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UNESCO MIL CLICKS Social Media Innovation ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO MIL CLICKS is a way for people to acquire media and information literacy (MIL) competencies in their normal day-to-day use of the Internet and social media and to engage peer education in an atmosphere of browsing, playing, connecting, sharing, and socializing.The acronym MIL CLICKS stands for Media and Information Literacy: Critical-thinking, Creativity, Literacy, Intercultural, Citizenship, Knowledge & Sustainability.The objectives of this social media strategy are to use social media to:1) Expose people to become more media and information literate and to2) Raise awareness about the importance of media and information literacy. 
Engineering for Sustainable Development: Delivering on the Sustainable Development Goals ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO | International Centre for Engineering Education (ICEE) The report highlights the crucial role of engineering in achieving each of the 17 SDGs. It shows how equal opportunities for all is key to ensuring an inclusive and gender balanced profession that can better respond to the shortage of engineers for implementing the SDGs. It provides a snapshot of the engineering innovations that are shaping our world, especially emerging technologies such as big data and AI, which are crucial for addressing the pressing challenges facing humankind and the planet. It analyses the transformation of engineering education and capacity-building at the dawn of the Fourth Industrial Revolution that will enable engineers to tackle the challenges ahead. It highlights the global effort needed to address the specific regional disparities, while summarizing the trends of engineering across the different regions of the world.By presenting case studies and approaches, as well as possible solutions, the report reveals why engineering is crucial for sustainable development and why the role of engineers is vital in addressing basic human needs such as alleviating poverty, supplying clean water and energy, responding to natural disasters, constructing resilient infrastructure, and bridging the development divide, among many other actions, leaving no one behind.It is hoped that the report will serve as a reference for governments, engineering organizations, academia and educational institutions, and industry to forge global partnerships and catalyse collaboration in engineering so as to deliver on the SDGs. 
Right to Pre-Primary Education: A Global Study ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO Early childhood care and education is increasingly recognized as an essential element in realizing a wide range of educational, social and economic rights. Children from vulnerable households and communities stand to gain most from access to quality early learning opportunities. With about 50 per cent of children globally not yet enrolled in pre-primary education, enabling their inclusion remains a central question for education policymakers, stakeholders and parents.This Study provides a global overview and an analysis of the adoption of legal provisions for free and compulsory pre-primary education at national level. By offering a rights-based perspective to the implementation of pre-primary education, it aims to complement existing literature on SDG Target 4.2, which focuses mainly on policy outcomes.The results show that pre-primary education is a well determined and defined right in too few countries. Yet, the benefit of free and compulsory education observed is that children appear to have higher rates of early childhood well-being.In light of the research conducted and its main conclusions, a set of levers to promote the inclusion of early childhood and pre-primary education as a human right within long-term education and development objectives are presented in terms of governance and financing, legal framework, societal expectations, monitoring and evaluation and early childhood development overall. Prioritizing the needs of young children and the fulfilment of their right to free and compulsory pre-primary education is a critical opportunity for governments to make positive differences in childrenโs lives and to achieve broader national, social and economic goals. 
Toolkit for Urban Inclusion in Arab Cities: Cities Promoting Inclusion Through Public Participation, Access to Information, Sport, and Citizenship and Human Rights Education ๋ฐํ ์ฐ๋: 2020 ์ ์: Kareem Ibrahim | Deena Khalil | Marwa Barakat | Salwa Salman ๋จ์ฒด ์ ์: UNESCO | European Training and Research Centre for Human Rights and Democracy (Austria) | UNESCO Cairo Arab cities are witnessing an unprecedented expansion. Home to more than half of the regionโs population, Arab cities have transformed into heterogeneous spaces that host diverse identities, cultures, and ethnicities. In order for this transformation to lead to prosperity, city officials must adopt a rights-based, human-centred approach, and implement inclusive policies and measures that provide equal opportunities for all.In this context, the Toolkit for Urban Inclusion in Arab Cities provides Arab city leaders and local government officials with practical tools and advice to guide their efforts towards establishing inclusive and sustainable cities. The Toolkit is based on the real experiences and practices of cities members of the Coalition of Arab Cities against Racism, Discrimination, Xenophobia and Intolerance in planning, implementing and evaluating programs and projects that promote urban inclusion and combat exclusion in all its forms.The Toolkit focuses on four topics of high priority to the Arab Coalition member cities: public participation, access to information, sport for youth inclusion, and citizenship and human rights education. 
