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์„ธ๊ณ„์‹œ๋ฏผ๊ต์œก์— ๋Œ€ํ•œ ์ดํ•ด๋ฅผ ๋„“ํžˆ๊ณ  ์—ฐ๊ตฌ, ์˜นํ˜ธ ํ™œ๋™, ๊ต์ˆ˜, ํ•™์Šต ๋“ฑ์„ ํ–ฅ์ƒ์‹œํ‚ฌ ์ˆ˜ ์žˆ๋Š” ๋‹ค์–‘ํ•˜๊ณ  ์œ ์šฉํ•œ ์ž๋ฃŒ๋ฅผ ์ฐพ์•„๋ณด์„ธ์š”.

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1,330 ๊ฑด์˜ ๊ฒฐ๊ณผ๊ฐ€ ๊ฒ€์ƒ‰๋˜์—ˆ์Šต๋‹ˆ๋‹ค

Disability Inclusion Guidelines ๋ฐœํ–‰ ์—ฐ๋„: 2017 ๋‹จ์ฒด ์ €์ž: United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) These Guidelines provide information about the recommended approach to disability inclusion within UNRWA. While this document does not provide tools for identifying the particular service provision needs of persons with disabilities in a given sector or context, staff can apply the principles and recommendations in this document to develop specific project- and programme- level actions to further enhance the inclusion of persons with disabilities in UNRWA programmes and services.  Equity in School Education in Europe: Structures, Policies and Student Performance; Eurydice Report ๋ฐœํ–‰ ์—ฐ๋„: 2020 ์ €์ž: Teodora Parveva | Anna Horvรกth | Anita Krรฉmรณ | Emmanuel Sigalas | Christian Monseur ๋‹จ์ฒด ์ €์ž: European Commission | Education, Audiovisual and Culture Executive Agency (EACEA) | Eurydice This report provides an overview of education structures and policies that influence equity in school education. It connects these system-level features to student performance in international student assessment surveys (PISA, PIRLS and TIMSS). Looking at 42 European education systems, the report identifies which policies and structures are associated with higher levels of equity in student performance. The report examines the following education system features: participation in early childhood education and care, school funding, differentiation and school types, school choice, admissions policies, tracking systems, grade repetition, school autonomy, school accountability, support for disadvantaged schools, support for low-achieving students and the opportunity to learn.  