์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
38 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
2000๏ผ2015ๅนด ๅ
จๆฐๆ่ฒ๏ผ ๆๅฐฑไธๆๆ; ๅ
จๆฐๆ่ฒ ๅ
จ็็ๆตๆฅๅ, 2015; ๆ ่ฆ ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Frameworkโs goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. 
Education for All 2000-2015: Achievements and Challenges; Education for All Global Monitoring Report, 2015; Youth Version ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO This report highlights the progress and challenges of education that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives and hope for the future. La Educaciรณn para Todos, 2000-2015: logros y desafรญos, informe de seguimiento de la EPT en el mundo, 2015: youth version ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO This report highlights the progress and challenges that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives. L'Education pour tous 2000-2015: progrรจs et enjeux, rapport mondial de suivi sur l'EPT, 2015, youth version ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO This report highlights the progress and challenges that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives. ่ฟๆฏๆไปฌ็2015 ๆ่ฒๅๆ#EduVerdict ไฝ ็ๅข๏ผ ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO This report highlights the progress and challenges that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives. 
EIU Best Practices Series No. 37: Early Childhood and Elementary Education for Indigenous Learners Programme ๋ฐํ ์ฐ๋: 2014 ์ ์: Bricks Sabella Sintaon ๋จ์ฒด ์ ์: 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. 
EIU Best Practices Series No.37: Early Childhood and Elementary Education for Indigenous Learners Programme ๋ฐํ ์ฐ๋: 2014 ๋จ์ฒด ์ ์: 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. 
Gender-responsive Pedagogy for Early Childhood Education: A Toolkit for Teachers and School Leaders ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: VVOB | Forum for African Women Educationalists (FAWE) The Gender-Reponsive Pedagogy for Early Childhood Education Toolkit targets early childhood education teachers and all other practitioners who deal with younger children. It is a practical guide that can be adapted to any context and the related needs as well as a source of ideas and resources that individual teachers and school leaders can put to immediate use in their classrooms and schools. The toolkit is also a useful resource for researchers, school-parent committees and governing bodies, civil society organisations, community leaders and education policy makers.