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STEM Education for Girls and Women: Breaking Barriers and Exploring Gender Inequality in Asia Année de publication: 2020 Auteur institutionnel: UNESCO Bangkok Science, Technology, Engineering and Mathematics (STEM) fields are considered catalysts for the achievement of the 2030 Agenda for Sustainable Development. Yet, particularly for STEM fields, girls and women, for a multitude of social, cultural and psychological reasons, engage and participate at a lower rate than boys and men. This research collection aims to highlight the contextual barriers that girls and women face in STEM education and careers and offer concrete examples of interventions that successfully encourage participation of girls and women in STEM. These eight case studies from across Asia explore both the barriers and the achievements in SDG 4 and SDG 5, and give context-specific analysis of different aspects of gender disparities in the respective countries. 
Global Education Coalition Gender Flagship: Highlights of Action in 2020 Année de publication: 2021 Auteur institutionnel: UNESCO At the onset of the COVID-19 pandemic in March 2020, UNESCO launched the Global Education Coalition, an international multi-sector partnership aiming to meet the urgent and unprecedented need for continuity of learning. Most governments around the world have temporarily closed educational institutions at some point in 2020 in an attempt to contain the spread of the COVID-19 pandemic. At its peak, these nationwide closures impacted more than 1.5 billion, or over 90% of the world’s student population, from pre-primary to higher education. The Global Education Coalition selected three flagships, or focus areas, covering: teachers, connectivity and gender. The Gender Flagship is rallying coalition members to work together to highlight and address the gender dimensions of the COVID-19 school crisis and safeguard progress made on gender equality in education in recent decades. This report presents the work of the Gender Flagship in 2020, and its plans for 2021. 
A Study on the Monitoring Framework of GCED in South Korea Année de publication: 2020 Auteur institutionnel: 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. The study further builds upon previous studies carried out by the Asia-Pacific Centre of Education for International Understanding (APCEIU). Particularly, it aims to refine and validate the GCED indicator system for domestic monitoring as proposed in the previous studies, which are also in line with SDG 4.7.1, the global indicator to monitor the mainstreaming of GCED/ESD. To this end, the study involved a Delphi survey and expert consultation to build the refined list and classification of GCED related thematic areas and keywords contextualized in Korea, and aligned these with global indicators so that it could establish a set of sub-indicators for the South Korean context. Then, it pilot-tested the sub-indicators by codifying and statistically analyzing key policy documents and the curricula of Teacher Education Institutes (TEIs) to validate the sub-indicators and to examine the extent to which GCED is mainstreamed in the given domains of the Korean context. Case analyses with focused interviews for some TEI curricula were also added to enrich the study. Lastly, the study draws key implications and proposes some recommendations for the establishment of a feasible and sustainable GCED monitoring system in South Korea. Considering the importance of national input in initiating the SDG agenda, the research concluded with a proposal on how to manage the global citizenship indicators in South Korea. 2020 세계시민교육 국내 모니터링 체제 구축 연구 Année de publication: 2020 Auteur institutionnel: APCEIU 유네스코 아태교육원은 세계시민교육의 국내 모니터링을 체계화하기 위한 노력의 일환으로 “2020 세계시민교육 국내 모니터링 체제 구축 연구”를 실시, 결과물을 보고서로 발간하였다. 본 연구는 지속가능발전목표 글로벌 지표(4.7.1)에 부합하면서 국내 맥락과 실효성이 반영된 세계시민교육 이행 모니터링 체제 구축 방안을 모색하는데 목적이 있다.이를 위하여 첫째, 아태교육원의 선행 연구에서 제안한 세계시민교육 지표체계를 델파이 조사 및 전문가 협의를 통해 정교화하고 타당도를 높였으며, 둘째, 고도화된 하위지표 체계를 적용하여 국내 교육정책 및 교사교육 분야에 있어 세계시민교육 주류화 정도를 문헌연구, 통계자료 분석 등을 통하여 시범적으로 분석하였고, 이와 함께, 정책 및 교원양성교육의 사례도 제시하고 있다. 마지막으로 이러한 연구 결과를 토대로 국내 세계시민교육 모니터링 체제 구축 방안에 대한 시사점을 도출하였으며, 특히 SDGs에서 강조하는 국가별 자율적 이행을 고려하여, 한국에서 어떻게 세계시민교육 지표를 관리할 것인지에 대해 제언하였다. 
EIU Best Practices Series No. 37: Early Childhood and Elementary Education for Indigenous Learners Programme Année de publication: 2014 Auteur: Bricks Sabella Sintaon Auteur institutionnel: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.37 introduces the Early Childhood and Elementary Education (ECEE) for Indigenous Learners Programme initiated in the Philippines. The indigenous peoples (IP) reside in the mountainous regions, away from basic social services and struggling with poverty, malnutrition, and lack of proper education. The aim of ECEE is to facilitate access to quality and culturally-relevant early childhood and elementary education for the Higaonon indigenous children. To achieve this, activities such as curriculum indigenization and teacher training are provided in collaboration with the community members. As the program creates learning process for all through openness, sharing, and collaboration, this is an exemplary case of EIU/GCED pedagogical approach. 
