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Reopening Schools in Latin America and the Caribbean: Keys, Challenges, and Dilemmas to Plan for a Safe Return to in-Person Classes Year of publication: 2021 Author: Alejandro Vera | Martรญn Scasso | Alejandro Morduchowicz | Cecilia Berlanga Alessio Robles Corporate author: UNESCO The suspension of in-person classes as a consequence of the COVID-19 pandemic profoundly affected the education systems in Latin America and the Caribbean (LAC) and compromised the achievements reached around the goals established in the SDG4-Education 2030 Agenda. The most vulnerable people have been the most affected by this situation, which widened the preexisting gaps. The countries of the region have carried out great efforts to guarantee the continuity of learning. However, these have been limited by the challenges that this unprecedented crisis brought, aggravated by unequal conditions in access to infrastructure and other resources that affect broad sectors of the population.This report analyzes the possibilities, restrictions and needs that the countries of the region will face during the process of returning to in-person classes, considering five dimensions: (i) safe schools (school infrastructure, access to water and sanitation); (ii) human resources (principals and teachers); (iii) access to ITC and connectivity; (iv) education financing and (v) information and planning. 
์์ธ ์ธ๊ณ์๋ฏผ๊ต์ก ์ดํํํฉ ๋ฐ ํฅํ ์ถ์ง ๊ณผ์ ์ฐ๊ตฌ Year of publication: 2021 Author: ๊น๋ํ | ์์ฉ๋ | ๊ณ ์ ๊ท | ๊น์ง์ | ์์ฌ๋ฏผ | ์ฅ๊ฒฝ์ | ํ์ค๋น Corporate author: ์์ธํน๋ณ์๊ต์ก์ฒญ ๊ต์ก์ฐ๊ตฌ์ ๋ณด์ ์ด ์ฐ๊ตฌ๋ ์์ธ์ ๊ต์ก์ฒญ์ด ์ถ์งํ๊ณ ์๋ ์ธ๊ณ์๋ฏผ๊ต์ก ์ดํ ํํฉ์ ๊ฐ๊ด์งํ์ ์ฃผ๊ด์งํ๋ฅผ ํตํด ๋ถ์ํ๊ณ ์ด๋ฅผ ๋ฐํ์ผ๋ก ํฅํ ์ถ์ง๋์ด์ผ ํ ์ ์ฑ
๊ณผ์ ๋ค(ํ์
์ฒด๊ณ, ๊ต์ก ๋ด์คํ, ๋ด์ฉยท๋๋ ฅยท๋ณ์ธ, ๋ฐ์ดํฐ ์ถ์ ๋ฐ ํ๋ ํ๋ซํผ ๊ตฌ์ถ ๋ฑ)์ ์ฐ๊ตฌํ๋ ๋ฐ ๋ชฉ์ ์ด ์๋ค. ์ด๋ฅผ ์ํ์ฌ 2015๋
๋ถ ํฐ ์์๋์ด ํ์ฌ๊น์ง ์งํ๋ ์ธ๊ณ์๋ฏผ๊ต์ก์ ์ฑ๊ณผ๋ฅผ ํ์ธํ๊ธฐ ์ํด ๊ฐ๊ด ์งํ์ ์ฃผ๊ด์งํ๋ฅผ ์ ๊ฒํ์์ผ๋ฉฐ, ์ฌ๊ธฐ์ ๋ํ๋ ๊ฒฐ๊ณผ๋ค์ ๋ฐํ์ผ๋ก ์์ผ ๋ก์ ์ ์ฑ
๋ฐฉํฅ์ ์ค์ ํ๊ธฐ ์ํด ์ ์ฑ
์ ์์ ์๋ํ์๋ค. ์์ธํน๋ณ์๊ต์ก์ฒญ๊ต์ก์ฐ๊ตฌ์ ๋ณด์์ด(๊ฐ) ์ฐฝ์ํ ์๊ต์ฐ 2020-33 ์ํ์ฐ๊ตฌ(์์ธ ์ธ๊ณ์๋ฏผ๊ต์ก ์ดํํํฉ ๋ฐ ํฅํ ์ถ์ง ๊ณผ์ ์ฐ๊ตฌ) ์ต์ข
๋ณด๊ณ ์ ์ ์๋ฌผ์ "๊ณต๊ณต๋๋ฆฌ ์ 4์ ํ(์ถ์ฒํ์-์์
์ ์ด์ฉ๊ธ์ง-๋ณ๊ฒฝ๊ธ์ง)" ์กฐ๊ฑด์ ๋ฐ๋ผ ์ด์ฉ ํ ์ ์์ต๋๋ค. 
