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World Youth Report: Youth and the 2030 Agenda for Sustainable Development Year of publication: 2018 Corporate author: United Nations (UN) The World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”, prepared by the United Nations Department of Economic and Social Affairs (UN DESA), examines the mutually supportive roles of the new agenda and current youth development efforts. The report provides insight into the role of young people in sustainable development in the context of the implementation of the 2030 Agenda for Sustainable Development and related frameworks, in particular, the Addis Ababa Action Agenda of the Third International Conference on Financing for Development and the World Programme of Action for Youth.The Report considers the role the 2030 Agenda can play in enhancing youth development efforts and examines how evidence-based youth policies can help accelerate youth-related objectives. It explores the critical role young people have in the implementation of sustainable development efforts at all levels. 세계청소년보고서: 청소년과 2030 지속가능발전 의제 Year of publication: 2018 Corporate author: United Nations UN 경제사회국이 작성한 『세계청소년보고서: 청소년과 2030 지속가능발전 의제(World Youth Report: Youth and the 2030 Agenda for Sustainable Development)』는 청소년 개발에 대한 현재의 노력과 새로운 의제 간의 상호 보완적인 역할을 다루고 있습니다. UN 경제사회국은 경제, 사회 및 환경 분야 글로벌 정책과 국가적 실천 사이의 연결고리를 제공하고 있습니다. 2년마다 발간되는 본 보고서는 회원국 및 기타 이해관계자들이 청소년 문제 해결에 대한 진전 사항을 파악하고, 정책과 현실의 격차를 평가하고, 가능한 정책 대안을 마련하기 위한 정보와 분석 결과를 제공합니다.본 보고서는 2030 지속가능발전 의제 및 관련 프레임워크 이행의 맥락, 특히 제3차 개발재원총회 아디스아바바 행동의제 (Ababa Action Agenda of the Third International Conference on Financing for Development) 및 세계청소년행동계획 (World Programme of Action for Youth) 의 이행과 관련하여 지속가능발전을 위한 청소년의 역할에 대한 통찰을 제시합니다. 2030 의제는 청소년개발 노력을 증진하고 증거기반(evidence ― based) 청소년정책이 청소년 목표 증진에 이바지하는 바를 검토하는 데 있어 중요한 역할을 할 수 있습니다. 본 보고서는 이를 통해 모든 수준에서의 지속가능발전 이행에 있어 결정적으로 중요한 청소년의 역할을 살펴봅니다. 
[Summary] World Youth Report: Youth and the 2030 Agenda for Sustainable Development Year of publication: 2019 Corporate author: United Nations (UN) The World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”, prepared by the United Nations Department of Economic and Social Affairs (UN DESA), examines the mutually supportive roles of the new agenda and current youth development efforts. The report provides insight into the role of young people in sustainable development in the context of the implementation of the 2030 Agenda for Sustainable Development and related frameworks, in particular, the Addis Ababa Action Agenda of the Third International Conference on Financing for Development and the World Programme of Action for Youth.The Report considers the role the 2030 Agenda can play in enhancing youth development efforts and examines how evidence-based youth policies can help accelerate youth-related objectives. It explores the critical role young people have in the implementation of sustainable development efforts at all levels. This publication is a summary of the World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”. [요약문] 세계청소년보고서: 청소년과 2030 지속가능발전 의제 Year of publication: 2019 Corporate author: United Nations (UN) UN 경제사회국이 작성한 『세계청소년보고서: 청소년과 2030 지속가능발전 의제(World Youth Report: Youth and the 2030 Agenda for Sustainable Development)』는 청소년 개발에 대한 현재의 노력과 새로운 의제 간의 상호 보완적인 역할을 다루고 있습니다. UN 경제사회국은 경제, 사회 및 환경 분야 글로벌 정책과 국가적 실천 사이의 연결고리를 제공하고 있습니다. 2년마다 발간되는 본 보고서는 회원국 및 기타 이해관계자들이 청소년 문제 해결에 대한 진전 사항을 파악하고, 정책과 현실의 격차를 평가하고, 가능한 정책 대안을 마련하기 위한 정보와 분석 결과를 제공합니다.본 보고서는 2030 지속가능발전 의제 및 관련 프레임워크 이행의 맥락, 특히 제3차 개발재원총회 아디스아바바 행동의제 (Ababa Action Agenda of the Third International Conference on Financing for Development) 및 세계청소년행동계획 (World Programme of Action for Youth) 의 이행과 관련하여 지속가능발전을 위한 청소년의 역할에 대한 통찰을 제시합니다. 2030 의제는 청소년개발 노력을 증진하고 증거기반(evidence ― based) 청소년정책이 청소년 목표 증진에 이바지하는 바를 검토하는 데 있어 중요한 역할을 할 수 있습니다. 본 보고서는 이를 통해 모든 수준에서의 지속가능발전 이행에 있어 결정적으로 중요한 청소년의 역할을 살펴봅니다. 이 간행물은 『세계청소년보고서: 청소년과 2030 지속가능발전 의제(World Youth Report: Youth and the 2030 Agenda for Sustainable Development)』의 요약본입니다. 
