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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
19 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Envision 4.7: Bridge 47 Global Event; Helsinki, Finland 5โ7 November 2019: Report ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: Bridge 47 | Frinland. Ministry of Education and Culture | Finland. Ministry for Foreign Affairs Global event Envision 4.7 was held in Helsinki in November 2019. The event brought around 200 people together to discuss ways to take the SDG Target 4.7 forward. In this report you can find summaries of all the speeches, panel discussions, workshops and working groups that were held at the event, together with a summary of discussions around all the different topics. You can also find pictures and drawings from the event at the report. 
Guide on Human Rights Education Curriculum Development ๋ฐํ ์ฐ๋: 2021 ์ ์: Cecilia Decara | Carol Rask | Felisa Tibbitts ๋จ์ฒด ์ ์: Danish Institute for Human Rights This document aims to bring conceptual clarity on human rights education and curriculum development and provide concrete suggestions on how to build human rights curricula ft for 21st century human rights challenges, while contributing to the realisation of the SDG goals and targets set by the international community. 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
Envision 4.7 Event and Roadmap ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: Bridge 47 Envision 4.7 took place in Helsinki in 2019, bringing together 200 education practitioners, civil society representatives and decision makes to create the Envision 4.7 Roadmap, a policy guideline to the future implementation of SDG Target 4.7 in Europe. 
Guidelines for Implementing SEL in Schools ๋ฐํ ์ฐ๋: 2022 ๋จ์ฒด ์ ์: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Schools that promote SEL help in their studentsโ academic and global learning. It enables learners to live peacefully with others in heterogeneous societies and build โtoleranceโ and ethics in behaviour in terms of universal human traits that go beyond social, cultural and gender differences. SEL cultivates childrenโs wellbeing, and because schools are mirrors or microcosms of our larger and dynamic societies, it is vital that personal and social learning be mainstreamed in schools. The purpose of these guidelines is to share the latest research with policymakers, school leaders, and teachers looking to integrate SEL into school practices and present scientific evidence on creating school environments and recommending practices that are key to building peaceful and sustainable societies. 
A Study on the Monitoring Framework of GCED in South Korea ๋ฐํ ์ฐ๋: 2020 ์ ์: Hwanbo Park | Daehoon Jho | Kyunghee Park | Jeongmin Eom ๋จ์ฒด ์ ์: APCEIU The purpose of this study is to establish a feasible monitoring system for the implementation of Global Citizenship Education (GCED) in South Korea that can both align itself with the global indicator (SDG 4.7.1) and reflect the domestic context and feasibility. The study further builds upon previous studies carried out by the Asia-Pacific Centre of Education for International Understanding (APCEIU). Particularly, it aims to refine and validate the GCED indicator system for domestic monitoring as proposed in the previous studies, which are also in line with SDG 4.7.1, the global indicator to monitor the mainstreaming of GCED/ESD.To this end, the study involved a Delphi survey and expert consultation to build the refined list and classification of GCED related thematic areas and