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[Video] Snapshot on Education - Global & Regional Perspectives on Progress and Current Challenges ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO The video is a snapshot of the reflection on progress and challenges for education. Taking into consideration the global and regional SDG4-Education 2030 consultations throughout 2018. More at https://en.unesco.org/themes/education/globaleducationmeeting2018 
Outcome Document of the Technical Consultation on Global Citizenship Education: Global Citizenship Education: An Emerging Perspective ๋ฐํ ์ฐ๋: 2013 ๋จ์ฒด ์ ์: UNESCO This document draws on inputs to, and common perspectives emerging from, a Technical Consultation on Global Citizenship Education organized by UNESCO and the Republic of Korea (i.e., the Ministries of Foreign Affairs and of Education, and the Asia-Pacific Centre of Education for International Understanding) in Seoul on 9-10 September 2013 . Informing this draft document are: a) responses from the expert participants to a questionnaire circulated by UNESCO in advance of the consultation; b) presentations from experts during the consultation; c) discussions during the consultation; and d) reference material contributing to, and prepared for, the consultation. The final draft of this document was prepared by UNESCOโs Division of Education for Peace and Sustainable Development at Headquarters in Paris, with the assistance of a drafting team. 
Asia-Pacific Regional Education Conference, Bangkok, Thailand, 6-8 August 2014: Asia-Pacific Statement on Education Beyond 2015, Bangkok Statement ๋ฐํ ์ฐ๋: 2014 ๋จ์ฒด ์ ์: UNESCO This document is an outcome of the Asia-Pacific Regional Education Conference (APREC) on August 6 -8, 2014, attended by Ministers of Education, high-level government officials and representatives of civil society organizations, teachersโ organizations, United Nations (UN) agencies, development partners, and members of academia and the private sector, gathered in Bangkok, Thailand. Having taken stock of the progress made in the region in achieving the six Education for All (EFA) goals, having examined the remaining challenges, and having reflected on future priorities and strategies for the Asia-Pacific region to achieve the emerging post-2015 education agenda, the deliberations were made based on the national EFA reviews, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), and the Outcome Document of the UN General Assembly Open Working Group for Sustainable Development Goals. The statement fully endorses the vision, principles and targets laid out in the Muscat Agreement, noting that the overarching goal to โensure equitable and inclusive quality education and lifelong learning for all by 2030โ reflects the aspiration of the region for education and development. 
UNESCO and Education ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO Education is a fundamental human right andโจa public good and, as such, has been at the core of UNESCOโs work since its inception.Education is also the path to sustainability โ to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to โensure inclusive and equitable quality education and promote lifelong learning opportunities for all,โ and renewed UNESCOโs and Member Statesโ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCOโs Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. 
Shaping the future we want: UN decade of education for sustainable development (2005-2014); final report; summary ๋ฐํ ์ฐ๋: 2014 ์ ์: Carolee Buckler | Heather Creech ๋จ์ฒด ์ ์: UNESCO This summary for policy- and decision-makers provides a brief overview of the key findings and trends, a synopsis of highlights, challenges and actions across all levels and areas of education, and steps for scaling up actions presented in the UNESCO 2014 Global Monitoring and Evaluation Final Report, Shaping the Future We Want โ UN Decade of Education for Sustainable Development (2005-2014). The Final Report provides an assessment of progress towards embedding education for sustainable development (ESD) into education systems and into sustainable development efforts. Building on the findings of the past two DESD Global Monitoring and Evaluation reports, and based upon Member Statesโ and other stakeholdersโ assessments of the current state of ESD, the Final Report maps the achievements and challenges of a decade of progress and action on ESD at the global, national, regional and local levels, and within all areas and levels of education. The Final Report concludes that a solid foundation has been laid for ESD at the end of the DESD, achieved by raising awareness, influencing policies and generating significant numbers of good practice projects in all areas of education and learning. At the end of 10 years of work, 10 key findings and trends have emerged that will guide ESD into the future. The report also shows that despite the successes, a full integration of ESD into education systems has yet to take place in most countries. 
Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO The Incheon Declaration articulates the collective vision and commitment of the international community on global education. The 2030 Framework for Action provides guidance for the implementation of Sustainable Development Goal 4. 
