์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
795 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Progress on Education for Sustainable Development and Global Citizenship Education: Findings of the 6th Consultation on the Implementation of the 1974 Recommendation ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO Findings of the 6th Consultation on the implementation of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms (2012-2016) Progress on Education for Sustainable Development and Global Citizenship Education โThe Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedomsโ was adopted by UNESCOโs General Conference at its 18th session in 1974. Every four years, Member States report to UNESCO on measures taken to implement the Recommendation in pre-primary, primary, secondary and post-secondary/tertiary education. This document summarizes and analyses the main findings of the 6th Consultation on the implementation of the 1974 Recommendation, covering the period of 2012 to 2016. The findings of the 6th Consultation provide important insight into how Member States are implementing the 1974 Recommendation as well as how they are progressing towards Target 4.7 of Sustainable Development Goal 4 on Education. Target 4.7 concerns Education for Sustainable Development and Global Citizenship Education, which are closely related to the 1974 Recommendation. Supporting Member States in implementing Target 4.7 is a UNESCO priority and essential to progress across the 2030 Agenda for Sustainable Development. 
A Post-GAP (Global Action Programme for ESD) Position Paper ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO The 5-year cycle of the GAP is due to end in 2019. To build a post-GAP position, this draft position paper has been prepared. Once revised through the consultation processes planned in 2018, the final draft will be submitted in 2019 to the Governing Bodies of UNESCO and the UN for their respective approval processes. Once the position is approved, it will be summarised into a post-GAP programme and launched in 2020 for implementation onwards to 2030. 
Global Citizenship Education: Taking It Local ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO UNESCO is leading global efforts on Global Citizenship Education (GCED), which is at the core of Target 4.7 of Sustainable Development Goal 4 on Education. To address the perception that the concept of GCED is concerned mainly with global matters and maybe dissociated from local needs and realities, UNESCO has identified local/national/traditional precepts and concepts that are similar to the UNESCO understanding of global citizenship.As culturally relevant expressions of GCED and to contribute to building peace through the implementation of GCED, the concepts identified here can serve as entry-points to teach and learn about GCED in more locally relevant ways. 
Global Citizenship Education and the Rise of Nationalist Perspectives: Reflections and Possible Ways Forward ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO | APCEIU Over the past few years, many have observed a rise in nationalist perspectives across the world. These trends raise questions about the role of education and, in particular, one of UNESCOโs key areas of work in the field of education, namely Global Citizenship Education (GCED), which seeks to equip learners with the skills, values and attitudes needed to contribute to the development of peaceful and just societies. This paper seeks to clarify the evidence of the rise of nationalist perspectives and its causes, and to lay out how GCED is challenged by this phenomenon. It recommends ways forward for education stakeholders in promoting GCED, in order to strengthen โlearning to live togetherโ by embedding GCED meaningfully in local and country contexts. 
[Video] Global Citizenship Education: Taking it Local! ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO | APCEIU Societies across the world have long lived according to principles that emphasize solidarity, dialogue and respect for diversity. It is from this rich well of practices that UNESCOโs Global Citizenship Education (GCED) programme draws inspiration -- to instill in learners the skills, values, attitudes and behaviors to โlive togetherโ and help shape more peaceful, sustainable societies and world. GCED is not a new concept, but an aspiration long-held across the world. 
UNESCO: Promise of Gender Equality; Key Actions of 2018 and 2019 ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO This is the first UNESCO Annual Report on Gender Equality that highlights the key initiatives implemented in 2018-2019. The advancement of gender equality through education, the sciences, culture, information and communication, at the heart of UNESCOโs mandate, aims to equip both women and men to address the challenges of sustainable development in a fast-changing world. 
Teacherโs Guide for Culture and Arts Activities in Schools ๋ฐํ ์ฐ๋: 2019 ์ ์: Beatrice Polato | Xavier Verhoest ๋จ์ฒด ์ ์: Comitato Internazionale per lo Sviluppo dei Popoli (CISP) | European Union (EU) | UNESCO | UK aid This guide was designed as a curriculum to be used by teachers and mentors who facilitate modules and sessions aiming at involving school children in the study of cultural heritage, peace, inclusion and gender equity through artistic expressions. It has been tested and used by teachers in 24 schools in Somalia between 2018 and 2019, involving a total of 48 teachers and about 700 children. It contains text in Somali for activities. 
Visioning and Framing the Futures of Education: February 2020 ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO This statement is the outcome from first meeting of the International Commission on the Futures of Education held in Paris, 28-29 January 2020. Established by UNESCO, the Commission is charged with looking at 2050 and beyond to issue a report in 2021 to rethink how knowledge, learning and education may address the challenges and opportunities, both those foreseen for the future and those with us in the present. 
COVID-19 Crisis and Curriculum: Sustaining Quality Outcomes in the Context of Remote Learning (Issue Note no. 4.2 โ April 2020) ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO The COVID-19 pandemic has changed the lives of large numbers of learners, teachers and parents around the world, with millions now teaching and learning from home. While this is first and foremost a health crisis, it will likely have significant long-term effects on education, including on curriculum and learning. The situation, however, could become an opportunity to rethink curriculum, teaching-learning-assessment processes and the development of learnersโ competencies with a view to strengthening their learning skills and sustaining their motivation.This crisis will likely provide an opportunity for schools to strengthen their ties with families, and for teachers to communicate and cooperate better with parents in the interest of learners. In the same vein, the crisis means teachers and parents may become more involved in decisions regarding curriculum appropriateness. This can support the development of a learner-centred, participative and inclusive learning paradigm that takes into account the interests of learners, as well as their environments and aspirations. 
How to Stop Misinformation in Times of Coronavirus? ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: United Nations Development Programme (UNDP) | UNESCO Learn how to identify unverified content you receive on your cell phone and avoid spreading information on social media that has not been checked by credible sources. Caring for reliable information is everyone's responsibility, and helps us make better decisions.Learn more about this campaign by UNESCO and UNDP at:https://en.unesco.org/news/disinformation-silent-weapon-times-pandemic