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工程—支持可持续发展 Year of publication: 2021 Corporate author: UNESCO | International Centre for Engineering Education (ICEE) 报告强调了工程在实现17项可持续发展目标中的关键作用。它表明，人人机会均等是确保一个包容性和性别均衡的职业的关键，能够更好地应对实施可持续发展目标的工程师短缺的问题。它提供了塑造我们世界的工程创新的快照，特别是大数据和人工智能等新兴技术，这些技术对于解决人类和地球面临的紧迫挑战至关重要。它分析了第四次工业革命初期工程教育和能力建设的转变，这将使工程师能够应对未来的挑战。它强调了解决具体地区差异所需的全球努力，同时总结了世界不同地区的工程趋势。通过介绍案例研究和方法以及可能的解决办法，报告揭示了为什么工程对可持续发展至关重要，以及为什么工程师的作用对解决人类的基本需求至关重要，例如减轻贫困、提供清洁水和能源、应对自然灾害，在许多其他行动中，建设有弹性的基础设施和弥合发展鸿沟，不让任何人掉队。希望该报告能为各国政府、工程组织、学术界和教育机构以及工业界建立全球伙伴关系和促进工程领域的合作提供参考，以实现可持续发展目标。 
Scientific Education: New Methodologies for a Changing Society (Iberoamerican Journal of Education; vol. 87, no. 1) Year of publication: 2021 Author: F. Javier Perales | David Aguilera Corporate author: Organization of Ibero-American States for Education, Science and Culture (OEI) A society as changing as ours needs changes (innovations) and adaptations in the educational field that allow academics to be combined with social demands. We believe that this first monograph is representative of the richness and diversity of the proposals received which, in turn, constitute a sample of the strength of the community of teachers and researchers in their desire to make science education an attractive and efficient for new generations. Educación científica: Nuevas metodologías para una sociedad cambiante (Revista Ibero-americana de Educação; vol. 87, núm. 1) Year of publication: 2021 Author: F. Javier Perales | David Aguilera Corporate author: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI) Una sociedad tan cambiante como la nuestra necesita de cambios (innovaciones) y adaptaciones en el ámbito educativo que permitan compaginar lo académico con las demandas sociales. Este primer monográfico estimamos que resulta representativo de la riqueza y diversidad de las propuestas recibidas que, a su vez, constituyen un muestrario de la pujanza de la comunidad de docentes e investigadores en su afán de hacer de la enseñanza de las ciencias una oferta atractiva y eficiente para las nuevas generaciones. 
Climate Change Adaptation Policy, 10 years: Tracking Adaptation and Suggesting the Way Forward (Ⅲ) Year of publication: 2021 Author: YoungiI Song | Jiyoung Shin | Jinhan Park | Songmi Park | Mirae Kim Corporate author: Korea Environment Institute (KEI) This study suggested the direction of preparing and wrote the climate change adaptation gap report by sector. This study defined the adaptation gap as the degree of implementation compared to the adaptation goal and evaluated the effect of reducing climate change risk.This study prepared a climate change adaptation gap report through the process of selecting representative indicators, setting adaptation goals, and analyzing national climate change adaptation policies for five sectors: forest/ecosystem, agriculture and fisheries, water, health, and territory/coast.Through the writing of the climate change adaptation gap report, We identified the insufficient climate change adaptation measures and suggested the policy directions to effectively reduce climate change risk and ensure the effectiveness of future climate change adaptation policies.As a result, we emphasized the climate change adaptation efforts are needed, such as establishing climate change adaptation policies directly related to climate change risk, building the data to understand the effectiveness of climate change adaptation measures, and setting goals for climate change adaptation. 기후변화 적응정책 10년: 현주소 진단과 개선방안 모색을 중심으로 (Ⅲ) Year of publication: 2021 Author: 송영일 | 신지영 | 박진한 | 박송미 | 김미래 Corporate author: 한국환경연구원 IPCC 제5차 평가보고서(2013년) 발간 이후 8년만인 올해 발간된 제6차 평가보고서에서는 전 세계 평균기온이 산업혁명 이전보다 1.09℃ 증가한 것으로 발표하였는데, 이는 제5차 보고서 발간 당시 발표한 0.78℃에 비하여 0.31℃가 증가한 것입니다. 전 세계적으로 온실가스 발생을 감축하기 위해 꾸준히 노력해 왔음에도 불구하고 지난 8년 정도의 시간 동안 이와 같은 기온상승이 있었습니다. 이는 기후변화가 우리의 생각보다 빨리 진행되고 있으며 이미 배출된 온실가스만으로도 기후변화가 지속적으로 발생할 수 있다는 사실을 뒷받침합니다. 신 기후체제의 근간이 되는 파리협정에서는 감축과 함께 적응을 중요한 기후변화 대응방안으로 평가하고 있습니다.우리나라에서는 기후변화의 부정적 영향에 대비하고 기후탄력성을 키워 기후 안전 사회를 이루기 위하여 2010년부터 적응정책을 이행하고 있습니다. 지난 10년간 적응정책 이행 과정에서 발생한 성과와 한계를 진단하고 이를 토대로 개선방안을 제시하기 위하여 총 3년에 걸쳐 본 과제가 수행되었습니다. 3년 차인 2021년에는 제도적 측면의 평가와 기후변화 리스크 저감 효과 측면에서 적응정책을 살펴보았습니다. 본 연구에서 도출한 해외주요 국가들과의 적응정책 비교·분석 결과 및 적응목표와 이행 정도에 대한 갭(gap) 분석 결과는 적응정책을 개선하고 실효성을 높이는 데 이바지할 것으로 기대합니다. * 본 저작물은 한국환경연구원에서 '2021'년에 작성하여 공공누리 제'4'유형으로 개방한 ‘기후변화 적응정책 10년: 현주소 진단과 개선방안 모색을 중심으로 (Ⅲ)(작성자: 송영일 외)’를 이용하였으며 해당 저작물은 한국환경연구원 홈페이지(http://www.kei.re.kr)’에서 무료로 다운받으실 수 있습니다. 
