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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
1,329 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
2021 ๊ต์ก(๋๋ฆฌ)๊ณผ์ ์ฐ๊ณ ๋ค๋ฌธํ๊ต์ก ์์
๋์์๋ฃ: ๋ค๋ฌธํ๊ฐ์์ฑ ์ ๊ณ ๋ฅผ ์ํ ์ธ๊ณ์๋ฏผ๊ต์ก ๊ต์ยทํ์ต ์๋ฃ; ์ ์น์ (๋ง 3~5์ธ) ๋ฐํ ์ฐ๋: 2021 ์ ์: ์ ์คํธ ๋จ์ฒด ์ ์: ๊ตญ๊ฐํ์๊ต์ก์งํฅ์ | ์ค์๋ค๋ฌธํ๊ต์ก์ผํฐ ใ๊ต์ก(๋๋ฆฌ)๊ณผ์ ์ฐ๊ณ ๋ค๋ฌธํ๊ต์ก ์์
๋์์๋ฃใ๋ ๋ค๋ฌธํ๊ต์ก ์ฐ๊ตฌํ๊ต์ ์ฐ์ฐจ๋ณ ์ฐ๊ตฌ๊ณผ์ ์ํ์ ๊ฒฐ๊ณผ๋ก ๋ง๋ จ๋ ์์
๋ชจ๋ธ์ ํ ๋๋ก ๊ฐ๋ฐ๋์์ผ๋ฉฐ, ๋ง3์ธ~5์ธ ๋์ ์ ์น์ ๊ต์ก๊ณผ์ ๊ณผ ์ฐ๊ณํ ์ธ๊ณ์๋ฏผ๊ต์ก ์ฃผ์ ์ ๊ต์แํ์ต๊ณผ์ ์์ผ๋ก ๊ตฌ์ฑ๋์ด ์๋ค. 
Global Citizenship Education in the Draft Social Studies K-6 Curriculum ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: Alberta Council for Global Cooperation (ACGC) This document is the Alberta Council for Global Cooperationโs (ACGC) response to the Draft Social Studies K-6 Curriculum released by the Government of Alberta on March 29, 2021. ACGC conducted the analysis of the draft social studies curriculum to better understand the alignment of the draft with global citizenship education (GCE) best practices.Global citizenship is a lens through which to see the world. ACGC understands global citizenship as โan ethosโ primarily concerned with fostering โa sense of belonging to the global community and common humanityโ (UNESCO, 2013). This not only involves members experiencing solidarity and collective identity themselves, but also necessitates collective responsibility to take local and global action for a better world.Following the analysis, ACGC strongly recommends that the draft curriculum be rewritten to reflect international best practices in global citizenship education. There are significant gaps in the draft when held against the suggested learning outcomes of UNESCOโs guide, Global Citizenship Education: Topics and Learning Objectives. Furthermore, the Alberta governmentโs Guiding Framework for the Design and Development of Kindergarten to Grade 12 Provincial Curriculum released in December 2020 provides an opportunity for GCE if the draft curriculum more closely aligns with our understanding of the Guiding Framework. Ultimately, the best path forward is rewriting the draft curriculum to include cognitive, socio-emotional, and behavioural learning outcomes that foster active global citizenship and prepare Alberta students to contribute to and thrive within a sustainable, interconnected world. 
Foundations for Building Forward Better: An Education Reform Path for Lebanon ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: World Bank Human capital development is a critical determinant of economic growth, equity, and prosperity, but outcomes in this domain are worryingly low inLebanon, risking the future of generations of children. Lebanese children lag behind their peers in human capital developmentโmeasured accordingto the World Bank (2020c) Human Capital Indexโsuggesting that the future productivity of the labor force and the countryโs trajectory for equitablegrowth is at risk (World Bank 2020b). The Human Capital Index indicates that children born in Lebanon today will reach, on average, only 52 percentof their potential productivity when they grow up. This is lower than the average estimates for the Middle East and North Africa (MENA) region(57 percent) and upper-middle-income countries (56 percent). Lebanonโs poor performance on the Human Capital Index is largely attributed to theeducation outcomes calculated for the index. If actual years of schooling, which average approximately 10.2 years in Lebanon, are adjusted for actual learning, effective years of schooling are 40 percent lessโon average, only 6.3 years of actual learning (World Bank 2020b). The most recent school closures were due to the COVID-19 pandemic, with schools being closed over 75 percent of the school year between January 2020 and February 2021.1 This will likely lead to a further and significant decrease in learning: effectively, students are facing a lost year of learning (Azevedo et al. 2021). 
Education Sector Analysis: Methodological Guidelines (Vol. 3) ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Global Partnership for Education (GPE) | Foreign, Commonwealth & Development Office (UK) This present volume is the third in a series of education sector analysis (ESA) guidelines following two volumes published in 2014. The series provides methodologies and applied examples for diagnosing education systems and informing national education policies and plans. This volume proposes guidelines to strengthen national capacities in analyzing education systems in four areas: inclusive education system for children with disabilities, risk analysis for resilient education systems, functioning and effectiveness of the educational administration, and stakeholder mapping and problem-driven analysis (governance and political economy). 
