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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
795 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Re|shaping Cultural Policies: Advancing Creativity for Development; 2005 Convention Global Report, 2018 ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO The Global Report series has been designed to monitor the implementation of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005). It also provides evidence of how this implementation process contributes to attaining the United Nations 2030 Sustainable Development Goals and targets.The 2018 Global Report analyses progress achieved in implementing the 2005 Convention since the first Global Report was published in 2015.Grounded in the analysis of the Quadrennial Periodic Reports submitted by Parties to the Convention and relevant new findings, this report examines how the 2005 Convention has inspired policy change at the global and country level in ten areas of monitoring. It puts forward a set of policy recommendations for the future, addressing the adaptation of cultural policies to rapid change in the digital environment, based on human rights and fundamental freedoms.When deployed together, the two editions of the Global Report are beginning to produce new and valuable evidence to inform cultural policy making and advance creativity for development. 
Education for 'Global Citizenship': A Framework for Discussion ๋ฐํ ์ฐ๋: 2013 ์ ์: Sobhi Tawil ๋จ์ฒด ์ ์: UNESCO The notion of โglobal citizenshipโ has recently gained prominence in international development discourse with the recently-adopted United Nations Secretary-Generalโs Global Education First Initiative (2012). Among the three priority areas outlined in this global initiative, the third aims to โfoster global citizenshipโ.The notion of โglobal citizenshipโ, however, remains very broad, if not contested, and consequently difficult to operationalize in education. There are two possible reasons for this. Firstly, it is unclear whether the very notion of โglobal citizenshipโ is a metaphor, a contradiction of terms, or an oxymoron (Davies, 2006). Secondly, when applied to education, the notion of โglobal citizenshipโ implies a certain degree of confusion. This paper discusses the following questions. What does โglobal citizenshipโ possibly imply both from a legal perspective, as well as from that of collective identity, sense of belonging, and civic engagement? Is โglobal citizenship educationโ (or โeducation for global citizenshipโ) merely an expression of a fundamental purpose of education systems? Does it also refer to a broad area of teaching and learning? If so, what are the contours of this domain? How does it relate to other often overlapping areas of learning associated with civic and political socialization? 
Regional Consultation Meeting on SDG4-Education 2030: Europe and North America Region, Paris, 24-25 October ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO 
Why Teach about the Holocaust? ๋ฐํ ์ฐ๋: 2014 ๋จ์ฒด ์ ์: UNESCO The Holocaust was a turning point in human history. Understanding the genocide of the Jewish people and other crimes perpetrated by the Nazi regime remains of great signi cance in the modern world.Regardless of where we live or who we are, learning about this universal history can help engage students in a critical re action about the roots of genocide and the necessity to nurture peace and human rights to prevent such atrocities in the future.This short introduction provides an essential overview on education about the Holocaust that can support policymakers, educators and students alike in their understanding of genocide and why it is vital that we continue to teach about the Holocaust today. 
Better Life, Better Future: UNESCO Global Partnership for Girl's and Women's Education ๋ฐํ ์ฐ๋: 2011 ๋จ์ฒด ์ ์: UNESCO โBetter Life, Better Futureโ, UNESCOโs global partnership for girlsโ and womenโs education, addresses two main areas requiring increased attention โ secondary education and adult literacy. It will seek to introduce programmes aimed at stemming the dropout of adolescent girls in the transition from primary to secondary education and in lower secondary schools, as well as focus on scaling up womenโs literacy programmes through stronger advocacy and partnerships. As a first step, and in complement to other United Nations initiatives, UNESCO has recently concluded several dynamic public and private partnerships, which stand to benefit marginalized girls and women in Africa and Asia. 
Empowering Adolescent Girls and Young Women through Education ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO 
Empowering Adolescent Girls and Young Women through Education: Information for Funding Partners ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO | United Nations Population Fund (UNFPA) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) Empowering Adolescent Girls and Young Women through Education: Information for Funding Partners 
Making Textbook Content Inclusive: A Focus on Religion, Gender, and Culture ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO UNESCO has been working on textbook development issues since its inception in 1945 as part of its fundamental mandate to โbuild peace in the minds of men and women.โ The present guideโs primary task is to enable its users to address and counter stereotypes in a variety of educational contexts, through teaching and learning materials. The three key issues โ religion, gender and culture โ were chosen for their common link to the concept of human diversity. These three potentially controversial topics are important aspects of inclusive education because they help shape the learning environment of a school as well as its educational practices.The guide was intentionally written in a simple, practical style so as to be immediately accessible to textbook developers, adopters, and users, even those who are working on their own. Although it is designed primarily for textbook authors, curriculum developers, and teachers, it might also be particularly useful for publishers, political stakeholders, and teacher educators. 
Consolidated Report on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms ๋ฐํ ์ฐ๋: 2013 ๋จ์ฒด ์ ์: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. 
[Video] Global Citizenship Education to Prevent Violent Extremism ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO The UNESCO video on โGlobal Citizenship Education to prevent violent extremismโ explains how education can prevent violent extremism through equipping young people with the skills to dialogue and think critically, and engage meaningfully with others and their communities in order to build peaceful societies.