and late-life learning in the community Year of publication: 2013 Author: Carmel Borg This paper problematises dominant notions of active citizenship in later life and provides a framework for an alternative view of active citizenship. It also illustrates how adult educators can facilitate learning processes where late-life learners, reflect on the impact of the neoliberal value system and on the consequences of its hegemonic practices on personal and community life, before engaging in transformative action.