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英国公民教育案例研究 (教育科学研究; No. 8) Año de publicación: 2018 Autor: Jia Meihua Autor corporativo: Beijing Academy of Educational Sciences | Beijing Radio and Television University 英国教育体系中，公民教育是一个具有广泛内涵的研究内容。近年来，英国政府和英国教育部门 重视对学生公民素养的培养，英国国内设有专门的公民教育研究机构，分阶段、分步骤实施公民教育养成 方案，并配有教材、教学辅导书、在线研究项目等，初步形成了公民教育基本方法，特别是教育中普遍运 用案例研究的学习方式，值得学习、参考和借鉴。 
Latin America and the Caribbean 2020: Inclusion and Education; All Means All (Global Education Monitoring Report) Año de publicación: 2020 Autor corporativo: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) Latin America and the Caribbean has the largest and most challenging socio-economic inequalities in the world, which have shaped its education systems over the decades. This report looks at everyone both in and excluded from education in the region, pinpointing barriers facing learners, especially when multiple disadvantages intersect. The report also explores challenges in education posed by COVID-19 and the need for urgent action to prevent an exacerbation of inequalities. Produced by the Global Education Monitoring (GEM) Report team, in partnership with the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC) and the Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA), the report assesses key solutions for greater inclusion through several case studies from the region. It provides in-depth analysis on challenges to inclusion in education arising from migration and displacement in Colombia and Costa Rica; remoteness in Brazil and Suriname; disability in Cuba and Nicaragua; gender in Peru and Jamaica; sexual orientation, gender identity and expression in Chile and Mexico; poverty in the Dominican Republic and Honduras; ethnicity in Bolivia and Ecuador; and incarceration in El Salvador and Uruguay. Building on the 2020 Global Education Monitoring Report, this regional edition concludes that strong laws and policies in Latin America and the Caribbean demonstrate a commitment to inclusion, but that the daily realities faced by learners suggest implementation is lagging. Recommendations are aimed at promoting more inclusive education systems to benefit all children and youth, no matter their background, identity or ability. The recommendations provide a systematic framework for identifying and dismantling barriers for vulnerable populations, according to the principle that ‘every learner matters and matters equally’. América Latina y el Caribe 2020: Inclusión y educación; Todos y todas sin excepción (Informe de seguimiento de la educación en el mundo) Año de publicación: 2020 Autor corporativo: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) América Latina y el Caribe es la región con las mayores y más tenaces desigualdades socioeconómicas del mundo. Durante decenios estas desigualdades se han reflejado en sus sistemas educativos. El presente informe examina a quiénes incluyen y a quiénes excluyen estos sistemas y llama la atención sobre las barreras que enfrentan los educandos, especialmente cuando están expuestos a múltiples desventajas. El informe también explora los nuevos retos educativos que plantea la pandemia de la Covid-19 y la necesidad de actuar sin dilación para evitar que se agraven las desigualdades. El informe, elaborado por el equipo del Informe de Seguimiento de la Educación en el Mundo (Informe GEM), en colaboración con la Oficina Regional de Educación para América Latina y el Caribe (OREALC/ UNESCO Santiago) y el Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe -SUMMA, evalúa algunas de las principales iniciativas emprendidas para mejorar la inclusión, basándose en varios estudios de casos de la región. Analiza en profundidad algunos ejemplos de los grandes desafíos que amenazan la inclusión en la educación: migración y desplazamiento en Colombia y Costa Rica; aislamiento rural en el Brasil y Suriname; discapacidad en Cuba y Nicaragua; discriminación de género en el Perú y Jamaica; orientación sexual e identidad y expresión de género en Chile y México; pobreza en la República Dominicana y Honduras; etnicidad en Bolivia y el Ecuador; y jóvenes en situación de privación de libertad en El Salvador y el Uruguay. Esta edición regional del Informe de Seguimiento de la Educación en el Mundo 2020 concluye que, si bien las leyes y políticas de América Latina y el Caribe demuestran la firme determinación de promover la inclusión, la realidad cotidiana de los alumnos y las alumnas sugiere que la aplicación práctica lleva retraso. Se formulan recomendaciones con el objeto de promover sistemas de educación más inclusivos en beneficio de todos los niños, niñas y jóvenes, sin distinción de origen, identidad o capacidad. Las recomendaciones brindan un marco sistemático que permite identificar y eliminar barreras para las poblaciones marginadas, conforme al principio de que “cada alumno es importante y todos los alumnos importan por igual”. 
Higher Education Policy in Central Asia and Afghanistan Año de publicación: 2019 Autor: Emma Sabzalieva Autor corporativo: University of Central Asia (UCA) The purpose of this report is two-fold. Its first aim is to take stock of contemporary higher education in Central Asia, with a particular emphasis on Kyrgyzstan and Tajikistan, and Afghanistan. The second is to offer policy propositions that may support these states to make their higher education systems more innovative, with innovation also incorporating science and technology. Политика в сфере высшего образования в Центральной Азии и Афганистане Año de publicación: 2019 Autor: Emma Sabzalieva Autor corporativo: University of Central Asia (UCA) Данный отчет преследует две цели. Первая – рассмотреть сферу высшего образования в Центральной Азии, делая особый акцент на Кыргызстане, Таджикистане и Афганистане. Вторая цель – предложить политические решения, способные помочь этим государствам сделать их системы высшего образования более инновационными с опорой на науку и технологии. 