2019 ๋ฏธ๋์ดยท์ ๋ณด ๋ฆฌํฐ๋ฌ์ ๊ตญ์ ์ฝํผ๋ฐ์ค: ์จ๋ผ์ธ ๋ฐํ์๋ฃ์ง Year of publication: 2020 Author: Julian Sefton-Green | Matthew Johnson | Jagtar Singh | Jaehee Cho | Benjamin Thull | Jungim Ahn | Seojoong Kim | Dokyung Lee | Jaeyoung Chung | Cheungmoon Cho | Hyungtae Kim | Ohyeon Kweon | Eunryung Chong | Dayyoung Oh | Junehee Jung | Jerry Jacques | Hyeonseon Jeong | Jรฉrรฉmy Grosman | Anne-Sophie Collard | Maxime Verbesselt | Valentine Franรงois | Kyeong Hur | Amie Kim | Yeonju Oh | Gwanghee Kim | Minyoung Choi | Seungku Jung | Jisu Kim | Eunmi Hwang | Seongcheol Lee | Yeonju Choi Corporate author: ์์ฒญ์๋ฏธ๋์ด์ฌ๋จ | ์ ๋ค์ค์ฝํ๊ตญ์์ํ | ์ ๊ตญ๋ฏธ๋์ด์ผํฐํ์ํ | ํ๊ตญ๊ต์กํ์ ์ ๋ณด์ | ํ๊ตญ๋ฐฉ์ก๊ณต์ฌ | ํ๊ตญ์ ๋ณดํ์งํฅ์ 2019๋
๋ฏธ๋์ดยท์ ๋ณด ๋ฆฌํฐ๋ฌ์ ์ฃผ๊ฐ ํ์ฌ๋ก 11์ 28~29์ผ ๊ฐ์ต๋์๋ ๋ฏธ๋์ดยท์ ๋ณด ๋ฆฌํฐ๋ฌ์ ๊ตญ์ ์ฝํผ๋ฐ์ค์ ์จ๋ผ์ธ ๋ฐํ์๋ฃ์ง์ผ๋ก ๋ฏธ๋์ด๋ฆฌํฐ๋ฌ์, ๋์งํธ๋ฆฌํฐ๋ฌ์, ๋ฏธ๋์ด ๊ต์ก์ ํํฉ๊ณผ ๊ณผ์ ๋ฐ ๋์งํธ ์ฌํ์ ๋ง๋ ์๋ก์ด ๋์งํธ ๋ฆฌํฐ๋ฌ์ ๋ชจ๋ธ์ ํ์์ฑ์ ๋ํด์ ๋
ผ์ ํ์๋ค. 
Supporting Learning Recovery One Year into COVID-19: The Global Education Coalition in Action Year of publication: 2021 Corporate author: UNESCO | Global Education Coalition The Global Education Coalition, launched by UNESCO, is a platform for collaboration and exchange to protect the right to education during this unprecedented disruption and beyond.This is the annual report of the Coalition, which builds on the inaugural report published in September 2020, and covers the activity between March 2020 and March 2021. 
Overview of Information Literacy Resources Worldwide Year of publication: 2013 Author: Forest Woody Horton Corporate author: UNESCO This publication aims to bring together Information Literacy contributions in forty-two languages from all of the different geographic regions around the world in order to provide inclusive and multilingual Information Literacy resources for Library and Information Science professionals, teachers, researchers, and students. 
