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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
96 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Including Education in the Pact for the Future: An SDG 4 Youth & Student Network Contribution ๋ฐํ ์ฐ๋: 2024 ์ ์: Laeek Siddiqui | Juliette Gudknecht | Daniela Moreno Farfรกn | Azkha Mikdhar ๋จ์ฒด ์ ์: SDG 4 Youth & Student Network | UNESCO Inclusion is the promise towards a fair and equitable education for all. It is critical to ensuring that every youth and student succeeds. Highlighted by UNESCO in the 2020 Global Education Monitoring Report, striving towards inclusive education is non-negotiable, as education is a human right. With the current challenges of our world highlighted in the 2030 Agenda, specifically in the areas of poverty, armed conflict and digital transformation, inclusion must be an essential imperative in all policies. The Summit of the Future (SOTF) convenes on the 22 to 23 of September at the United Nations Headquarters in New York, United States. One of its outcomes, if inter-governmentally agreed-upon, would be the Pact for the Future. The Pact is action-oriented, including a chapeau followed by 5 chapters: 1) sustainable development and financing for development; 2) international peace and security; 3) science, technology and innovation and digital cooperation; 4) youth and future generations; and 5) transforming global governance. Along with the Pact are two annexures: the Global Digital Compact and the Declaration on Future Generations. This document introduces the advocacy of the SDG 4 Youth & Student Network โ a network hosted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as the Global Education Cooperation Mechanisms Inter-Agency Secretariat โ for inclusive and equitable education at the SOTF, to uphold peace, sustainable development, youth and future generations. It is essential to #IncludeEducation in the Pact and the outcomes of the SOTF for our #InclusiveFuture, to ensure that no one is left behind. It brings attention to how education is essential to global cooperation and empowering future generations, calling upon you to join us in supporting inclusive education systems, with the Global Education Meeting convened by UNESCO side by side with the G20 meeting on 31 October and 1 November 2024 in Fortaleza, Brazil. 
Culture | 2030 Indicators: Thematic Indicators for Culture in the 2030 Agenda ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO The Culture|2030 Indicators is a framework of thematic indicators whose purpose is to measure and monitor the progress of cultureโs enabling contribution to the national and local implementation of the Goals and Targets of the 2030 Agenda for Sustainable Development (SDGs). The methodology is developed to assist countries and cities with very different capacities regarding the collection of data and cultural statistics. The evidence gathered will inform policies and decisions as well as operational actions enabling greater investments in culture as a sector of activity and a greater recognition of its transversal role across other sectors. 
South-South and Triangular Cooperation in Action ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO | UN. Office for South-South Cooperation (UNOSSC) This publication is UNESCOโs first dedicated report on South-South cooperation and triangular cooperation. It presents an overall picture of the progress achieved to support technical cooperation, capacity building and knowledge sharing through South-South and triangular cooperation in UNESCOโs areas of competence with highlights of specific examples. It paves the way for deepening future cooperation in this area. 
Non-Formal Education, Sustainable Development and the Education 2030 Agenda: Study of Civil Society Practices in Latin America and the Caribbean ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO Santiago | UNESCO Mexico This publication shows 27 civil society initiatives from various countries in Latin America and the Caribbean that work to promote actions and programs to comply with Target 4.7 within non-formal education. The study seeks that these organizations show their work, the challenges they face as regards the implementation of their programs and their greatest achievements. 
