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Research Report: A Comparative Study on Hybrid Learning in Schools Año de publicación: 2024 Autor corporativo: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Hybrid learning is not just a response to pandemics but also serves as a viable solution for other scenarios where full school attendance is difficult. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment.Published in February 2024 by the UNESCO International Bureau of Education (IBE) with support from the European Union. 
Strengthening Social and Emotional Learning in Hybrid Modes of Education: Building Support for Students, Teachers, Schools and Families; A UNESCO-IBE Discussion Paper Año de publicación: 2024 Autor corporativo: UNESCO International Bureau of Education (IBE) The COVID-19 pandemic intensified existing educational disparities globally, prompting a reevaluation of school curricula to include Social and Emotional Learning (SEL). This shift recognized the holistic needs of learners, teachers, and families, emphasizing competencies beyond traditional knowledge acquisition. Despite SEL's increasing global recognition, it is often absent from formal curricula, prompting the UNESCO-IBE to address this gap. This Discussion Paper explores the crucial role of SEL in the broader transformation of global education, particularly in the post-COVID-19 era. It highlights six key topics, presenting diverse experiences in integrating SEL into education. Experts from various fields contribute insights, focusing on socio-emotional and hybrid learning advancements worldwide. The report aims to inspire global change-makers, advocating for robust policies aligned with UNESCO's Futures of Education framework. This call to action aligns with the UNESCO-IBE's HELA initiative, promoting flexible hybrid learning models for crisis response and sustainable educational strategies in line with the UN Transforming Education Summit's vision. 
Sub-Regional Study on Transforming TVET in Ensuring Learning and Skills to Support School-to Work Transitions in Southeast Asian Countries Año de publicación: 2023 Autor: Jann Hidajat Tjakraatmadja | Hary Febriansyah | Yorga Permana | Lala Nurfitria | Farenza Fadil Autor corporativo: UNESCO Jakarta Technical and Vocational Education and Training (TVET) and the transition from school to work are critical for young individuals to be prepared for entering the job market. The school-to-work transition signifies the transition from education to professional work and involves stages such as finding a job, applying theoretical knowledge and adapting to work expectations. In line with SDG-4, there is a need to improve the relevance of TVET systems, equipping individuals with the necessary skills for employment, entrepreneurship and lifelong learning. Three strategic priorities include promoting lifelong learning opportunities, fostering skills for an inclusive and sustainable economy, and ensuring inclusive and resilient communities. UNESCO supports Member States to address current and future challenges in the field of TVET, including the transition from school to work. Recognising the significant role of TVET in achieving SDG-4, UNESCO works closely with countries like Brunei Darussalam, Indonesia, Malaysia, the Philippines, and Timor-Leste to enhance the relevance and effectiveness of their TVET systems. These countries have demonstrated a strong commitment to improving the quality of education and equipping individuals with the necessary skills for employment, entrepreneurship, and lifelong learning. In the discussion of innovations and trends in TVET systems, there is a need to respond to rapidly changing labour markets through leveraging labour market data, tracer studies, and employer insights, expanding work-based learning to support the transition from school to work, modernising TVET curricula with new skills and competencies, strengthening TVET through private sector and community engagement. TVET is important for the transition from school to work in the sub-region of Southeast Asia, in line with SDG-4. Standardised practices are needed for better employability and mobility. Challenges include labour market mismatches and negative perceptions, but there are opportunities to partner with industry, update curricula, promote inclusivity and gender equality, and adapt to changing labour markets. Using labour market data, expanding work-based learning, and engaging the private sector and local communities are critical. TVET can transform individuals and contribute to sustainable development in the subregion of South-East Asia, creating prosperous and inclusive societies. 