Teaching Students How to Learn: Setting the Stage for Lifelong Learning (Educational Practices Series No. 33) Year of publication: 2021 Author: Stella Vosniadou | Michael J. Lawson | Helen Stephenson | Erin Bodner Corporate author: UNESCO International Bureau of Education (IBE) | International Academy of Education In this Teaching How to Learn booklet, teachers can find information about some of the cognitive, metacognitive, emotional, and motivational capabilities that characterise self-regulated learners, and some of the actions that teachers can take to promote self-regulated learning in their students. These include giving students time to engage in constructive tasks independently or in collaboration with their peers and providing them with the knowledge and strategies that they can use to manage their learning and control their motivation and emotions while they complete these tasks successfully. 
Envision 4.7: Bridge 47 Global Event; Helsinki, Finland 5–7 November 2019: Report Year of publication: 2019 Corporate author: Bridge 47 | Frinland. Ministry of Education and Culture | Finland. Ministry for Foreign Affairs Global event Envision 4.7 was held in Helsinki in November 2019. The event brought around 200 people together to discuss ways to take the SDG Target 4.7 forward. In this report you can find summaries of all the speeches, panel discussions, workshops and working groups that were held at the event, together with a summary of discussions around all the different topics. You can also find pictures and drawings from the event at the report. 
Adult education and development: global citizenship education (no 82, 2015) Year of publication: 2015 Corporate author: DVV International Issue 82/2015 of the international journal Adult Education and Development (AED) explores the topic global citizenship education. In the international debates, we are witnessing a growing interest in the concept of global citizenship education. It is one of the three pillars of the Global Education First Initiative (GEFI) launched by the United Nations Secretary-General in 2012 and is being internationally promoted by the work of UNESCO. According to the GEFI, education that fosters global citizenship “must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies”. The 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in September 2015, refers to global citizenship as one tool to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development”. The ambitions are high, but the concrete understanding of global citizenship education and its implications differ widely. Is it just another abstract concept? What meaning can the word citizenship have if it does not refer to a specific nation? What do people in different parts of the world understand by global citizenship? And how can global citizenship education be put into practice? Adult Education and Development decided to engage in the debate and invited authors from different regions, backgrounds and disciplines to share their thoughts and experiences on the topic and related questions such as identity, migration, peace, the meaning of citizenship, globalisation and sustainable development. Irina Bokova, Director-General of UNESCO, explains the organisation’s understanding of global citizenship education, and why adult education and “learning beyond the classrooms” are crucial when it comes to promoting global citizenship. Canadian author and journalist Doug Saunders (“Arrival City: How the Largest Migration in History Is Reshaping Our World”) talks about the challenges and opportunities of what he refers to as the last great human migration, that from the countryside to the cities, and about the positive role adult education can play during this transition. In the section “Citizens’ voices” people from all over the world talk about what global citizenship means to them and in what ways they see themselves as global citizens. And photographer Viktor Hilitksi travelled through Belarus and captured with his camera how villages rediscover their local traditions and cultures. Éducation des adultes et développement: L'éducation à la citoyenneté mondiale (ECM) (no 82, 2015) Year of publication: 2015 Corporate author: DVV International Le numéro 82/2015 de la revue internationale l’Éducation des Adultes et Développement(AED) explore le sujet de l'éducation à la citoyenneté mondiale. Dans les débats internationaux, nous assistons à un intérêt croissant pour le concept d'éducation à la citoyenneté mondiale. Il est l'un des trois piliers de l'Initiative Mondiale pour l'Éducation Avant Tout (GEFI) lancé par le Secrétaire général des Nations Unies en 2012 et est promu à l'échelle internationale par le travail de l'UNESCO. Selon le GEFI, l'éducation qui favorise la citoyenneté mondiale "doit assumer pleinement son rôle central en aidant les gens à forger plus