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유네스코 이슈 브리프 2024년 제2호: 유네스코 ‘1974 권고’ 개정과 ‘2023 권고’ 채택 이후 한국의 세계시민교육 추진에 대한 시사점 Year of publication: 2024 Author: 박순용 Corporate author: 유네스코한국위원회 Ⅰ. 서론: ‘1974 권고’는 무엇이며 왜 개정이 필요했는가?Ⅱ. 새로운 권고(2023 평화, 인권, 국제이해, 협력, 기본적 자유, 세계시민성, 지속가능발전을 위한 교육 권고: ‘2023 권고’)를 위한 개정 작업 및 채택 과정1. 개정 권고안의 제안 배경2. 권고 개정을 위한 협의와 조율 과정3. 권고 개정안에 대한 한국의 입장Ⅲ. ‘2023 권고’에는 무엇을 새롭게 담았는가?Ⅳ. 결론: ‘2023 권고’ 이행과 한국의 세계시민교육 추진에 대한 시사점

Elevating TVET for a Just and Sustainable Future for All: UNESCO-UNEVOC Medium-term Strategy 2024-2026 Year of publication: 2024 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The UNESCO-UNEVOC medium-term strategy for 2024 to 2026 sets out a roadmap to elevate technical and vocational education and training (TVET) for a just and sustainable future and empower TVET institutions to address the demands of digital, green and inclusive societies and economies. In alignment with the 2030 Agenda for Sustainable Development and the UNESCO strategy for TVET 2022-2029, UNESCO-UNEVOC will support Member States to upgrade their TVET systems and equip all youth and adults with skills for employment, decent work, entrepreneurship and lifelong learning. By working alongside international organizations, governments, UNEVOC Centres and partners, UNESCO-UNEVOC will implement a transformative TVET agenda focused on building flexible pathways for individuals to learn, work and live in a world that demands innovative solutions to complex, interconnected challenges.

Multilingualism and Language Diversity for Inclusion in Education: Brief on Inclusion in Education Year of publication: 2024 Author: Piet Van Avermart Corporate author: UNESCO Language is a fundamental factor for inclusion in education. From a monolingual point of view, acquiring the language of instruction has long been regarded as the key to inclusion. However, multilingualism can be a valuable resource for all: inclusive school policies and multilingual practices recognize and foster linguistic diversity, benefit learning and create cohesion.

Enhancing TVET through Digital Transformation in Developing Countries Year of publication: 2023 Corporate author: UNESCO Technological advancements and digitalization are profoundly reshaping our work and lifestyle, business models and operations, and government policy choices. Digital transformation in technical and vocational education and training (TVET) is the planned and structured introduction of automated and streamlined processes within institutions and national technical and vocational education and training (TVET) systems through digital technology, with the goal of enhancing their scope, scale, efficiency and effectiveness and ultimately, driving their more sustainable development. This document provides overall perspective and five country case studies on digital transformation in TVET. Most countries studied face similar enabling factors: the digital infrastructure available; legal and policy frameworks; focused institutional change to improve the acquisition of digital skills; and the promotion of equality and inclusivity. To understand how digital transformation in TVET is occurring, the report analyses it at four levels: technical and technological development; curriculum and qualifications; teaching and learning using technology; and its contribution to the sustainability and resilience of societies.

Global Inclusive Schools’ Forum Report: Celebrating Inclusion in Education, 14-15 March 2024 Year of publication: 2024 Corporate author: UNESCO | International Forums of Inclusion Practitioners This report summarizes UNESCO’s Global Inclusive School’s Forum, co-organized with International Forums of Inclusion Practitioners (IFIP) at UNESCO Headquarters in Paris, France on 14-15 March 2024. The forum convened practitioners from different regions around the world to share experiences and highlight promising and innovative practices to be channeled to policy-makers and key stakeholders. The forum further encouraged synergies between practitioners, schools and communities at local, regional and global levels for greater impact.

Quality Physical Education Policies and Practice: The Global State of Play Year of publication: 2023 Corporate author: UNESCO With the majority of countries around the world investing less than 2% of their education budgets into physical education, the well-being of our future generations is at risk. Quality physical education (QPE) can deliver broad physical, social, emotional, and academic benefits. However, QPE is often under-prioritized and poorly implemented, suffering from deficiencies in funding, inclusivity, allocated time, and well-trained staff. UNESCO’s sport flagship, Fit for Life, aims to address this by working with governments to develop quality PE policies and building the capacities of teachers and coaches to deliver inclusive lessons as part of a well-rounded curricula. UNESCO’s work in QPE is directly informed by data collected via a unique global survey, gathering insights on PE policy and provision. Key data highlights from the most recent survey demonstrate the urgent need to increase the status of this subject in our schools. This requires collective action to establish and implement standards, promote knowledge-sharing, and foster inclusive participation for all youth.

