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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
191 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Indigenous Knowledge and practices in Education in Latin America: Exploratory Analysis of How Indigenous Cultural Worldviews and Concepts Influence Regional Educational Policy ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO Santiago This study presents a preliminary exploration of the approaches, processes and tools through which indigenous worldviews and concepts of knowledge and well-being can and have influenced education policies in Latin America. First, it addresses the principal theoretical approaches used in the area of indigenous knowledge and education policies, taking into account the persistence of an โepistemic othernessโ and the need for a dialogue between the predominant approaches. Second, it addresses the normative framework and intercultural educational policies, emphasizing how and to what extent the countries in the region take indigenous knowledge into consideration and include it in their education policies and practices. Third, it presents a number of โrelevant practicesโ in terms of dialogue with indigenous knowledge in education policies, taking into account the factors that favour the relevance of education to indigenous views and cultural practices, facilitating their replicability and sustainability. Furthermore, these practices respond to key criteria like recognizing learners as โcarriersโ and producers of culture, valuing the use of schools as centres of social and cultural activities and favouring the inclusive learning of indigenous and non-indigenous students. Finally, the study unveils challenges for the advancement of the dialogue between indigenous knowledge and education policies, at the same time proposing key concepts to be approached in depth. 
Concept note for the 2020 Global education monitoring report on inclusion ๋ฐํ ์ฐ๋: 2018 In line with its mandate, the 2020 GEM Report will assess progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.Echoing the overall orientation in the SDGs to โleave no one behindโ, this year's Report will also take an in-depth look at inclusion and education. Inclusion is central in the formulation of SDG 4 but is also taken up in other targets in the goal, notably targets 4.5 on gender equality and 4.a on learning environments. Responding to this emphasis, the 2020 GEM Report will analyse policies the world over and present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views.The Report will focus on the barriers faced by all learners, especially those with overlapping characteristics that make them particularly vulnerable to exclusion. It will also take an in-depth look at people with disabilities, a group whose particular challenges gave rise to the inclusion debate. The Report will look at a range of indicators measuring inclusion in education using both quantitative and qualitative data. The analysis will be based on geographically balanced evidence, and will pay special attention to contexts where disadvantaged children might be particularly at risk of exclusion from education, such as in situations of conflict. 
Artificial intelligence in education: challenges and opportunities for sustainable development ๋ฐํ ์ฐ๋: 2019 ์ ์: Pedrรณ, Francesc | Subosa, Miguel | Rivas, Axel | Valverde, Paula Artificial Intelligence is a booming technological domain capable of altering every aspect of our social interactions. Ineducation, AI has begun producing new teaching and learning solutions that are now undergoing testing in differentcontexts. This working paper, written for education policymakers, anticipates the extent to which AI affects the education sector to allow for informed and appropriate policy responses. This paper gathers examples of the introduction of AI in education worldwide, particularly in developing countries, discussions in the context of the 2019 Mobile Learning Week and beyond, as part of the multiple ways to accomplish Sustainable Development Goal 4, which strives for equitable, quality education for all. First, this paper analyses how AI can be used to improve learning outcomes, presenting examples of how AI technology can help education systems use data to improve educational equity and quality in the developing world. Next, thepaper explores the different means by which governments and educational institutions are rethinking and reworking educational programmes to prepare learners for the increasing presence of AI in all aspects of human activity. Thepaper then addresses the challenges and policy implications that should be part of the global and local conversations regarding the possibilities and risks of introducing AI in education and preparing students for an AI-powered context. Finally, this paper reflects on future directions for AI in education, ending with an open invitation to create new discussions around the uses, possibilities and risks of AI in education for sustainable development. 
Bridge Zambia Project Report ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: Korean National Commission for UNESCO | Zambia National Commission for UNESCO The Bridge Zambia Project (the Project) has been implemented jointly between the Korean National Commission for UNESCO (KNCU) and its partners in Zambia since October 2010. In March 2019, KNCUโs involvement in the Project will come to an end and Zambia will take over full responsibility for the Project as it goes forward. The Project has supported grassroots activities through the establishment of a Community Learning Centre (CLC), which acts as a hub of community-led development activities in non-formal education. The Project has mobilized and empowered communities and local leadership to take charge of non-formal education programmes with the aim of assisting Zambia to attain UNESCOโs Education for All goals and UN Sustainable Development Goal 4 (SDG 4), concerning education quality. 