keywords contextualized in Korea, and aligned these with global indicators so that it could establish a set of sub-indicators for the South Korean context. Then, it pilot-tested the sub-indicators by codifying and statistically analyzing key policy documents and the curricula of Teacher Education Institutes (TEIs) to validate the sub-indicators and to examine the extent to which GCED is mainstreamed in the given domains of the Korean context. Case analyses with focused interviews for some TEI curricula were also added to enrich the study. Lastly, the study draws key implications and proposes some recommendations for the establishment of a feasible and sustainable GCED monitoring system in South Korea. Considering the importance of national input in initiating the SDG agenda, the research concluded with a proposal on how to manage the global citizenship indicators in South Korea. 2020 ์ธ๊ณ์๋ฏผ๊ต์ก ๊ตญ๋ด ๋ชจ๋ํฐ๋ง ์ฒด์ ๊ตฌ์ถ ์ฐ๊ตฌ ๋ฐํ ์ฐ๋: 2020 ์ ์: ๋ฐํ๋ณด | ์กฐ๋ํ | ๋ฐ๊ฒฝํฌ | ์์ ๋ฏผ ๋จ์ฒด ์ ์: ์ ๋ค์ค์ฝ ์์์ํํ์ ๊ตญ์ ์ดํด๊ต์ก์ ์ ๋ค์ค์ฝ ์ํ๊ต์ก์์ ์ธ๊ณ์๋ฏผ๊ต์ก์ ๊ตญ๋ด ๋ชจ๋ํฐ๋ง์ ์ฒด๊ณํํ๊ธฐ ์ํ ๋
ธ๋ ฅ์ ์ผํ์ผ๋ก โ2020 ์ธ๊ณ์๋ฏผ๊ต์ก ๊ตญ๋ด ๋ชจ๋ํฐ๋ง ์ฒด์ ๊ตฌ์ถ ์ฐ๊ตฌโ๋ฅผ ์ค์, ๊ฒฐ๊ณผ๋ฌผ์ ๋ณด๊ณ ์๋ก ๋ฐ๊ฐํ์๋ค. ๋ณธ ์ฐ๊ตฌ๋ ์ง์๊ฐ๋ฅ๋ฐ์ ๋ชฉํ ๊ธ๋ก๋ฒ ์งํ(4.7.1)์ ๋ถํฉํ๋ฉด์ ๊ตญ๋ด ๋งฅ๋ฝ๊ณผ ์คํจ์ฑ์ด ๋ฐ์๋ ์ธ๊ณ์๋ฏผ๊ต์ก ์ดํ ๋ชจ๋ํฐ๋ง ์ฒด์ ๊ตฌ์ถ ๋ฐฉ์์ ๋ชจ์ํ๋๋ฐ ๋ชฉ์ ์ด ์๋ค.์ด๋ฅผ ์ํ์ฌ ์ฒซ์งธ, ์ํ๊ต์ก์์ ์ ํ ์ฐ๊ตฌ์์ ์ ์ํ ์ธ๊ณ์๋ฏผ๊ต์ก ์งํ์ฒด๊ณ๋ฅผ ๋ธํ์ด ์กฐ์ฌ ๋ฐ ์ ๋ฌธ๊ฐ ํ์๋ฅผ ํตํด ์ ๊ตํํ๊ณ ํ๋น๋๋ฅผ ๋์์ผ๋ฉฐ, ๋์งธ, ๊ณ ๋ํ๋ ํ์์งํ ์ฒด๊ณ๋ฅผ ์ ์ฉํ์ฌ ๊ตญ๋ด ๊ต์ก์ ์ฑ
๋ฐ ๊ต์ฌ๊ต์ก ๋ถ์ผ์ ์์ด ์ธ๊ณ์๋ฏผ๊ต์ก ์ฃผ๋ฅํ ์ ๋๋ฅผ ๋ฌธํ์ฐ๊ตฌ, ํต๊ณ์๋ฃ ๋ถ์ ๋ฑ์ ํตํ์ฌ ์๋ฒ์ ์ผ๋ก ๋ถ์ํ์๊ณ , ์ด์ ํจ๊ป, ์ ์ฑ
๋ฐ ๊ต์์์ฑ๊ต์ก์ ์ฌ๋ก๋ ์ ์ํ๊ณ ์๋ค. ๋ง์ง๋ง์ผ๋ก ์ด๋ฌํ ์ฐ๊ตฌ ๊ฒฐ๊ณผ๋ฅผ ํ ๋๋ก ๊ตญ๋ด ์ธ๊ณ์๋ฏผ๊ต์ก ๋ชจ๋ํฐ๋ง ์ฒด์ ๊ตฌ์ถ ๋ฐฉ์์ ๋ํ ์์ฌ์ ์ ๋์ถํ์์ผ๋ฉฐ, ํนํ SDGs์์ ๊ฐ์กฐํ๋ ๊ตญ๊ฐ๋ณ ์์จ์ ์ดํ์ ๊ณ ๋ คํ์ฌ, ํ๊ตญ์์ ์ด๋ป๊ฒ ์ธ๊ณ์๋ฏผ๊ต์ก ์งํ๋ฅผ ๊ด๋ฆฌํ ๊ฒ์ธ์ง์ ๋ํด ์ ์ธํ์๋ค. 
Being and Becoming Global Citizens: Measuring Progress toward SDG 4.7 (Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region) ๋ฐํ ์ฐ๋: 2023 ์ ์: Rachel Parker | Jennie Chainey | Payal Goundar | Sarah Richardson | Anna Dabrowski | Amy Berry | Claire Scoular ๋จ์ฒด ์ ์: Australian Council for Educational Research (ACER) | APCEIU Since 2022, APCEIU and the Australian Council for Educational Research (ACER) have conducted a study to identify enhanced tools and resources for schools and systems in the Asia-Pacific region to monitor and evaluate GCED in line with SDG 4.7.The Report of the Research for Phase 1 is available in three forms: Full report; Summary; and Policy Brief. 
[Summary] Being and Becoming Global Citizens: Measuring Progress toward SDG 4.7 (Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region) ๋ฐํ ์ฐ๋: 2023 ์ ์: Rachel Parker | Jennie Chainey | Payal Goundar | Sarah Richardson | Anna Dabrowski | Amy Berry | Claire Scoular ๋จ์ฒด ์ ์: Australian Council for Educational Research (ACER) | APCEIU This is a summary report of the Being and Becoming Global Citizens: Measuring Progress toward SDG 4.7 (Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region), conducted by APCEIU and ACER in since 2022. 
[Policy Brief] Monitoring and Evaluating Global Citizenship Education in the Asia-Pacific Region ๋ฐํ ์ฐ๋: 2023 ์ ์: Payal Goundar | Rachel Parker ๋จ์ฒด ์ ์: Australian Council for Educational Research (ACER) | APCEIU This is a policy brief version of the reserach report, Being and Becoming Global Citizens: Measuring Progress toward SDG 4.7 (Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region), conducted by APCEIU and ACER in since 2022.