Analysis of the 2015 Revised Korean Languages Curriculum in Terms of the OECD Education 2030 Competencies (Journal of Curriculum and Evaluation; Vol. 23. No. 3) Año de publicación: 2020 Autor: Jongyun Kim | Hyounjin Ok | Jaeyoon Cho Autor corporativo: Korea Institute for Curriculum and Evaluation (KICE) The purpose of this study is to analyze the characteristics of the Korean language curriculum through curriculum content mapping (CCM) in the OECD Education 2030 project, which is later compared with the international curricular of the national languages. The CCM framework consists of a “competency code” that presents OECD competencies and a “content code” that contains the content of the curriculum. In this study, the degree of the competencies in the Korean language curriculum is analyzed and compared with the international curricular in terms of the OECD perspective. The result is analyzed as follows. First, foundational literacies of Korean were similar to the international national language curricular. Second, in the competencies of skills, attitudes and values, “problem-solving” and “learning about learning” were higher in the Korean language curriculum than the OECD average, “critic thinking” was similar to, and “persistence” was lower than the OECD average. Third, in terms of key concepts, both “student agency” and “co-agency” were higher in the Korean language curriculum. Fourth, “creating values” and “solving dilemmas” in terms of the degree of reflection of CCM framework competency related to transformational competencies, the Korean Language was higher than the average of OECD member countries in terms of “creating new values” and “resolving tensions and dilemmas” were higher but “taking responsibilities” were lower than the OECD countries. Fifth, the competencies in the compound literacies were also compared. These comparison results provide as reference materials that describes the suitability of the Korean language curriculum and contributes to future revisions of the Korean language curriculum for the students in 2030s. 2015 개정 국어과 교육과정의 OECD Education 2030 역량 반영 양상 분석 (교육과정평가연구; Vol. 23, No. 3) Año de publicación: 2020 Autor: 김종윤 | 옥현진 | 조재윤 Autor corporativo: 한국교육과정평가원 본 연구는 2015 개정 국어과 교육과정과 OECD가 새롭게 제안한 Education 2030 역량틀을 비교하는 교육과정 매핑(curriculum mapping)을 통해 우리 국어과 교육과정의 특성을 분석하고, OECD Education 2030 프로젝트로부터 향후 국어과 교육과정의 설계 및 실행을 위한 시사점을 파악하는 데 목적이 있다. 이를 위해 OECD 교육과정 내용 매핑(CCM) 프레임워크에 반영된 국어과와 OECD 참여국의 자국어 교과의 역량 반영 정도를 비교하였으며, 그 결과는 다음과 같다. 첫째, 기초 소양은 국어과와 OECD 2030 역량 반영 정도가 유사하였다. 둘째, 기능, 태도, 가치 중 국어과는 ‘문제해결력’과 ‘학습에 대한 학습’에서는 OECD 참여국 평균보다 높으나, ‘비판적 사고’는 유사하게, ‘끈기/회복력’은 OECD 참여국 평균보다 낮게 나타났다. 셋째, 주요 개념 측면에서 국어과는 ‘학생 주도성’과 ‘협력적 주도성’에서 모두 OECD 참여국 평균보다 높았다. 넷째, 변혁적 역량에서 국어과는 ‘새로운 가치 창조하기’와 ‘긴장과 딜레마 해소하기’에서는 OECD 참여국 평균보다 높으나 ‘책임감 가지기’는 낮게 나타났다. 다섯째, 복합 소양 반영 정도에서 국어과는 ‘미디어 리터러시, 컴퓨팅 사고력/프로그래밍/코딩’에서 OECD 참여국 평균보다 높게 나타났으나, ‘기업가 정신, 금융 소양, 글로벌 역량, 지속 가능한 발전을 위한 소양’은 OECD 참여국 평균보다 낮았다. 이러한 비교는 추후 국어과 적용(활용)의 적합성과 정합성을 검토할 근거 자료, 현장교사들의 교육과정 재구성의 타당성 근거, 타 교과와의 융합 교육을 실시할 때의 근거, 교육과정을 개정할 때 추구하는 인재상, 핵심역량, 목표와 내용(성취기준) 등을 구체화하여 문서화하는 참고 자료가 된다는 점에서 시사하는 바가 있다. 
