Recursos
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[Résumé] Repenser nos futurs ensemble: Un nouveau contrat social pour l’éducation Año de publicación: 2021 Autor corporativo: International Commission on the Futures of Education | UNESCO Devant la menace qui pèse sur les futurs communs de l’humanité et de la planète Terre, il est devenu urgent d’entreprendre une action commune pour changer de cap et repenser nos futurs. Des responsabilités nouvelles, pressantes et importantes incombent notamment à l’éducation, un secteur qui a été et continue d’être un puissant vecteur de changement positif. Publié par la Commission internationale sur Les futurs de l’éducation, le présent rapport est le résultat d’une consultation mondiale qui a mobilisé près d’un million de personnes. Il invite les gouvernements, les institutions, les organisations et les citoyens à travers le monde à élaborer un nouveau contrat social pour l’éducation qui nous aidera à construire, ensemble et pour tous, des futurs pacifiques, justes et durables. À travers un examen approfondi de différentes questions ayant trait aux technologies numériques, au changement climatique, au recul démocratique, à la polarisation sociétale et à l’avenir incertain du marché du travail, ce rapport entend non seulement lancer un débat ouvert sur l’éducation pour susciter la réflexion, mais aussi inciter chacun d’entre nous à agir ; son argument central étant que grâce à des millions d’actes individuels et collectifs de courage, de leadership, de résistance, de créativité et d’intérêt pour autrui, nous parviendrons à changer de cap et à transformer l’éducation pour favoriser l’avènement de futurs justes, équitables et durables. [Резюм] Совместное переосмысление наших перспектив: Новый социальный договор в интересах образования Año de publicación: 2021 Autor corporativo: International Commission on the Futures of Education | UNESCO Все человечество и планета Земля находятся под угрозой. Для изменения ситуации и переосмысления будущего необходимы безотлагательные действия, предпринятые каждым из нас. Перед образованием, которое уже давно признано влиятельным фактором позитивных изменений, стоит новая, срочная и важная задача. Данный доклад Международной комиссии по Перспективам образования, основанный на глобальном процессе консультаций с участием около миллиона человек, предлагает правительствам, учреждениям, организациям и гражданам всего мира заключить новый общественный договор в области образования, который поможет нам построить мирные отношения, создавая справедливое и устойчивое будущее вместе и для каждого. В докладe подробно рассматриваются цифровые технологии, изменение климата, отсутствие успеха в достижении демократии и поляризация общества, а также неопределенные перспективы трудоустройства. Доклад направлен не только на то, чтобы стимулировать обсуждение о вопросах образования и побудить к размышлениям, но и на то, чтобы призвать каждого из нас к активным действиям. Основная его идея заключается в том, что только через миллионы индивидуальных и коллективных актов мужества, лидерства, сопротивления, творчества и заботы мы сможем изменить курс и преобразить систему образования для построения справедливого, равноправного и устойчивого будущего. 
Global Citizenship Education: Comoros, Djibouti, Kenya, Madagascar, Mauritius and Seychelles Año de publicación: 2022 Autor corporativo: UNESCO This is a collection of papers of a research project undertaken in six countries of the Eastern Africa region, namely, Comoros, Djibouti, Kenya, Madagascar, Mauritius and Seychelles to assess the Understanding and Implementation of SDG 4.7 on Global Citizenship Education (GCED) in each of the six countries.The research findings were shared by each of the six countries in a Webinar hosted by the UNESCO Nairobi Regional Office for Eastern Africa on September 23, 2021. The Webinar Agenda is contained in this publication along with the Opening and Closing Remarks made by UNESCO and Keynote Address by an affiliate UNESCO Chair in Africa. 
The Impact of the COVID-19 Pandemic on Student Voice: Findings and Recommendations Año de publicación: 2021 Autor corporativo: UNESCO | Council of Europe The COVID-19 pandemic has had serious consequences on the education of young people and their ability to engage and participate meaningfully. In 2020, UNESCO and the Council of Europe decided to collaborate on a research project with a view to examining the impact of the COVID-19 pandemic on student voice and particularly the consequences of the subsequent school closures on student voice opportunities in Europe and in the Middle East and North Africa (MENA). This publication details the findings of this study and provides recommendations for school directors and personnel, teachers, educators, policy-makers and young people to build on the lessons learned from the pandemic and help the education community work collectively towards promoting societies that are guided by human rights, with student voice and participation at the centre. It is primarily intended for policy-makers, educators, teachers working in formal school systems. It may also be of interest to professionals working in non-formal education settings or other sectors – namely the justice, social and health sectors – working with student. 
