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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
201 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
MTB MLE resource kit: Including the excluded: promoting multilingual education ๋ฐํ ์ฐ๋: 2016 ์ ์: Susan Malone ๋จ์ฒด ์ ์: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a โbig pictureโ of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources. MTB MLE resource kit: Including the excluded: promoting multilingual education (chi) ๋ฐํ ์ฐ๋: 2016 ์ ์: Susan Malone ๋จ์ฒด ์ ์: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a โbig pictureโ of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources. 
Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa ๋ฐํ ์ฐ๋: 2011 ์ ์: Adama Ouane | Christine Glanz ๋จ์ฒด ์ ์: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. Optimiser l'apprentissage, l'รฉducation et l'รฉdition en Afrique: le facteur langue; รฉtude bilan sur la thรฉorie et la pratique de l'enseignement en langue maternelle et l'รฉducation bilingue en Afrique subsaharienne ๋ฐํ ์ฐ๋: 2011 ์ ์: Adama Ouane | Christine Glanz ๋จ์ฒด ์ ์: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. 
Mainstreaming SDG4-Education 2030 in sector-wide policy and planning: technical guidelines for UNESCO field offices ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countriesโ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. Integraciรณn del ODS 4-Educaciรณn 2030 en la formulaciรณn de polรญticas y planeamiento para todo el sector: directrices tรฉcnicas para las oficinas de la UNESCO fuera de la Sede ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countriesโ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. Intรฉgrer l'ODD 4-Education 2030 dans les politiques et la planification sectorielles: directives techniques ร l'intention des bureaux hors Siรจge de l'UNESCO ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countriesโ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. 
LEARNING to Realize Educationโs Promise ๋จ์ฒด ์ ์: World Bank The World Development Report 2018 (WDR 2018)โLEARNING to Realize Educationโs Promiseโis the first ever devoted entirely to education. And the timing is excellent: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to place their learning at the center. The 2018 WDR explores four main themes: 1) educationโs promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning. 
South-Eastern Europe regional synthesis: climate change, displacement and the right to education ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: UNESCO In 2021 alone, 23.7 million people were displaced in 137 countries and territories due to natural disasters, which the scientific community has recognized have become more frequent and intense due to climate change. Climate change and displacement is currently taking place in Europe, with particularly disastrous consequences in South-Eastern Europe due to regional specificities. Comparative country case studies were carried out in Bosnia and Herzegovina, the Republic of Moldova, and Serbia, as they exemplify clear, present patterns of climate displacement, to examine the impacts of climate change on the right to education in the region. The case studies show that climate change directly threatens education through the destruction of schools and property. It also indirectly puts learning in peril by leading people across borders where their legal residency nor right to education is ensured. This publication aims to guide policy-makers by providing recommendations on how to ensure the protection of the right to education in South-Eastern Europe in the face of climate change and displacement. It is one of four regional reports that will lead to the development of a global report providing global policy guidance. 
Central America and the Caribbean regional synthesis: climate change, displacement and the right to education ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: UNESCO From rising sea level to drought and increasingly frequent natural disasters - the effects of climate change are well-known today. However, its effect on human mobility is just coming to the forefront of the political discussion. In 2020 alone, 30.7 million people globally were displaced by natural disasters. Central America and the Caribbean region is prone to the effects of climate change and displacement due to its socioeconomic characteristics and geographic location. Country case studies were carried out in the Bahamas, Cuba, the Dominican Republic, Guatemala, and Jamaica to examine the impacts on the right to education in the region. The research shows that climate change directly threatens education through the destruction of schools and property. It also leads people across borders where their legal residency and right to education are not guaranteed. This report aims to guide policy-makers on how to ensure education is protected in the face of climate change and displacement. The report is one of four being developed and will contribute to UNESCOโs global initiative on climate change, displacement and the right to education. It will inform the development of a Global Report with policy recommendations.