ุทุฑู ุชุฏุฑูุณ ุฐูู ุงูุงุญุชูุงุฌุงุช ุงูุฎุงุตุฉ " ุชุฎุตุต ุนููู
" ๋ฐํ ์ฐ๋: 2010 ์ ์: Marwa El-Baz ๋จ์ฒด ์ ์: Port Said University ูุฐุง ุงูู
ูู ูุญุชูู ุนูู ุงูู
ุงุฏุฉ ุงูุนูู
ูุฉ ุงูู
ุณุชุฎุฏู
ุฉ ูู ุชุฏุฑูุณ ู
ูุฑุฑ ุทุฑู ุชุฏุฑูุณ ุฐูู ุงูุงุญุชูุงุฌุงุช ุงูุฎุงุตุฉ " ุชุฎุตุต ุนููู
". ุชู
ุชูุณูู
ุงูู
ูุฑุฑ ุนูู ู
ูุงุถูุน ู
ุชุนุฏุฏุฉ ุชุนุฑู ุงูู
ุชุนูู
ุจุฐูู ุงูุงุญุชูุงุฌุงุช ุงูุฎุงุตุฉ ูุทุฑู ุชุฏุฑูุณูู
. Methods of Teaching People with Special Needs "Specialization in Science" ๋ฐํ ์ฐ๋: 2010 ์ ์: Marwa El-Baz ๋จ์ฒด ์ ์: Port Said University This report contains the scientific material used in the teaching methodology for people with special needs course "Specialization Science". The course was divided into multiple topics that familiarize the learner with people with special needs and methods of teaching them. 
A Coherent European Approach to SDG Target 4.7 ๋ฐํ ์ฐ๋: 2021 ์ ์: Ana Teresa Santos ๋จ์ฒด ์ ์: Bridge 47 This document aims to showcase why a coherent approach to Target 4.7 of the Sustainable Development Goalsโ (SDG) will strengthen the European Unionโs role in achieving the targets and goals set out in Agenda 2030. The report suggests some pathways to follow in order to make this coherent approach a reality.It explores: Relevance of a coherent European approach to SDG Target 4.7 and connections with other EU processes Funding lines Possible pathways to make the coherent approach a reality 
Disciplina positiva en la crianza cotidiana (Tecera ediciรณn) ๋ฐํ ์ฐ๋: 2013 ์ ์: Joan E. Durrant ๋จ์ฒด ์ ์: Save the Children Sweden Este documento es un respuesta al informe mundial sobre la violencia con la niรฑez en el aรฑo 2006, un estudio que determinรณ que el maltrato ocurre en los hogares de los niรฑos y las nรฑas en todos los paises del mundo. Es un libro dirigido a padres y futuros padres de niรฑos de todas las edades. Aborda temas que surgen desde el nacimiento y el final de la adolescencia. 
Becoming a Global Citizen: Proceedings of the International Symposium on Competencies of Global Citizens (Espoo, Finland, 5-7th October 2011) ๋ฐํ ์ฐ๋: 2011 ์ ์: Liisa Jรครคskelรคinen | Taina Kaivola | Eddie OโLoughlin | Liam Wegimont ๋จ์ฒด ์ ์: Global Education Network Europe (GENE) | Finnish National Board of Education (FNBE) The international symposium on competences of global citizens, entitled Becoming a Global Citizen, was held in Espoo, Finland on 5 โ 7. October, 2011. The symposium was organized by the Finnish National Board of Education (FNBE), the Finnish Ministry for Foreign Affairs, GENE (Global Education Network Europe) and the Hanasaari Swedish- Finnish Cultural Centre.The symposium focused on three main questions, namely:โข what is global education?โข what are key competences of global citizens in general education?โข how can the priorities of global education be supported nationally?This publication contains the proceedings and main information gathered in the symposium. From Finlandโs point of view the Symposium provided a substantial contribution to the publication called Schools Reaching out to a Global World. The publication comprises several articles on competencies of global citizens serving the next curricular reform of the entire general education sector for Finland, to be fully implemented by 2016. From the international perspectives the Symposium meant a most relevant input into the pan-European debate on perspectives for Global Education. 
The Impact of COVID-19 on Early Childhood Education in the Asia-Pacific and Sub-Saharan Africa: Insights From the Results of Rapid Regional Personnel Survey ๋ฐํ ์ฐ๋: 2021 ์ ์: Yoshie Kaga | Kyungah Bang ๋จ์ฒด ์ ์: UNESCO Bangkok Declared a global pandemic on 11 March 2020 by the World Health Organization (WHO), COVID-19 has had far-reaching impacts on every facet of life around the world, exacerbating pre-existing inequalities and negatively impacting on vulnerable and disadvantaged populations the most. Learning continuity has been disrupted by school closures, generating an unprecedented situation worldwide. According to UNESCO Institute for Statistics (UIS) data collated in July 2020, over 18.6 million children in pre-primary education in forty-eight Sub-Saharan African countries and 4.4 million pre-primary teachers โ eighty- five per cent of whom were women โ in twenty-four countries in the Asia-Pacific region were affected by school or centre closures. Recognizing the possible severe and detrimental impact that COVID-19 might have on ECE personnel and their practices, UNESCO Bangkok and Dakar teamed up with several partners to undertake regional surveys in the Asia-Pacific and Sub-Saharan Africa from April to July 2020. Based on the regional surveys, this report features eight key findings and three key messages to better understand ECE personnelโs needs and to identify possible responses to support them.