미래 시민으로서의 학생 성장과 교육 (교육개발; 2024년 봄호, Vol. 230) Año de publicación: 2024 Autor corporativo: 한국교육개발원 CEO 칼럼지금, 미래 시민 양성을 논의하는 이유 파워인터뷰유네스코한국위원회 한경구 사무총장과의 만남 특별기획미래 시민으로서의 학생 성장과 교육1.어울림 교육: 세계시민교육과 지속가능발전교육의 연계방안2.세계시민교육 차원에서 인공지능 윤리교육의 활용: 다양성 존중과 연대성을 중심으로3.현 단계 학교 환경교육의 현황과 도약과제 교육정책 이슈와 전망1. 2024년 교육부 교육정책 방향과 중점 과제: 모든 학생의 전인적 성장을 위한 「학생맞춤통합지원법」제정의 필요성과 의의2. 범교과 학습 주제의 교과 통합 방안: 다문화·상호문화교육을 중심으로 NEW 교육 연구이주민 밀집지역 소재 학교의 혁신 과제 및 전략 세계의 교육1.생태환경 교육의 선두 주자, 핀란드2.다양성에 대한 존중과 통합의 교육, 호주 교육현장 Report1.경기형 디지털 시민역량 교육 활성화 방안2.동아시아시민교육과 인천형 세계시민교육 교육통계 Focus통계로 살펴본 다문화 교육의 주요 현황과 과제 
지역과 세계: 글로벌 시대의 미래인재 양성 (교육개발; 2023년 겨울호, Vol. 229) Año de publicación: 2023 Autor corporativo: 한국교육개발원 파워인터뷰서울대학교 현택환 석좌교수와의 만남 특별기획지역과 세계 _ 글로벌 시대의 미래인재 양성1.디지털 대전환에 대응한 미래교육의 방향2.인재양성 정책 현황과 향후 추진방향3.영재교육과 영재성 관점으로 살펴본 인재의 의미와 미래인재 양성을 위한 제언 NEW 교육 연구1. 미래를 위한 한국교육의 진단과 전략: 초중등교육을 중심으로2. 미래인재 양성사업의 질 제고를 위한 전략: 두뇌한국21사업을 중심으로 세계의 교육1. 영국의 국가컴퓨팅교육센터 운영 사례2. 중국, 모조품 왕국의 오명을 넘어 인공지능 세계 최강국으로 교육현장 Report 1. 건강한 공동체 구성원을 위한 다문화교육2. 브리콜레르(bricoler), 글로벌시대 속 융합예술 인재 - 한국예술영재교육원 융합 분야 운영 사례 교육통계 Focus중장기 인력수급 전망을 통해 본 미래 직업세계 
디지털 대전환과 미래 인재상 (교육정책포럼; 2023년 12월, Vol. 366) Año de publicación: 2023 Autor corporativo: 한국교육개발원 교육시론ㅁ 디지털 대전환과 미래 인재상 현안문제진단ㅁ 디지털 시대, 교육과정에서 다루어야 할 핵심 역량ㅁ 인공지능 시대, 신직업과 미래 직업역량ㅁ 교사의 디지털 교육 역량 강화 방안ㅁ AI 디지털교과서와 교사의 역량 외국교육동향ㅁ 외국의 디지털 리터러시 교육 현황 및 시사점 교육통계ㅁ 2022 초중학생 디지털 역량 현황 
Global Education Monitoring Report 2024, Pacific: Technology in Education; A Tool on Whose Terms? Año de publicación: 2024 Autor corporativo: UNESCO | Global Education Monitoring Report Team | Commonwealth of Learning Information transmission and connectivity is crucial in the Pacific, a region characterized by high geographic dispersion. While the application of ICT in education has significant potentials, it is hindered by the region's limited and costly infrastructure. This edition accompanies the 2023 Global Education Monitoring Report, which acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed. The report considered four key policy areas of the Pacific Regional Education Framework (PacREF) (2018–2030): In terms of quality and relevance, mobile technology has offered an affordable and flexible approach to learning, and social media have improved communication between institutions, parents and learners. Moodle is the most widely used digital platform in the region. Textbooks are being digitalised and digital resources made available. Yet content is not always developed or adapted to local languages and cultural contexts. Open and distance learning has historically expanded learning pathways in the Pacific, specially in higher education and as a response to natural hazards. The University of South Pacific is a leading example of open and distance learning connecting campus across 12 countries. With the aim to enhance student outcomes and well-being, efforts have been made to incorporate digital skills into curricula and initiatives have increased outside formal education. Yet regulations do not adequately address threats from the use of technology to privacy, safety and well-being. With a focus on the teaching profession, countries leverage technology to provide training opportunities and transform the teaching profession. However, ICT training varies greatly across the region and limited digital infrastructure hinders technology integration into classrooms and teacher training. Three conditions need to be met for technology's potential to be fulfilled: equitable access to technology, appropriate governance and regulation, and sufficient teacher capacity. Supporting this publication is seven background thematic studies that provide a comprehensive overview of education technology issues; Commonwealth of Learning’s short case studies on some of its projects; a survey administered to key informed respondents from the region; and a series of country profiles on PEER, a policy dialogue resource describing policies and regulations related to technology in the region’s education systems. 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship Año de publicación: 2024 Autor corporativo: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
Lessons from a Transformative Pedagogy Project for Peace, Resilience, and the Prevention of Violent Extremism: Part I; Country-Level Implementation Año de publicación: 2024 Autor: Eyerusalem Azmeraw | Quentin Wodon | Eleonora Mura | Kasumi Moritani Autor corporativo: UNESCO International Institute for Capacity-Building in Africa (IICBA) From 2017 to 2022, UNESCO’s International Institute for Capacity Building in Africa (IICBA) led a series of projects for peacebuilding and the prevention of violent extremism through education with support from the Government of Japan. This two-part paper draws lessons from the projects. The first part of the paper briefly explains the transformative pedagogy approach that guided project implementation and provides examples of changes that were implemented at the country level under the projects. The analysis is qualitative, with the aim being to outline, through country examples, what can be achieved through such projects. Lessons on factors contributing to impact are also outlined. 
SDG4 High-Level Steering Committee’s Key Messages for the Pact for the Future Año de publicación: 2024 Autor corporativo: SDG4 High-Level Steering Committee Education is a fundamental human right and a public good. Quality education and lifelong learning provides individuals with knowledge, skills, and values to lead a meaningful and productive life, and thus it is essential for personal development, empowerment and wellbeing. Education has a transformative power and drives progress across all Sustainable Development Goals. Investing more, more equitably and more efficiently in education transforms the future of humanity and the planet. The Pact for the Future must put education at its center.