SDG4 High-Level Steering Committee Input Paper for the 2024 High-Level Political Forum on Sustainable Development Year of publication: 2024 Corporate author: SDG4 High-Level Steering Committee In alignment with theHigh-level Political Forum on Sustainable Development (HLPF)’s focus for 2024, this SDG4 High-Level Steering Committee paper provides specific inputs as they relate to the following Sustainable Development Goals: Goal 1. End poverty in all its forms everywhere; Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture; Goal 13. Take urgent action to combat climate change and its impacts; Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels; and Goal 17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development.

대학 영어수업에서 세계시민교육에 관한 연구 (언어과학 31권 1호) Year of publication: 2024 Author: 박수정 | 민수정 Corporate author: 한국언어과학회 선행연구들을 살펴보면, 다양한 교과목에서 다양한 연령을 대상으로 세계시민의식의 함양을 위한 교육적 접목이 이뤄지고 있다. 하지만 대학생을 대상으로 한 세계시민의식과 관련된 연구는 미비한 실정이고, 특히 세계시민의식과 접목된 대학 교양영어 수업과 관련된 연구들도 많지 않다. 지속적인 세계시민의식 함양을 위한 교육적 모델 및 교육적 개입에 관한 연구가 충분히 이뤄져야 함에도 그렇지 못한 실정이다. 이에 본 연구에서는 우리나라 대학생들이 어느 정도 세계시민으로서의 역량을 갖추고 있는지 알아보고, 유엔에서 제시한 17개의 지속가능한 발전목표를 적용한 대학 교양영어 수업을 통해 우리나라 대학생들의 세계시민의식 교육 방안을 모색하고자 한다.

한국의 세계시민교육 이행 현황 및 향후 실천과제 (국제이해교육연구; Vol. 19, No. 2) Year of publication: 2024 Author: 김종훈 Corporate author: 한국국제이해교육학회 본 연구는 유엔(UN) SDG 4.7 글로벌 지표에서 제시하는 4가지 영역인 국가 교육정책, 교육과정, 교사교육, 학생평가 측면에서 2015년 이후 한국의 세계시민교육 이행 현황을 분석하고, SDG 4.7 달성을 더욱 효과적으로 이행하기 위한 향후 실천과제를 제시하는 데 목적을 두었다. 연구 목적을 달성하기 위해 관련 법령 정보, 교육부 및 17개 시도교육청과 유관 기관에서 생산한 세계시민교육 관련 정책 문서와 보고서, 세계시민교육 관련 문헌 등을 활용하였다. 연구 결과, 세계시민교육은 2015년 이후 한국 교육의 기본 원칙과 방향으로 그 정당성을 확보해 가면서 한국의 국가 교육정책, 교육과정, 교사교육, 학생평가에서 점차 주류로서 그 지위를 확보해 가고 있는 것으로 나타났다. 이에 따른 향후 실천과제로는 세계시민교육을 한국의 교육 시스템에 안착시키고 SDG 4.7을 이행하기 위해 필요한 국가적 차원의 정책 마련과 실천을 제시하였다.

All In: Towards Tangible Solutions for Equity and Inclusion in Education Year of publication: 2024 Corporate author: United Nations Children's Fund (UNICEF) All In: Towards Tangible Solutions for Equity and Inclusion in Education showcases promising practices that were successfully implemented to ensure that inclusive education really does include all children, so that the most marginalized learners – including children with disabilities, children who are out of school, children living in poverty, marginalized girls, and refugee children – have access to quality education. While many of the promising practices were initiated in response to the COVID-19 crisis, or draw upon the pandemic experience, they go beyond the immediate focus of pre- or post-COVID-19 education systems to an overall view of child well-being and the need to focus on skills for the 21st century. Many of these practices have the potential to be applied more widely within education systems and can be adapted and replicated by stakeholders in any context where innovative and inclusive approaches are needed to protect and promote children’s right to education. Ingenuity, flexibility and a commitment to true inclusion and forward-looking policies are the common thread of promising practices in this document. This publication is a complementary resource to the 2021 report: Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies.

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