The Effects of Service Learning Program on Medical Students' Perceptions of Global Citizenship and Sustainable Development (Journal of Educational Innovation Research; Vol. 29. No. 1) Año de publicación: 2019 Autor: Sojung Yune | Kwi Hwa Park Autor corporativo: Pusan National University. Educational Development Institute Purpose: Recently, the concept of 'service learning', which is a curriculum and a program of service learning suitable for medical college, has begun to be introduced. The purpose of this study were to develop a service learning program for medical school and to explore its effects. The research problems set in this study are as follows. First, what is the demand of medical students for service learning education? Second, how does the service learning education program affect students' perception of global citizenship and awareness of sustainable development? Method: In order to investigate the demand for service training of medical students, 99 students in a third grade department of medicine were surveyed. Based on the results of the questionnaires and literature review, we developed a service learning program suitable for medical schools. The developed program was validated by a specialist and then conducted in 2017 during the first semester of a medical school and 88 second grade students at a medical school. The final 78 post - test results were used for the analysis. Results: The service learning education in this study was developed and operated as a course of 1 credit for the major in the second grade. After selecting and exploring the topics, they were asked to perform 6-week project-based volunteer activities. As a result, the service learning program developed in this study was found to be effective in medical students' perception of global citizenship, and sustainable development. Conclusion: In order to improve the professionalism of medical students, it is necessary to educate social contribution and service consciousness, which is expected to be possible through service learning education. 서비스러닝 프로그램이 의대생의 세계시민의식과 지속가능발전 인식에 미치는 영향 (교육혁신연구; Vol. 29, No. 1) Año de publicación: 2019 Autor: 윤소정 | 박귀화 Autor corporativo: 부산대학교 교육발전연구소 연구목적: 최근 의과대학에 맞는 봉사 학습의 교육과정이나 프로그램인 ‘서비스러닝(service learning)’의 개념이 도입되기 시작하였다. 이 연구는 의과대학 서비스러닝 교육 프로그램을 개발하고 그 효과를 탐색해 보고자 하는 목표로 진행되었다. 본 연구에서 설정한 연구문제는 다음과 같다. 첫째, 서비스러닝 교육에 대한 의과대학생들의 요구는 어떠한가? 둘째, 의과대학 서비스 러닝 교육 프로그램은 어떻게 개발될 수 있는가? 셋째, 서비스 러닝 교육 프로그램은 의과대학 학생의 세계시민의식과 지속가능발전 인식 증진에 어떠한 영 향을 미치는가? 연구방법: 의과대학 학생의 서비스 러닝에 대한 인식을 조사하기 위하여 의학과 3학년 학생 99명의 학생들을 대상으로 설문을 실시하였다. 의과대학생의 인식조사 결과와 문헌고찰 결과를 바탕으 로 의과대학에 맞는 서비스러닝 교육 프로그램을 개발하였다. 개발된 프로그램은 전문가의 타당성 검증을 받은 후, 2017년 일개 의과대학의 의예과 2학년 88명을 대상으로 한 학기에 걸쳐 시행되었다. 학생들이 직접 주제를 선정하고 탐구한 후 6주간의 프로젝트식 봉사활동을 진행하도록 하였다. 연구에 동의한 최종 78명의 사전사후 검사 결과가 분석에 활용되었다. 조사연구 결과와 서비스러닝 교육 사전 사후 변화를 알아보기 위하여 빈도분석과 대응표본 t-검정을 실시하였다. 연구결과: 프로그램 사전 사후에 실시된 세계시민의식, 지속가능발전 인식 검사에서는 의미 있는 차이가 나타났다. 서비스러닝 사전 검사 점수보다 사후 검사 점수가 높았다. 논의 및 결론: 의과대학생의 전문직업성 증진을 위해서는 반드시 사회적 기여와 봉사의 식을 교육하는 것이 필요하며, 이는 서비스러닝 교육을 통해 가능하리라 기대된다. 
Youth and Violent Extremism on Social Media: Mapping the Research Año de publicación: 2017 Autor: Séraphin Alava | Divina Frau-Meigs | Ghayda Hassan Autor corporativo: UNESCO | Information for All Programme (IFAP) Does social media lead vulnerable individuals to resort to violence? Many people believe it does. And they respond with online censorship, surveillance and counter-speech. But what do we really know about the Internet as a cause, and what do we know about the impact of these reactions? All over the world, governments and Internet companies are making decisions on the basis of assumptions about the causes and remedies to violent attacks.The challenge is to have analysis and responses firmly grounded. The need is for a policy that is constructed on the basis of facts and evidence, and not founded on hunches – or driven by panic and fearmongering.It is in this context that UNESCO has commissioned the study titled Youth and Violent Extremism on Social Media – Mapping the Research. This work provides a global mapping of research (mainly during 2012-16) about the assumed roles played by social media in violent radicalization processes, especially when they affect youth and women. The research responds to the belief that the Internet at large is an active vector for violent radicalization that facilitates the proliferation of violent extremist ideologies.Indeed, much research shows that protagonists are indeed heavily spread throughout the Internet. There is a growing body of knowledge about how terrorists use cyberspace. Less clear, however, is the impact of this use, and even more opaque is the extent to which counter measures are helping to promote peaceful alternatives. While Internet may play a facilitating role, it is not established that there is a causative link between it and radicalization towards extremism, violent radicalization, or the commission of actual acts of extremist violence.