Engineering for Sustainable Development: Delivering on the Sustainable Development Goals ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO | International Centre for Engineering Education (ICEE) The report highlights the crucial role of engineering in achieving each of the 17 SDGs. It shows how equal opportunities for all is key to ensuring an inclusive and gender balanced profession that can better respond to the shortage of engineers for implementing the SDGs. It provides a snapshot of the engineering innovations that are shaping our world, especially emerging technologies such as big data and AI, which are crucial for addressing the pressing challenges facing humankind and the planet. It analyses the transformation of engineering education and capacity-building at the dawn of the Fourth Industrial Revolution that will enable engineers to tackle the challenges ahead. It highlights the global effort needed to address the specific regional disparities, while summarizing the trends of engineering across the different regions of the world.By presenting case studies and approaches, as well as possible solutions, the report reveals why engineering is crucial for sustainable development and why the role of engineers is vital in addressing basic human needs such as alleviating poverty, supplying clean water and energy, responding to natural disasters, constructing resilient infrastructure, and bridging the development divide, among many other actions, leaving no one behind.It is hoped that the report will serve as a reference for governments, engineering organizations, academia and educational institutions, and industry to forge global partnerships and catalyse collaboration in engineering so as to deliver on the SDGs. ๅทฅ็จโๆฏๆๅฏๆ็ปญๅๅฑ ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO | International Centre for Engineering Education (ICEE) ๆฅๅๅผบ่ฐไบๅทฅ็จๅจๅฎ็ฐ17้กนๅฏๆ็ปญๅๅฑ็ฎๆ ไธญ็ๅ
ณ้ฎไฝ็จใๅฎ่กจๆ๏ผไบบไบบๆบไผๅ็ญๆฏ็กฎไฟไธไธชๅ
ๅฎนๆงๅๆงๅซๅ่กก็่ไธ็ๅ
ณ้ฎ๏ผ่ฝๅคๆดๅฅฝๅฐๅบๅฏนๅฎๆฝๅฏๆ็ปญๅๅฑ็ฎๆ ็ๅทฅ็จๅธ็ญ็ผบ็้ฎ้ขใๅฎๆไพไบๅก้ ๆไปฌไธ็็ๅทฅ็จๅๆฐ็ๅฟซ็
ง๏ผ็นๅซๆฏๅคงๆฐๆฎๅไบบๅทฅๆบ่ฝ็ญๆฐๅ
ดๆๆฏ๏ผ่ฟไบๆๆฏๅฏนไบ่งฃๅณไบบ็ฑปๅๅฐ็้ขไธด็็ดง่ฟซๆๆ่ณๅ
ณ้่ฆใๅฎๅๆไบ็ฌฌๅๆฌกๅทฅไธ้ฉๅฝๅๆๅทฅ็จๆ่ฒๅ่ฝๅๅปบ่ฎพ็่ฝฌๅ๏ผ่ฟๅฐไฝฟๅทฅ็จๅธ่ฝๅคๅบๅฏนๆชๆฅ็ๆๆใๅฎๅผบ่ฐไบ่งฃๅณๅ
ทไฝๅฐๅบๅทฎๅผๆ้็ๅ
จ็ๅชๅ๏ผๅๆถๆป็ปไบไธ็ไธๅๅฐๅบ็ๅทฅ็จ่ถๅฟใ้่ฟไป็ปๆกไพ็ ็ฉถๅๆนๆณไปฅๅๅฏ่ฝ็่งฃๅณๅๆณ๏ผๆฅๅๆญ็คบไบไธบไปไนๅทฅ็จๅฏนๅฏๆ็ปญๅๅฑ่ณๅ
ณ้่ฆ๏ผไปฅๅไธบไปไนๅทฅ็จๅธ็ไฝ็จๅฏน่งฃๅณไบบ็ฑป็ๅบๆฌ้ๆฑ่ณๅ
ณ้่ฆ๏ผไพๅฆๅ่ฝป่ดซๅฐใๆไพๆธ
ๆดๆฐดๅ่ฝๆบใๅบๅฏน่ช็ถ็พๅฎณ๏ผๅจ่ฎธๅคๅ
ถไป่กๅจไธญ๏ผๅปบ่ฎพๆๅผนๆง็ๅบ็ก่ฎพๆฝๅๅผฅๅๅๅฑ้ธฟๆฒ๏ผไธ่ฎฉไปปไฝไบบๆ้ใๅธๆ่ฏฅๆฅๅ่ฝไธบๅๅฝๆฟๅบใๅทฅ็จ็ป็ปใๅญฆๆฏ็ๅๆ่ฒๆบๆไปฅๅๅทฅไธ็ๅปบ็ซๅ
จ็ไผไผดๅ
ณ็ณปๅไฟ่ฟๅทฅ็จ้ขๅ็ๅไฝๆไพๅ่๏ผไปฅๅฎ็ฐๅฏๆ็ปญๅๅฑ็ฎๆ ใ