justes, des sociétés pacifiques, tolérantes et inclusives". L'Agenda 2030 pour le développement durable, adoptée par l'Assemblée générale des Nations Unies en Septembre 2015, se réfère à la citoyenneté mondiale comme un outil pour «faire en sorte que tous les apprenants à acquérir les connaissances et les compétences nécessaires pour promouvoir le développement durable». Les ambitions sont grandes, mais la compréhension concrète de L'éducation à la citoyenneté mondiale(ECM) et ses implications diffèrent largement. Est-il juste un autre concept abstrait? Quel sens le mot citoyenneté peut avoir si elle ne se réfère pas à une nation spécifique? Qu'est-ce que les gens dans les différentes parties du monde comprennent par la citoyenneté mondiale? Comment l'éducation à la citoyenneté mondiale(ECM) peut-elle être mise en pratique? Education des adultes et développement ont décidé de participer au débat et a invité les auteurs de différentes régions, milieux et disciplines à partager leurs réflexions et expériences sur le sujet et les questions connexes telles que l'identité, la migration, la paix, le sens de la citoyenneté, la mondialisation et le développement durable. Irina Bokova, Directrice générale de l'UNESCO, explique la compréhension de l'organisation de l'éducation à la citoyenneté mondiale, et pourquoi l'éducation des adultes et de «l'apprentissage au-delà des salles de classe" sont cruciales en matière de promotion de la citoyenneté mondiale. L'auteur et journaliste canadien Doug Saunders ( «La ville d'arrivée: comment la plus grande migration dans l'histoire remodèle notre monde») parle des défis et des opportunités de ce qu'il appelle la dernière grande migration humaine, celle des campagnes aux villes et Sur le rôle positif que l'éducation des adultes peut jouer au cours de cette transition. Dans la section «La voix des citoyens», des gens du monde entier parlent de ce que la citoyenneté mondiale signifie pour eux et de la manière dont ils se perçoivent comme des citoyens du monde. Et le photographe Viktor Hilitksi a parcouru la Biélorussie et a capturé avec sa caméra comment les villages redécouvrent leurs traditions et cultures locales. 
Éducation des adultes et développement: l’éducation à la citoyenneté mondiale (no 82, 2015) Year of publication: 2015 Corporate author: DVV International Issue 82/2015 of the international journal Adult Education and Development (AED) explores the topic global citizenship education. In the international debates, we are witnessing a growing interest in the concept of global citizenship education. It is one of the three pillars of the Global Education First Initiative (GEFI) launched by the United Nations Secretary-General in 2012 and is being internationally promoted by the work of UNESCO. According to the GEFI, education that fosters global citizenship “must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies”. The 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in September 2015, refers to global citizenship as one tool to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development”. The ambitions are high, but the concrete understanding of global citizenship education and its implications differ widely. Is it just another abstract concept? What meaning can the word citizenship have if it does not refer to a specific nation? What do people in different parts of the world understand by global citizenship? And how can global citizenship education be put into practice? Adult Education and Development decided to engage in the debate and invited authors from different regions, backgrounds and disciplines to share their thoughts and experiences on the topic and related questions such as identity, migration, peace, the meaning of citizenship, globalisation and sustainable development. Irina Bokova, Director-General of UNESCO, explains the organisation’s understanding of global citizenship education, and why adult education and “learning beyond the classrooms” are crucial when it comes to promoting global citizenship. Canadian author and journalist Doug Saunders (“Arrival City: How the Largest Migration in History Is Reshaping Our World”) talks about the challenges and opportunities of what he refers to as the last great human migration, that from the countryside to the cities, and about the positive role adult education can play during this transition. In the section “Citizens’ voices” people from all over the world talk about what global citizenship means to them and in what ways they see themselves as global citizens. And photographer Viktor Hilitksi travelled through Belarus and captured with his camera how villages rediscover their local traditions and cultures.