Right to Education and Schooling in Latin America Année de publication: 2020 Auteur: Mariela Alejandra Acevedo | Felicitas Acosta | Myriam Feldfeber | Pablo Imen | María Mercedes Palumbo | Fernanda Saforcada | Soledad Vercellino Auteur institutionnel: Universidad Nacional de General Sarmiento | Consejo Latinoamericano de Ciencias Sociales (CLACSO) The extension of the right to education in Latin America is part of the contemporary debate about schooling. The educational reforms of the latter part of the 20th century and the beginning of the 21st century in the region accompanied this debate: enactment of new laws, changes in the structure of educational systems, curricular reforms, revision of classroom teaching, modification of the teacher training are some of the ways these reforms take. Changes in education systems are also affected by the emergence of new actors, topics and forms of intervention: from standardized international tests and the participation of civil society and non-governmental organizations, to the introduction of content related to issues of gender and sexuality. This book brings together works that attempt to account for the set of changes mentioned, from different perspectives: historical, political, philosophical and pedagogical. It also brings together the award-winning articles from the CLACSO-UNGS essay contest on the right to education within the framework of the Education Axis of the Democracies in Revolution / Revolutions in Democracy program. Derecho a la educación y escolarización en América Latina Année de publication: 2020 Auteur: Mariela Alejandra Acevedo | Felicitas Acosta | Myriam Feldfeber | Pablo Imen | María Mercedes Palumbo | Fernanda Saforcada | Soledad Vercellino Auteur institutionnel: Universidad Nacional de General Sarmiento | Consejo Latinoamericano de Ciencias Sociales (CLACSO) La extensión del derecho a la educación en América Latina forma parte del debate contemporáneo acerca de la escolarización. Las reformas educativas de la última parte del siglo XX y comienzos del siglo XXI en la región acompañaron dicho debate: sanción de nuevas leyes, cambios en la estructura de los sistemas educativos, reformas curriculares, revisión de la enseñanza en el aula, modificación de la formación docente son algunas de las maneras que adoptan estas reformas. Las modificaciones en los sistemas educativos también se encuentran atravesadas por la emergencia de nuevos actores, temas y formas de intervención: desde las pruebas internacionales estandarizadas, la participación de la sociedad civil y las organizaciones no gubernamentales, hasta la introducción de contenidos vinculados con cuestiones de género y sexualidad. Este libro reúne trabajos que intentan dar cuenta del conjunto de cambios mencionados desde diferentes perspectivas: histórica, política, filosófica y pedagógica. Reúne también los artículos premiados del concurso de ensayos CLACSO-UNGS sobre el derecho a la educación en el marco del Eje Educación del programa Democracias en revolución/Revoluciones en democracia. 
Learn For Our Planet: A Global Review Of How Environmental Issues Are Integrated In Education Année de publication: 2021 Auteur institutionnel: UNESCO 2020 was the equal hottest year on record. One million species are at risk of extinction. We use more resources than the planet can generate each year - if we continue to live the way we do today, we will need three earths by 2050. The way we currently live is not sustainable. Urgent change is needed, but lasting change is impossible without education.This publication presents the extent to which environmental issues are integrated in primary and secondary education policies and curricula across 46 UNESCO Member States. Over half of education policies and curricula studied made no mention of climate change. Only 19 per cent made reference to biodiversity. Countries have made progress: 83 per cent of education policies and curricula studied addressed the environment at least once, and 69 per cent mentioned sustainability - but it is clear that more needs to be done to prepare learners with the knowledge, skills, values and attitudes to act for our planet. Governments, education policy-makers, academics, and education and environmental stakeholders need to further commit to Education for Sustainable Development. 
코로나19와 미래핵심역량: 디지털 리터러시, 자기주도적 학습 능력, 협업 능력을 중심으로 Année de publication: 2020 Auteur: 김자영 | 옥현진 | 신태섭 | 박미희 | 이정연 | 최보미 Auteur institutionnel: 경기도교육연구원 코로나19로 인한 원격수업 과정에서 미래핵심역량인 디지털 리터러시, 자기주도적 학습 능력, 협업 능력 신장에 대한 중요성이 부각되고 있으며 이에 대한 실태를 분석하고 교육의 방향을 설정하는 것이 중요할 것이다. 본 연구는 경기도 지역의 초중고 일반 학교 및 혁신학교, 연구 및 시범학교(디지털교과서 시범학교, 민주시민교육실천학교 등)를 대상으로 미래핵심역량인 디지털 리터러시, 자기주도적 학습 능력, 협업능력에 대한 실태를 조사하고 이러한 미래핵심역량에 영향을 미칠 수 있는 학생 및 학교 맥락변인을 분석하였으며, 분석 결과를 토대로 미래교육이 나아가야 할 방향을 제시하고자 한다. 
사이버 미학 01 : 정보 윤리 주제 인성 교육 자료 초5-6 Année de publication: 2021 Auteur: 차우규 | 신호재 | 김아영 | 홍아름 | 김홍일 | 김영환 | 김택한 | 신민철 | 심성호 | 표가영 Auteur institutionnel: 한국과학창의재단 | 대한민국 교육부 『사이버 미학1』는 컴퓨터 사용량이 급격히 늘어나는 초등학교 5-6학년을 대상으로 한 정보윤리 주제 인성교육 프로그램으로서, 사이버 공간에서의 윤리적인 문제들을 다루고자 하였다. 본 자료에서 사이버 공간을 이용하는 학생들의 인성 함양과 민주시민성 강화를 위한 여러 교육 프로그램을 제시하였다.