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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
795 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Casebook on human dignity and human rights ๋ฐํ ์ฐ๋: 2011 ๋จ์ฒด ์ ์: UNESCO Article 3 of the Declaration reads as follows:1. Human dignity, human rights and fundamental freedoms are to be fully respected.2. The interests and welfare of the individual should have priority over the sole interest of science or society 
Early childhood care and education and education for sustainable development & global citizenship ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO This document brings together the responses to a survey on Early Childhood Care and Education in the context of Education for Sustainable Development and Global Citizenship, initiated by GAP Partner Network 3 on educators, in the framework of preparing the UNESCO 2019 Forum. Key findings A majority of respondents recommend better cooperation, both in sharing of educational resources and in general, between early childhood structures and GAP Key Partners. According to them, the best way to transmit values and teach ESD to children is through play. This must be done in a fun way, in contact with nature. Concerning training, practical and continuous training of childcare educators is requested and recommended. This should facilitate the integration of ESD and global citizenship, as well as provide insights for enhancing the content of teacher education. 
Bringing it out in the open: Monitoring school violence based on sexual orientation, gender identity or gender expression in national and international surveys ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO This technical brief has been developed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to strengthen the routine monitoring of school violence that is based on sexual orientation, gender identity or gender expression (SOGIE). It is informed by best practice from large institutional surveys that have been successfully conducted at the international or national level. The Brief provides recommendations on: โข Questions to capture data on the sexual orientation or gender identity of students.โข Questions to capture data on school violence that is specifically based on SOGIE. The Brief also gives guidance on: โข The challenges in collecting data on school violence based on SOGIEโข Identifying and fulfilling indicators on school violence based on SOGIE 
[Video] Education Transforms Lives ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO Education transforms lives every day and in every corner of society. This video explores the power of education and UNESCOโs role in leading and coordinating the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030.Education is the right of every woman, man and child. Together, we are shaping the global citizens of tomorrow, empowered on the path of education to build a more sustainable future.UNESCO's campaign "Education transforms lives" supports the effort to build peace in the minds of men and women. 
A Guide on Violence Prevention in Educational Settings in Eastern Europe and Central Asia ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO The emphasis is given to gender-based violence. This guide offers practical advice and proposes organizational and educational measures, as well as response schemes for the management and staff of education institutions in order to address acts of violence and provide assistance to the victims. The guide is advisory in nature: it can be used as a background material for developing a national recommendation on the prevention of violence in an education institution.Experts from the ministries of education, education institutions and public organizations of Eastern Europe and Central Asia, as well as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the United Nations Children's Fund (UNICEF) took part in discussions throughout the process of publication-writing. 
Intercultural dialogue and cultural diversity ๋ฐํ ์ฐ๋: 2007 ๋จ์ฒด ์ ์: UNESCO The collection of materials of the Central Asian round table is devoted to sharing best practices in intercultural dialogue and to the UNESCO Universal Declaration on Cultural Diversity.The work highlights issues on the exchange of best practices in the field of intercultural dialogue, popularization of the UNESCO Universal Declaration on cultural diversity, the creation of a โCentral Asian platform to strengthen cultural cooperation and dialogue โ, to strengthen UNESCO Chairs in Central Asia. 
UNESCO, UNFPA & UN Women Joint Programme: on Empowering Adolescent Girls and Young Women through Education ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO | United Nations Population Fund (UNFPA) The Joint Programme on Empowering Adolescent Girls and Young Women through Education leverages the collective expertise, experience and networks of three United Nations agencies โ UNESCO, UNFPA and UN Women.It aims to empower adolescent girls and young women aged 10 to 24 to make successful and healthy transitions into adulthood, in and through quality education.Taking a lifecycle perspective and a holistic approach, the Joint Programme strengthens the links between education, health and gender equality. 
Evaluation of UNESCO's work in information and communication technologies (ICT) in education ๋ฐํ ์ฐ๋: 2019 ์ ์: Seรกn ร Siochru and Graham Attwell ๋จ์ฒด ์ ์: UNESCO ICT in Education is a fast-growing area globally that offers many strategic opportunities. As the leader and coordinator of the SDG 4 โ Education 2030 with the aim to โEnsure inclusive and equitable quality education and promote lifelong learning opportunities for allโ, UNESCO has the mandate and expertise needed to strategically position itself as a world leader in this field. UNESCOโs work in ICT in Education aims at enhancing the quality and relevance of learning and at strengthening inclusion. While technology can facilitate wider access to education and bridge learning divides, can advance gender equality and inclusion as well as digital skills development, the rapidly changing technologies and work processes require the development of new pedagogies, both for the use of ICT for teaching and learning in the classroom and through open access and distance learning. Compared to other players, UNESCO leverages its comparative strengths in its ICT in Education interventions - especially its impartiality, convening power, and policy expertise - through an inclusive and humanistic approach to achieving quality education in coherence with Sustainable Development Agenda 2030. Its expertise across all levels of Education and its multidisciplinary potential of working across its Programme Sectors are also considered among UNESCOโs specific strengths. The evaluation revealed that UNESCO achieved important results, at the level of the learning environment, at the policy level and in institutional capacity building, but it also showed that UNESCO still needs to strengthen its positioning and visibility within the wider landscape of ICT in Education. For example, UNESCO has to continue positioning itself for producing forward-looking knowledge on ICT in Education and as a laboratory of ideas for future-oriented thinking. While the evaluation came across various specific interventions successfully addressing the needs of disadvantaged groups, the evaluation found that considerations of inclusion and gender equality were not consistently mainstreamed into policy-related and capacity building interventions. Other challenges are mainly linked to the current dispersion of resources and fragmentation of expertise across different entities within the Organization, which also leads to reduced visibility. While the key entities active in this area recognize that they are working within a common theme, collaboration and coordination still needs to be improved. The strategic measures proposed by the evaluation towards an overall organizational framework for ICT in Education aim at establishing an enabling environment for inter- and multidisciplinary approaches and greater coherence and collaboration. 
The ethical challenges of climate change (The UNESCO Courier no. 3, July-September 2019) ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO Climate change not only threatens our ecosystems, it undermines the foundation of our fundamental rights, deepens inequalities and creates new forms of injustice. Adapting to climate change and trying to mitigate its impacts are not just a matter of scientific knowledge and political will; they also demand a broader view of a complex situation. In order to help Member States and other stakeholders to make appropriate decisions and implement effective policies for sustainable development, adaptation to climate change and the mitigation of its negative effects, UNESCO adopted a Declaration of Ethical Principles in relation to Climate Change in November 2017.Ethics constitute the substantial core of any commitment. As a mobilizing force, ethics can steer action, facilitate arbitration, resolve conflicting interests, and establish priorities. Ethics have the capacity to connect theory with practice, general principles with political will, and global awareness with local actions. 
Facing the facts: the case for comprehensive sexuality education ๋ฐํ ์ฐ๋: 2019 ์ ์: Global Education Monitoring Report Team ๋จ์ฒด ์ ์: UNESCO Comprehensive sexuality education is an essential part of a good quality education that helps prepare young people for a fulfilling life in a changing world. It improves sexual and reproductive health outcomes, promotes safe and gender equitable learning environments, and improves education access and achievement. This paper, produced jointly with the Section for Health and Education at UNESCO, discusses how governments can overcome social resistance and operational constraints to scale up these programmes as part of their commitment to SDG 4, the global education goal.