Migration, displacement and education: building bridges, not walls; Global education monitoring report, youth report, 2019 ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: Global Education Monitoring Report Team The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be โthe mechanism for monitoring and reporting on SDG 4 and on education in the other SDGsโ with the responsibility to โreport on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and reviewโ. It is prepared by an independent team hosted by UNESCO. This is among the most aspirational global commitments of the United Nations 2030 Agenda for Sustainable Development. Migration and displacement are two global challenges the agenda needs to address in achieving the 17 Sustainable Development Goals (SDGs), including SDG4: โEnsure inclusive and equitable quality education and promote lifelong learning opportunities for allโ. 
Profile booklet: key partners of the Global Action Programme on Education for Sustainable Development (April 2018) ๋ฐํ ์ฐ๋: 2018 UNESCOโs Global Action Programme (GAP) was launched at the World Conference on Education for Sustainable Development (ESD) in November 2014 in Aichi-Nagoya, Japan as a follow-up programme to the Decade of ESD (2005-2014). This booklet contains profiles of the current 96 members (also called Key Partners) of the GAP Partner Networks. Each Key Partner is listed in alphabetical order within one of the five Partner Networks. Each profile presents the main objective of their work, their GAP launch commitment and specific activities that contribute to the GAP, as well as related website links and contact information for the organizationโs focal point. 
Integrating education for sustainable development (ESD) in teacher education in South-East Asia: a guide for teacher educators ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: UNESCO Bangkok This publication is a cumulative output of the project Sustainability Begins with Teachers in South-East Asia, implemented by UNESCO Bangkok, in cooperation with SEAMEO from 2017 to 2018, with the generous support of the Government of Japan. The initial content was developed together with the representatives of the universities and teacher education institutions who participated in the South-East Asia Sub-Regional Workshop on Education for Sustainable Development for Teacher Education Institutions, held from 5 to 9 June 2017 in Chiang Rai, Thailand. Content has since been enhanced through the sharing of knowledge and experiences gathered from a series of in-country workshops held in Cebu, Philippines; Luang Prabang, Lao PDR; Kampot, Cambodia; Bangkok, Thailand; and Yogyakarta, Indonesia. This culminated in a project review workshop in Bangkok from 24 to 26 April 2018 in which different in-country experiences were shared and comments on the guidebook collected. Twenty-six universities and teacher education institutions have taken part in the project process in total. This guidebook is a result of this collaborative journey. 
SDG 4 Data Book 2019 ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO Institute for Statistics (UIS) This publication presents the global monitoring indicators used by countries and the international development community to monitor progress towards Sustainable Development Goal 4 (SDG 4) on education. The indicators were produced by the UNESCO Institute for Statistics (UIS), based on the latest available data.The UIS is the official source of internationally-comparable education data and the custodian agency for SDG 4 data. This mandate reflects the trust of the international community in UIS data and its proven track record in methodological work and standard-setting with national statistical offices, line ministries and technical partners in every region. 
Kindness: The Force That Will Help Us Achieve the Sustainable Development Goals (The Blue Dot Issue 11, 2020) ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In the eleventh issue of The Blue Dot, we focus on โKindnessโ โ as the force that will help us achieve the Sustainable Development Goals, towards making the world more peaceful and sustainable โ a better place to live in the future for our children. We hear from Ramesh Pokhriyal โNishankโ, Minister of Human Resource Development, Government of India on โThe Need for Kindness and Compassion โ Embodying the values of Mahatma Gandhiโ, experts such as Zoran Josipovic on the neuroscience behind kindness; Michael Karlin and Brendran Ozawa-De Silve on the science and theory behind kindness, and from educators (Vicki Zakrzewski and John-Tyler Binfet) on how kindness can be practiced in our classrooms.Our cover story on โKindness โ the force to Achieve the Sustainable Development Goalsโ discusses the biology of kindness, how kindness can help us achieve the SDGs and Kindness and SDGs and the Youth. Further, we have a hand-picked collection of youth stories on kindness, extracted from the 7,300+ stories we have from 120 countries around the world as part of UNESCO MGIEPโs #KindnessMatters for the SDGs youth campaign. 
The Sustainable Development Goals Report 2020 ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: United Nations (UN) The annual Sustainable Development Goals Report provides an overview of the worldโs implementation efforts to date, highlighting areas of progress and areas where more action needs to be taken to ensure no one is left behind. Now, in only a short period of time, the COVID-19 pandemic has unleashed an unprecedented crisis, causing further disruption to SDG progress, with the worldโs poorest and most vulnerable affected the most.Using the latest data and estimates, this annual stocktaking report on progress across the 17 Goals shows that it is the poorest and most vulnerable โ including children, older persons, persons with disabilities, migrants and refugees โ who are being hit the hardest by the effects of the COVID-19 pandemic. Women are also bearing the heaviest brunt of the pandemicโs effects.The report also shows that climate change is still occurring much faster than anticipated.