2021 Study on the Monitoring Framework of GCED in South Korea Año de publicación: 2021 Autor: Hwanbo Park | Daehoon Jho | Kyunghee Park | Sungho Park | Jeongmin Eom Autor corporativo: APCEIU The purpose of this study is to establish a feasible monitoring system for the implementation of Global Citizenship Education (GCED) in South Korea that can both align itself with the global indicator (SDG 4.7.1) and reflect the domestic context and feasibility. To this end, the study continues to examine the extent to which GCED is mainstreamed in education policies in Korea by utilizing the monitoring tool developed by the aforementioned 2020 study. In so doing, it aims to build sustaining and robust data in the area of GCED policies with the consistent monitoring tool developed. Second, the study explores enabling aspects as well as gaps between policies or programmes and how GCED is implemented on the ground by schools and teachers. Through this analysis, the study draws implications for further refining of the developed monitoring system. Third, the study surveys and analyzes existing monitoring tools developed by other fields and the data accumulated through those existing tools to assess learners' knowledge acquisition, values, skills and attitudes relevant to global citizenship competences, In so doing, it explores possibilities and makes recommendations for effectively monitoring learners’ competences by utilizing and modifying existing tools as well as developing new ones. 2021 세계시민교육 국내 모니터링 체제 구축 연구 보고서 Año de publicación: 2021 Autor: 박환보 | 조대훈 | 박경희 | 박성호 | 엄정민 Autor corporativo: 유네스코 아시아태평양 국제이해교육원 유네스코 아태교육원은 세계시민교육의 국내 모니터링을 체계화하기 위한 노력의 일환으로 2018년의 기초연구를 시작으로 매년 꾸준히 글로벌 지표(SDG 4.7.1)에 부합하면서도 국내 맥락과 실효성이 반영된 국내용 모니터링 도구를 마련하고, 세계시민교육의 주류화 정도를 시범적으로 조사해왔다. 2021년도 연구는 2020년도 연구를 통해 확립된 지표체계를 기반으로 꾸준히 실시하는 시・도교육청의 세계시민교육 정책분야 분석과 함께 구체적인 정책 이행 사례를 보다 미시적으로 분석하였다. 이와 더불어, 세계시민교육을 통한 성취라는 측면에서 국내의 다양한 패널데이터를 활용하여 초중등학교 학생들의 세계시민성 수준을 분석하였다. 마지막으로 이러한 연구 결과를 토대로 국내 세계시민교육 이행 모니터링 지표의 정교화 및 모니터링 체제 구축에 필요한 시사점을 도출하였다. 
청소년 미디어 이용 실태 및 대상별 정책대응방안 연구Ⅱ: 10대 청소년 Año de publicación: 2021 Autor: 배상률 | 이창호 | 김남두 Autor corporativo: 한국청소년정책연구원 본 연구의 목적은 10대 청소년들의 미디어 이용에 대한 심층 분석과 함께 청소년들의 디지털 시민성을 함양할 수 있는 증거기반의 정책방안을 도출하는 것이다. 총 3년간 진행되는 본 연구(2020년∼2022년)는 2020년도 1차 연도 연구에서는 미디어노출과 이용이 본격화되는 초등학생들의 미디어 이용 실태를 파악하였고 2021년도 2차 연도 연구에서는 SNS 사용이 활발하고 미디어를 통한 사회참여가 두드러지는 시기인 중고등학생과 학교 밖 청소년을 대상으로 미디어 이용 실태를 분석하였다. 2차 연구에서는 소셜리빙랩 연구 방법론을 적용하여, 부모들이 참여자로서의 실천적 경험을 공유하면서 청소년의 미디어 이용에 대한 이해를 주도적으로 재구성하고 확장할 수 있는 부모 교육의 기회를 만들어갈 수 있는 부모 참여형 미디어교육 프로그램 운영 방안 제시를 목표로 한다.본 저작물은 한국청소년정책연구원에서 2021년 작성하여 공공누리 제 4유형으로 개방한 ‘청소년 미디어 이용 실태 및 대상별 정책대응방안 연구Ⅱ: 10대 청소년(배상률, 이창호, 김남두)’ 을 이용하였으며 해당 저작물은 미리네 (www.miline.or.kr)에서 무료로 다운받으실 수 있습니다. 
Education, Children on the Move and Inclusion in Education: Lessons Learned and Scalable Solutions to Accelerate Inclusion in National Education Systems and Enhance Learning Outcomes Año de publicación: 2022 Autor: Neven Knezevic | Katherine Curtiss | Eric Gero Autor corporativo: United Nations Children's Fund (UNICEF) This report summarizes how UNICEF and its partners have contributed to the creation of education solutions that support the skills development and educational attainment of children on the move in countries and regions across the world. Country case studies highlighting best practices from 19 countries and the East African and Sahel regions showcase UNICEF’s work with country governments on issues such as the inclusion of refugees in national education systems and improving relations between refugee children, their families, and their host communities. 
Digital Learning for Every Child: Closing the Gaps for an Inclusive and Prosperous Future Año de publicación: 2021 Autor: Matt Brossard | Marta Carnelli | Stephane Chaudron | Rosanna Di-Gioia | Thomas Dreesen | Daniel Kardefelt-Winther | Céline Little | Jean Luc Yameogo Autor corporativo: United Nations Children's Fund (UNICEF) Pre-COVID-19, half of the world’s children were already unable to read a simple text by the age of 10. School closures have deepened pre-existing learning disparities, within and among countries, due to inequities in access to technology. This brief summarises research findings and provides actionable recommendations for how to equitably scale up digital learning and provide children and young people with the skills to improve their prospects and safeguard their well-being. It pinpoints solutions for education systems’ use of digital and blended learning anchored in a sound pedagogical approach and urges the G20 and other countries to overcome the barriers that limit the potential benefits of digital learning. 
2021 대한민국 SDG4 이행현황 보고서 Año de publicación: 2022 Autor corporativo: 유네스코한국위원회 본 자료는 2021년 한 해동안 대한민국의 SDG 4 이행 노력을 기록하고, SDG 4 모니터링과 이행촉진을 강화하는데 목적이 있다.