๋ฌธํ๋ค์์ฑํ์ฝ ๊ตญ๋ด ์ดํ์ ์ํ ๋
ผ์: ์ ํ๋ธ์์ AI๊น์ง, 21์ธ๊ธฐ ํ๊ตญ์์์ ๋ฌธํ๋ค์์ฑ Year of publication: 2020 Author: ๊น์ฌ์ธ | ์ผ์ ๊ท | ์ด๊ด์ | ์ด๋์ฐ | ์ด์์ฑ | ํ์ฑ์ | ํฉ์นํ Corporate author: ๋ํ๋ฏผ๊ตญ ๋ฌธํ์ฒด์ก๊ด๊ด๋ถ | ์ ๋ค์ค์ฝํ๊ตญ์์ํ | ํ๊ตญ๋ฌธํ์์ ์์ํ ใ๋ฌธํ๋ค์์ฑํ์ฝ ๊ตญ๋ด ์ดํ์ ์ํ ๋
ผ์ - ์ ํ๋ธ์์ AI๊น์ง, 21์ธ๊ธฐ ํ๊ตญ์์์ ๋ฌธํ๋ค์์ฑใ๋ ๋ชจ๋ ์ธ ์ฐจ๋ก์ ๊ฑธ์ณ ์งํ๋ ์ ๋ฌธ๊ฐํ์์์ ๊ฐ ๋ถ์ผ ์ ๋ฌธ๊ฐ๋ค์ด ๋ฐํํ๊ณ ํ ๋ก ํ ๋ด์ฉ์ ๋ด์ ์ข
ํฉ๋ณด๊ณ ์์
๋๋ค. ์ฌํด๋ ๋ฌธํ๋ค์์ฑํ์ฝ์ ์ดํ๊ณผ ๊ด๋ จ๋ ์ด์๋ค ์ค ํนํ ๋์งํธํ๋ซํผ์ ๊ธ๋ถ์, ์ธ๊ณต์ง๋ฅ ๊ธฐ์ ์ ๊ธ๊ฒฉํ ๋ฐ๋ฌ์ ์ด์ ์ ๋์ด ๋
ผ์ํ๋ ํํธ, ์ฐ๋ฆฌ๋ค์ ์ผ์์ ์ก๋๋ฆฌ์งธ ๋ฐ๊ฟ๋์ ์ฝ๋ก๋19๊ฐ ๋ณ์ ๋ถ์๊ณผ ๊ณตํฌ, ์ด๋ก ์ธํ ์ ๋๊ฐ์ด ์ด๋ํ ์์ธ์ ๊ณ ๋ฆฝ, ํ์ค์ ๊ฐ๋ฑ์ ๋ฌธ์ ๋ฅผ ์ง์ด๋ณด์์ต๋๋ค. ์ ๋ฌธ๊ฐํ์์์ ๋์จ ์ ๋ฌธ๊ฐ๋ค์ ์ง๋จ๊ณผ ๋
ผ์๊ฐ ์์ผ๋ก ํ๊ตญ์ฌํ์์ ๋ฌธํ๋ค์์ฑํ์ฝ ์ดํ ๊ด๋ จ ์์ ๋ฅผ ์ฃผ๋ํ๋ ๋ฐ ์์ด์ ํ์ํ ๋น์ ๊ณผ ์ ๋ต ์๋ฆฝ์๋ ๊ธฐ์ฌํ๊ธฐ๋ฅผ ๊ธฐ๋ํฉ๋๋ค. 
SDG4 ๊ด์ ์์ ํ๊ตญ์ COVID-19 ๋์ ์ง๋จ ๋ฐ Post COVID-19๋ฅผ ์ํ ์ ์ธ Year of publication: 2020 Author: ์ฅ์ํ | ๊ณ๋ณด๊ฒฝ | ๊น๋ฏผ | ๋ฐ๊ธฐ์
| ๋ฐฑ์ก์ด | ๊น๋ช
๋ | ๊น๋์ง | ์ฅ๊ฒฝ์ | ๊น์ ํฌ | ํฉ์ ์ | ๊น์ฒ ํฌ | ์ตํ์ | ๋ฐ๋ฏผ์ | ์์ ๋ฏผ Corporate author: ํ๊ตญ๊ต์กํ์ ์ ๋ณด์ ๋ณธ ์ฐ๊ตฌ๋ UN์ ์ง์๊ฐ๋ฅ๊ฐ๋ฐ๋ชฉํ(SDGs)์ ๋ค ๋ฒ์งธ์ธ SDG4์ ๊ด์ ์์ ํ๊ตญ์ COVID-19์ ๋ํ ๊ต์ก์ ์ฑ
๋ถ์ผ์ ๋์ ๋ฐฉ์๊ณผ ์ฌ๋ก๋ฅผ ์ง๋จํ๊ณ , COVID-19 ์ดํ์ ๋ง์ดํ๊ฒ ๋ ์๋์ SDG4 ์ธ๋ถ๋ชฉํ๋ฅผ ์ ์ํ๊ธฐ ์ํด ์ํ๋์๋ค. ๋ชจ๋ ์ด๋ฅผ ์ํ ํฌ์ฉ์ ์ด๊ณ ๊ณตํํ ์์ง์ ๊ต์ก ๋ณด์ฅ๊ณผ ํ์ํ์ต์ ์ฆ์ง์ ์ํ โ๊ต์ก2030 ์ธ์ฒ ์ ์ธ(Education 2030: Incheon Declaration and Framework for Action)โ์ด ์ฑํ๋ ์ดํ, SDG4 ๊ต์ก๋ชฉํ๋ฅผ ๋ฌ์ฑํ๊ธฐ ์ํ ๋ฒ ์ ๋ถ์ ๋ฏผ๊ฐ ์ฐจ์์ ์ง์์ด ๊ณ์๋์์ผ๋, COVID-19 ํฌ๋ฐ๋ฏน์ผ๋ก ์ธํด ํ์๋ค ๊ฐ์ ํ์ต ๊ฒฉ์ฐจ๊ฐ ๋ฐ์ํ๊ณ , ํ์ต ๊ธฐํ๊ฐ ์ฝํ๋๋ ๋ฑ ์ ๊ทน์ ์ธ ๋์์ฑ
์ด ํ์ํด์ง๊ณ ์๋ ์ํฉ์ด๋ค. ์ด์ ๋ณธ ์ฐ๊ตฌ์์๋ COVID-19 ์ํฉ ํ์์ ํ๊ตญ์ ๊ต์ก ํํฉ์ ์ ๊ฒํ๊ณ ํฌ์ฉ์ฑ, ํํ์ฑ, ์์ง์ ๊ต์ก์ ์คํํ ์ ์๋ ๋์ ๋ฐฉ์์ ํ์ํ๋ฉฐ, ์ด๋ฅผ ๋ฐํ์ผ๋ก ๊ธ๋ก๋ฒ ์์ ์ ํ๊ตญ์ ๋์ ๋ฐฉ์์ ์ตํฉํ ํฌ์คํธ COVID-19๋ฅผ ์ํ SDG4 ์ธ๋ถ๋ชฉํ๋ณ ์ ์ธ์ ๋์ถํ๊ณ ์ ํ์๋ค. ๋ณธ ์ ์๋ฌผ์ ํ๊ตญ๊ต์กํ์ ์ ๋ณด์์์ 2020๋
์์ฑํ์ฌ ๊ณต๊ณต๋๋ฆฌ ์ 4์ ํ์ผ๋ก ๊ฐ๋ฐฉํ โSDG4 ๊ด์ ์์ ํ๊ตญ์ COVID-19 ๋์ ์ง๋จ ๋ฐ Post COVID-19๋ฅผ ์ํ ์ ์ธ(์ฅ์ํ ์ธ)โ์ ์ด์ฉํ์์ผ๋ฉฐ ํด๋น ์ ์๋ฌผ์ ํ๊ตญ๊ต์กํ์ ์ ๋ณด์(www.keris.or.kr)์์ ๋ฌด๋ฃ๋ก ๋ค์ด๋ฐ์ผ์ค ์ ์์ต๋๋ค. 
