세계시민교육 클리어링하우스

Lifelong learning from a social justice perspective 발행 연도: 2017 저자: Carlos Vargas 단체 저자: UNESCO Over the past two decades, a set of globally converging discourses on lifelong learning (LLL) has emerged around the world. Driven mostly by inter-governmental organizations, these discourses have been largely embraced by national and local education systems seeking to reflect local traditions and priorities. This paper argues that these discourses tend to look remarkably alike, converging into a homogeneous rationale in which the economic dimension of education predominates over other dimensions of learning, and in which adaptation takes pre-eminence over social transformation as a goal of LLL. It also shows how these converging discourses are embedded in the logic of the knowledge economy, driven by concern for human capital formation as dictated by the changing demands of the global labour market, and can neglect the learning needs and interests of local communities. The paper concludes that the globally converging discourse of LLL tends to serve the interests of the market ahead of those of the community, and argues that an alternative characterization of LLL, anchored in social justice, is necessary in the light of the 2030 Agenda for Sustainable Development, and especially Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all.

E2030: education and skills for the 21st century, report 발행 연도: 2017 단체 저자: UNESCO Santiago The UNESCO Regional Bureau for Education in Latin America and the Caribbean, OREALC/UNESCO Santiago, in collaboration with the Ministry of Education and Sport of the Republic of Argentina, organized the Regional Meeting of Ministers of Education of Latin America and the Caribbean – “E2030: Education and skills for the 21st century”. Ministers of Education and high-level representatives of the education sector of the Member States of LAC; bilateral, regional and multilateral organizations; United Nations agencies; representatives of civil society; stakeholders and UNESCO experts participated in the meeting, which was held on 24-25 January 2017 in Buenos Aires, Argentina. This was the first ministerial meeting to be organized within the framework of the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs), in particular SDG 4 – “Ensure inclusive and quality education for all and promote lifelong learning”. It provided a space for dialogue between ministers of education and other stakeholders to debate SDG 4 in the context of the 2030 SDG Agenda. Discussions and information sharing on various topics related to the SDG 4 targets, and on the coordination mechanisms and monitoring instruments conducive to the achievement of E2030 enabled LAC Member States to reach a common vision and understanding of E2030 in the region. This joint approach on E2030 for the region is laid down in the Declaration of Buenos Aires, which ministers adopted at the end of the meeting.

Why and how Africa should invest in African languages and multilingual education: an evidence- and practice-based policy advocacy brief 발행 연도: 2010 저자: Adama Ouane | Christine Glanz 단체 저자: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This advocacy brief seeks to show the pivotal role of languages in achieving such learning. It aims in particular to dispel prejudice and confusion about African languages, and exposes the often hidden attempt to discredit them as being an obstacle to learning. It draws on research and practice to argue what kind of language policy in education would be most appropriate for Africa.

¿Por qué y cómo Africa debería invertir en las lenguas africanas y la educación plurilingüe? Opúsculo de apoyo activo a una política basada en la práctica y en pruebas 발행 연도: 2010 저자: Adama Ouane | Christine Glanz 단체 저자: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This advocacy brief seeks to show the pivotal role of languages in achieving such learning. It aims in particular to dispel prejudice and confusion about African languages, and exposes the often hidden attempt to discredit them as being an obstacle to learning. It draws on research and practice to argue what kind of language policy in education would be most appropriate for Africa.

Pourquoi et comment l'Afrique doit investir dans les langues africaines et l'enseignement multilingue: note de sensibilisation et d'orientation étayée par les faits et fondée sur la pratique 발행 연도: 2010 저자: Adama Ouane | Christine Glanz 단체 저자: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This advocacy brief seeks to show the pivotal role of languages in achieving such learning. It aims in particular to dispel prejudice and confusion about African languages, and exposes the often hidden attempt to discredit them as being an obstacle to learning. It draws on research and practice to argue what kind of language policy in education would be most appropriate for Africa.