Collection des meilleures pratiques en รฉducation pour une citoyennetรฉ mondiale en Afrique centrale ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO This collection of best practices in human rights education in Central Africa and Ethiopia was prepared in order to respond to UNESCOโs demand to promote such initiatives and to ensure a multiplier effect considering human rights education in the region. The objective is to support the concept of UNESCOโs โGlobal Citizenship Educationโ in the field of human rights education in identifying its best practices. In order to identify the best practices, UNESCOโs activities in the field of human rights education in the region were mapped out. This mapping out has shown big differences in implementing the initiatives focused on achieving global citizenship education through human rights education, particularly in primary and secondary education, as indicated in the first phase of the World Programme for human rights education. Nevertheless, various initiatives collected are either conducted/supported by UNESCO or not, in terms of three themes: citizenship education, intercultural dialogue, and the peace and security which are considered to be relevant to Africa in general and particularly to Central Africa, in order to address the main theme of global citizenship education. The selected best practices deal with the tertiary level and are in line with the second phase of the World Programme for human rights education, covering the period between 2009 and 2014 and focusing on higher and vocational education. The practices include 1) citizenship education which supports the principles set out in the Universal Declaration of Human Rights and which is reiterated in the two phases of the World Programme for human rights education, 2) the intercultural dialogue which supports education for understanding and evaluating unity in diversity, and which fits well with the objectives of the UN Decade of Education for Sustainable Development proclaimed by the UN General Assembly and managed by UNESCO, and 3) education for peace and security.It is obvious that many linkages exist among the three subjects mentioned above. Therefore, the examples presented in this collection can affect one or several problems. Each example is presented with the following sequence: identification, background, implementation, and results. 
Reaching the Unreached: Indigenous Intercultural Bilingual Education in Latin America ๋ฐํ ์ฐ๋: 2009 ์ ์: Luis Enrique Lรณpez ๋จ์ฒด ์ ์: UNESCO The paper focuses on the educational situation of the most marginalized children and adolescents in Latin America: those belonging to indigenous homes and communities. To illustrate indigenous marginalization and exclusion as well as the development of intercultural bilingual education (IBE) six countries have been chosen: Bolivia, Ecuador, Guatemala, Mexico, Paraguay and Peru. 
Education: Still Searching for Utopia? (The UNESCO Courier no. 1, January-March 2018) ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO At a time of heightened global tension, when human rights, freedom of speech, peace and the future of the planet itself may seem challenged as never before, the transformational power of education is of critical importance.In Learning: The Treasure Within, the landmark Report to UNESCO by the International Commission on Education for the Twenty-first Century in 1996, Jacques Delors, then Chairman of the Commission (1992 to 1996), spoke of education as โthe necessary Utopiaโ and โan indispensable asset in its attempt to attain the ideals of peace, freedom and social justice.โEducation was held up as neither miracle nor magic, but rather the best means to foster a climate where humanity would be improved โ. and where the rich potential for learning, inherent in every individual, would be tapped. Our humanity is confronted with a very strange paradox: the worldโs population has never been better educated, and yet, according to the UNESCO Institute for Statistics, 263 million children and young people are out of school, 617 million children and adolescents worldwide do not meet the minimum threshold for literacy and mathematics, at least 750 million adults are illiterate, and girls remain more likely than boys to never set foot in a classroom. Yet education is still called upon to address inequalities, poverty, terrorism and conflict. It is seen as one of the keys to global citizenship and sustainable development, two of UNESCOโs fields of action. The Organization is also mandated to lead the Education 2030 global agenda with a special focus on ensuring that no one is left behind. Under the title, โEducation: Still searching for Utopia?โ, the UNESCO Courier evaluates the state of global education and explores how it responds to some of the main challenges we face. 
Education and Security - a global literature review on the role of education in countering violent religious extremism ๋ฐํ ์ฐ๋: 2016 ์ ์: Ratna Ghosh | Ashley Manuel | W.Y. Alice Chan | Maihemuti Dilimulati | Mehdi Babaei This review demonstrates that the impact of the worldwide proliferation of violent attacks motivated by religious extremism threatens both national and personal security irrespective of location or faith. Education has been particularly damaged by direct attacks on institutions, by the removal of educational opportunity, and by the use of education to indoctrinate and recruit young people. This review suggests that more young people today are being radicalized through soft power โ extremist ideas, ideology, narratives and propaganda. It questions whether this can be met adequately by hard power responses, as these methods appeal directly to the psychological, intellectual and emotional states of young people.