Raise Your Voice With Malala: A Guide to Taking Action for Girlsโ Education Year of publication: 2018 Author: Emily Laurie | Eleanor Gall Corporate author: Malala Fund This guide gives young activists the tools to raise their voices and make change happen. Girls around the world are standing up in support of their out-of-school sisters and fighting to see every girl complete 12 years of free, safe, quality education. By taking action in their communities, girls can contribute to the peace and prosperity of our entire world. The guide includes real stories about girls around the world working to make sure all girls have the opportunity to go to school. 
Feasibility Study on Monitoring Global Citizenship Competences in the Asia-Pacific Region (Phase I) Year of publication: 2020 Author: Aaron Benavot Corporate author: APCEIU In accordance with SDG 4.7, countries are promoting GCED and other aspects of Target 4.7. It is necessary to measure learner levels and progress in global citizenship competencies to assess the extent to which learners are acquiring knowledge, attitudes, and skills related to global citizenship.This report is organized into three substantive sections. Section II discusses existing definitions and conceptualization of GCED and GCC drawing on different sources. Section III describes which Asia-Pacific countries are included in this feasibility study and how relevant policy and curriculum documents are identified and analyzed. This section also discusses some common and share features of GCED that emerge from an analysis of country documents. Section IV briefly reviews existing measurement approaches of GCED or related concepts and then proposes a Measurement Framework of GCC for possible use in the A-P region. Section V of the report provides some forward-looking suggestions. 
Asia-Pacific Teacher Exchange for Global Education: 2020 Final Report Year of publication: 2020 Corporate author: APCEIU | Korea R. Ministry of Education The Asia-Pacific Teacher Exchange for Global Education (APTE) has been conducted since 2012 and marks its 9th anniversary this year. This report looks back over the past 9 years and the achievements of the programme for 2020.This year, due to the pandemic effects, the Office of International Teacher Exchange (ITE) focused on expanding the foundation for online exchange and developing content to strengthen the sustainability of educational exchange and ensure the internal stability of the programme.