2022년 평생교육통계 자료집 발행 연도: 2022 단체 저자: 대한민국 교육부 | 한국교육개발원 「2022 평생교육통계 자료집」은 17개 시도, 4,869개의 평생교육기관을 조사하여 우리나라의 평생교육시설을 진단할 수 있는 기초자료를 종합하였습니다.본 저작물은 교육부에서 2022년 작성하여 공공누리 제3유형으로 개방한 '2022년 평생교육통계 자료집'을 이용하였으며, 해당 저작물은 교육부 누리집(https://www.moe.go.kr/)과 교육통계 서비스 누리집(https://kess.kedi.re.kr/index) 에서 무료로 내려받으실 수 있습니다.

E2030: educación y habilidades para el siglo XXI; reporte 발행 연도: 2017 단체 저자: UNESCO Santiago The UNESCO Regional Bureau for Education in Latin America and the Caribbean, OREALC/UNESCO Santiago, in collaboration with the Ministry of Education and Sport of the Republic of Argentina, organized the Regional Meeting of Ministers of Education of Latin America and the Caribbean – “E2030: Education and skills for the 21st century”. Ministers of Education and high-level representatives of the education sector of the Member States of LAC; bilateral, regional and multilateral organizations; United Nations agencies; representatives of civil society; stakeholders and UNESCO experts participated in the meeting, which was held on 24-25 January 2017 in Buenos Aires, Argentina. This was the first ministerial meeting to be organized within the framework of the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs), in particular SDG 4 – “Ensure inclusive and quality education for all and promote lifelong learning”. It provided a space for dialogue between ministers of education and other stakeholders to debate SDG 4 in the context of the 2030 SDG Agenda. Discussions and information sharing on various topics related to the SDG 4 targets, and on the coordination mechanisms and monitoring instruments conducive to the achievement of E2030 enabled LAC Member States to reach a common vision and understanding of E2030 in the region. This joint approach on E2030 for the region is laid down in the Declaration of Buenos Aires, which ministers adopted at the end of the meeting.

E2030: education and skills for the 21st century, report 발행 연도: 2017 단체 저자: UNESCO Santiago The UNESCO Regional Bureau for Education in Latin America and the Caribbean, OREALC/UNESCO Santiago, in collaboration with the Ministry of Education and Sport of the Republic of Argentina, organized the Regional Meeting of Ministers of Education of Latin America and the Caribbean – “E2030: Education and skills for the 21st century”. Ministers of Education and high-level representatives of the education sector of the Member States of LAC; bilateral, regional and multilateral organizations; United Nations agencies; representatives of civil society; stakeholders and UNESCO experts participated in the meeting, which was held on 24-25 January 2017 in Buenos Aires, Argentina. This was the first ministerial meeting to be organized within the framework of the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs), in particular SDG 4 – “Ensure inclusive and quality education for all and promote lifelong learning”. It provided a space for dialogue between ministers of education and other stakeholders to debate SDG 4 in the context of the 2030 SDG Agenda. Discussions and information sharing on various topics related to the SDG 4 targets, and on the coordination mechanisms and monitoring instruments conducive to the achievement of E2030 enabled LAC Member States to reach a common vision and understanding of E2030 in the region. This joint approach on E2030 for the region is laid down in the Declaration of Buenos Aires, which ministers adopted at the end of the meeting.

2022 한국 성인의 평생학습실태 발행 연도: 2022 저자: 최성부 | 이혜진 | 배효진 | 김별라 | 임소현 | 강성국 | 정동철 | 박미현 | 김경남 | 김나정 | 안윤정 | 라다애 | 장훈민 | 박초아 단체 저자: 대한민국 교육부 | 한국교육개발원 「2022년 한국 성인의 평생학습 실태」자료집은 평생학습개인실태조사 결과를 평생학습 전문가 뿐 아니라 일반독자들이 이해할수 있도록 지표 중심으로 구성한 자료집입니다. 본 자료집은 정책 담당자뿐만 아니라 연구자 및 일반 독자들이 쉽게 이해할 수 있도록 만25~79세 우리나라 성인의 전 생애단계별 평생학습 참여 실태를 지표 중심으로 구성하였습니다.본 저작물은 교육부에서 2022년 작성하여 공공누리 제3유형으로 개방한 '2022 한국 성인의 평생학습실태'를 이용하였으며, 해당 저작물은 교육부 누리집(https://www.moe.go.kr/)과 교육통계 서비스 누리집(https://kess.kedi.re.kr/index) 에서 무료로 내려받으실 수 있습니다.