Do You Speak MIL?: Media and Information Literacy; A Handbook for Jordanian CSOs ๋ฐํ ์ฐ๋: 2020 ์ ์: Milica Pesic | Lucien Michael Steinberg | Anoud Al-Zouโbi ๋จ์ฒด ์ ์: Media Diversity Institute | UNESCO | UN. Office of Counter-Terrorism (UNOCT) This publication, โDo You Speak MIL?: Media and Information Literacy โ A Handbook for Jordanian CSOs,โ provides civil society organizations (CSOs) with practical tools to integrate Media and Information Literacy (MIL) into their training programs. Each chapter includes a technical introduction, thought-provoking questions, and real-life examples to guide trainers. Published in 2020, this handbook is a valuable resource for promoting MIL within Arab countries, intending to empower communities to navigate the evolving media landscape. 
Overview of Information Literacy Resources Worldwide ๋ฐํ ์ฐ๋: 2013 ์ ์: Forest Woody Horton ๋จ์ฒด ์ ์: UNESCO This publication aims to bring together Information Literacy contributions in forty-two languages from all of the different geographic regions around the world in order to provide inclusive and multilingual Information Literacy resources for Library and Information Science professionals, teachers, researchers, and students. 
Seoul Declaration on Media and Information Literacy for Everyone and by Everyone: A Defence Against Disinfodemics ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO On the 10th anniversary of Global Media and Information Literacy Week, stakeholders from all over the world gave a resounding affirmation as to the urgency to strengthen peopleโs media and information literacy competencies. The number of celebratory events increased from one hundred events in 2019 to over three hundred events in 2020.The outcomes of the deliberations in the Feature Conference and Youth Agenda Forum have been immortalized in the Seoul Declaration on Media and Information Literacy for Everyone and by Everyone: A Defence against Disinfodemics. This Seoul Declaration benefited from a consultation with close to one thousand registered participants.Through the Seoul Declaration, partners and participants called for media and information literacy for all. They:Emphasized that โmedia and information literacy (MIL) is a core competency for addressing the disinfodemic, and that MIL also contributes to access to information, freedom of expression, protection of privacy, prevention of violent extremism, promotion of digital security and combating hate speech and inequalityโ.Recognized โUNESCOโs effort to promote a Global MIL Cities Framework to stimulate creative learning about MIL in city spaces and the involvement of non-traditional actors in promoting MILโ.Called on duty bearers at the national to city levels to โcommit to advancing โMedia and Information Literacy for Everyone and by Everyoneโ through policy and resource allocation across all relevant areas, including education, health, elections, child protection, climate, gender equality, governance and regulation, to mention some examplesโ.Urged technological intermediaries to โplay an accountable role, through institutionalized multi-stakeholder systems, as part of the social endeavor to tackle disinformation and to build communities that are media and information literateโ.Requested UNESCO, in cooperation with other UN Agencies, to โmaintain a focus on inclusion of disadvantaged groups in MIL engagements, and to continue to foster gender equality in relation to MIL.โ 
Supporting Learning Recovery One Year into COVID-19: The Global Education Coalition in Action ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO | Global Education Coalition The Global Education Coalition, launched by UNESCO, is a platform for collaboration and exchange to protect the right to education during this unprecedented disruption and beyond.This is the annual report of the Coalition, which builds on the inaugural report published in September 2020, and covers the activity between March 2020 and March 2021. 
Media and Information Literacy for Knowledge Societies ๋ฐํ ์ฐ๋: 2013 ๋จ์ฒด ์ ์: Interregional Library Cooperation Centre | UNESCO This book includes communications by the participants and other materials of the International Conference on Media and Information Literacy for Knowledge Societies (Moscow, Russian Federation, 24โ28 June, 2012), that offered a unique opportunity to identify the key existing challenges in the field, to outline policies and professional strategies for the advocacy of media and information literacy (MIL), to promote best practices and strengthen international cooperation among various stakeholders. It also contains the Media and Information Literacy Competencies Catalogue prepared by The Modern Poland Foundation (Warsaw, Poland). 
YouthXchange Training Kit on Responsible Consumption for Africa ๋ฐํ ์ฐ๋: 2017 ์ ์: Carme Martinez-Roca | Victoria Thoresen ๋จ์ฒด ์ ์: UNESCO | United Nations Environment Programme (UNEP) Young people from all walks of life play a critical role in delivering the 17 goals of the 2030 Agenda for Sustainable Development, particularly in areas like education, lifestyle and responsible consumption and production. As the consumers of today and decision-makers of tomorrow, they define the demand for goods and services and have the power to drive economic prosperity, environmental sustainability and social equality.This approach underpins the YouthXchange Initiative, which contributes to the Global Action Programme on Education for Sustainable Development and aligns with the goals of the 2030 Agenda. The initiative promotes equitable, informed and efficient consumption, while the training kit supports that effort with clear, reliable and compelling information. As well as outlining the relationship between the environment, the economy and social justice, the kit uses case studies to showcase the available opportunities and encourage readers to take shared responsibility for their future, starting with their own attitudes and behaviours.