Integration or Inclusion in Education? Year of publication: 2020 Author: Dilmurod Yusupov How to create true inclusive conditions for children with disabilities and developmental disabilities so that they can receive a quality education and subsequently find decent work? Analysis of a draft document on the development of inclusive (integrated) education prepared by INR. Интеграция или инклюзия в образовании? Year of publication: 2020 Author: Dilmurod Yusupov Как создать настоящие инклюзивные условия для детей с инвалидностью и особенностями в развитии, чтобы они могли получать качественное образование и впоследствии найти достойную работу? Анализ проекта документа о развитии инклюзивного (интегрированного) образования, подготовленного МНО. 
Indigenous Knowledge and practices in Education in Latin America: Exploratory Analysis of How Indigenous Cultural Worldviews and Concepts Influence Regional Educational Policy Year of publication: 2017 Corporate author: UNESCO Santiago This study presents a preliminary exploration of the approaches, processes and tools through which indigenous worldviews and concepts of knowledge and well-being can and have influenced education policies in Latin America. First, it addresses the principal theoretical approaches used in the area of indigenous knowledge and education policies, taking into account the persistence of an “epistemic otherness” and the need for a dialogue between the predominant approaches. Second, it addresses the normative framework and intercultural educational policies, emphasizing how and to what extent the countries in the region take indigenous knowledge into consideration and include it in their education policies and practices. Third, it presents a number of “relevant practices” in terms of dialogue with indigenous knowledge in education policies, taking into account the factors that favour the relevance of education to indigenous views and cultural practices, facilitating their replicability and sustainability. Furthermore, these practices respond to key criteria like recognizing learners as ‘carriers’ and producers of culture, valuing the use of schools as centres of social and cultural activities and favouring the inclusive learning of indigenous and non-indigenous students. Finally, the study unveils challenges for the advancement of the dialogue between indigenous knowledge and education policies, at the same time proposing key concepts to be approached in depth. Conocimiento Indígena y Políticas Educativas en América Latina: Análisis exploratorio de cómo las cosmovisiones y conceptos culturales indígenas de conocimiento inciden, y pueden incidir, en la política educativa en la región Year of publication: 2017 Corporate author: UNESCO Santiago El presente estudio explora la idea de una ‘alternativa epistémica’, construyendo desde el conocimiento y los valores que sustentan las prácticas sociales y educacionales indígenas de la región. En particular, explora cómo estos valores y formas de conocimiento han sido adoptados en las políticas educacionales de tres países de la región andina: Bolivia, Ecuador y Perú, que hace poco atravesaron reformas políticas y constitucionales con el fin de reconocer la composición de sus poblaciones multiculturales, multiétnicas y multilingüísticas. Esta publicación es una invitación a considerar el conocimiento indígena como una fuente legítima de inspiración para las políticas educacionales que puedan contribuir al bienestar de todos y a la sostenibilidad del planeta. 
Spotlight on Gender, COVID-19 and the SDGs: Will the Pandemic Derail Hard-Won Progress on Gender Equality? Year of publication: 2020 Author: Priya Alvarez | Emma-Louise Anderson | Nazneen Damji | Gaëlle Ferrant | Rosina Gammarano | Steve Kapsos | Ann Beth Moller | Amy Patterson Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) COVID-19 has been declared a public health emergency of international concern and a global pandemic by the World Health Organization. This global threat to health security underscores the urgent need to accelerate progress on achieving Sustainable Development Goal (SDG) 3 and the need to massively scale up international cooperation to deliver on SDG 3. It also reveals what is less obvious, but no less urgent: how health emergencies such as COVID-19, and the response to them, can exacerbate gender inequality and derail hard-won progress not only on SDG 3 but on all the SDGs.This paper presents the latest evidence on the gendered impact of the pandemic, highlights potential and emerging trends, and reflects on the long-term impact of the crisis on the achievement of the 2030 Agenda for Sustainable Development.The paper begins by presenting key facts and figures relating to the gendered impacts of COVID-19 followed by reflecting on the health impacts of COVID-19 on SDG 3 targets. Then, the paper explores the socioeconomic and political implications of COVID-19 on women and gender across five of the Goals: SDG 1 (poverty), 4 (quality education), 5 (gender equality), 8 (decent work and economic growth), and 10 (reduced inequalities). 
Assurer l’éducation à domicile dans les États membres africains dans le contexte de la pandémie de COVID-19 : rapport sur la situation dans les pays Year of publication: 2020 Corporate author: Association for the Development of Education in Africa (ADEA) Depuis son émergence à la fin de 2019, la maladie à coronavirus 2019 (COVID-19) est devenue une pandémie, affectant fortement la vie de milliards de personnes à travers le monde, avec un impact énorme prévu sur l'économie mondiale et l'Afrique en particulier. L'éducation est l'un des secteurs les plus touchés, la fermeture des établissements d'enseignement dans de nombreux pays africains risquant d'affecter négativement la qualité de l'éducation.Afin d'obtenir une vision plus claire de l'état de l'apprentissage au cours de cette période et de mieux soutenir les pays dans l'immédiat, à court et à long terme, l'ADEA a engagé en mars 2020 certains des pays africains les plus touchés pour schématiser la situation nationale du secteur de l'éducation. Ce qui précède est un résumé des commentaires reçus par l'Afrique du Sud, le Burkina Faso, la Côte d'Ivoire, l'Égypte, le Ghana, le Kenya, l’île Maurice, le Maroc, le Rwanda, le Sénégal, la Tunisie et la Zambie en termes de stratégies nationales, de plateformes, d'outils ou d'applications d’apprentissage, de lacunes et défis, d’engagement des partenaires, de bonnes pratiques et d’enseignements tirés avec quelques recommandations.