ุงูุชุญ ูŠุง ุณู…ุณู…: ุงู„ุฌูŠุฑุงู† ๋ฐœํ–‰ ์—ฐ๋„: 2015 ๋‹จ์ฒด ์ €์ž: Ahlan Simsim ู…ู‚ุทุน ููŠุฏูŠูˆ ุฑุงุฆุน ูŠุฌุณุฏ ุฃู‡ู…ูŠุฉ ุงู„ู…ุญุจุฉ ุจูŠู† ุงู„ุฌูŠุฑุงู†ุŒ ูˆุฃู† ุงู„ุตุญุจุฉ ุจูŠู†ู‡ู… ู‡ูŠ ุงู„ุฃุณุงุณ ู„ุญูŠุงุฉ ุณุนูŠุฏุฉ ู…ุณุชุฏุงู…ุฉ.  Open Sesame: The Neighbors ๋ฐœํ–‰ ์—ฐ๋„: 2015 ๋‹จ์ฒด ์ €์ž: Ahlan Simsim A wonderful video clip that captures the importance of love between neighbors, and that companionship between them is the basis for a happy, sustainable life.  Educaciรณn para el Desarrollo y la Ciudadanรญa Global (EpDCG): Guรญa para su integraciรณn en centros educativos ๋ฐœํ–‰ ์—ฐ๋„: 2016 ๋‹จ์ฒด ์ €์ž: InteRed | Agencia Espaรฑola de Cooperaciรณn Internacional para el Desarrollo (AECID) InteRed presenta en este documento un marco teรณrico de referencia para acompaรฑar los procesos y acciones de integraciรณn de la Educaciรณn para el Desarrollo y la Ciudadanรญa Global como un enfoque integral en los proyectos educativos de los Centros.  ๋ฌธํ™”๋‹ค์–‘์„ฑ ๊ธฐ๋ฐ˜ ๋ฌธํ™”์˜ˆ์ˆ  ๊ต์œกํ”„๋กœ๊ทธ๋žจ ๋ถ„์„ ๋ฐ ๋ฐฉํ–ฅ์— ๊ด€ํ•œ ์—ฐ๊ตฌ: ๊ตญ๋ฆฝํ˜„๋Œ€๋ฏธ์ˆ ๊ด€ ์‚ฌ๋ก€๋ฅผ ์ค‘์‹ฌ์œผ๋กœ ๋ฐœํ–‰ ์—ฐ๋„: 2019 ์ €์ž: ํ™ฉ์ง€์˜ | ํ™ํ•ด์ง€ ๋‹จ์ฒด ์ €์ž: ํ•œ๊ตญ์˜ˆ์ˆ ๊ฒฝ์˜ํ•™ํšŒ | ํ•œ๊ตญ๋ฌธํ™”๊ต์œกํ•™ํšŒ ๋ณธ ์ž๋ฃŒ๋Š” 2019 ๋ฌธํ™”์˜ˆ์ˆ ๊ต์œก ์œ ๊ด€ํ•™ํšŒ ์—ฐ๊ณ„ '์ž‘์€ ์—ฐ๊ตฌโ€™์—์„œ ๋ฐœ์ทŒํ•œ '๋ฌธํ™”๋‹ค์–‘์„ฑ ๊ธฐ๋ฐ˜ ๋ฌธํ™”์˜ˆ์ˆ  ๊ต์œกํ”„๋กœ๊ทธ๋žจ ๋ถ„์„ ๋ฐ ๋ฐฉํ–ฅ์— ๊ด€ํ•œ ์—ฐ๊ตฌ:๊ตญ๋ฆฝํ˜„๋Œ€๋ฏธ์ˆ ๊ด€ ์‚ฌ๋ก€๋ฅผ ์ค‘์‹ฌ์œผ๋กœ' ์—ฐ๊ตฌ์ž๋ฃŒ์ด๋‹ค.๋ณธ ์—ฐ๊ตฌ๋Š” ์„œ์šธ์–ด์  ๋‹ค๋ฅผ ๊ธฐ๋ฐ˜์œผ๋กœ ํ•œ ๋ฌธํ™”์˜ˆ์ˆ ๊ต์œก์˜ ์‚ฌํšŒ์  ๊ฐ€์น˜ ํ™•์‚ฐ์˜ ํ๋ฆ„์„ ํŒŒ์•…ํ•˜๊ณ  ์•ž์œผ๋กœ์˜ ๋ฐฉํ–ฅ์„ฑ์„ ์ œ์‹œํ•˜๋Š” ๊ฒƒ์„ ๋ชฉ์ ์œผ๋กœ, ๋ฌธํ™”๋‹ค์–‘์„ฑ์˜ ๊ฐœ๋…๊ณผ ๋ฐฉํ–ฅ์— ๋Œ€ํ•œ ๋…ผ์˜๊ฐ€ ํ™•์žฅ๋จ์— ๋”ฐ๋ผ ์ด๋ฅผ ๋ฐ˜์˜ํ•œ ๋ฌธํ™”๋‹ค์–‘์„ฑ ๊ด€์ ์˜ ๋ฌธํ™”์˜ˆ์ˆ ๊ต์œกํ”„๋กœ๊ทธ๋žจ์˜ ์šด์˜ ์‹คํƒœ๋ฅผ ํŒŒ์•…ํ•˜๊ณ  ์•ž์œผ๋กœ์˜ ๋ฐฉํ–ฅ์„ฑ์„ ๋ชจ์ƒ‰ํ•˜๊ณ ์ž ํ•œ๋‹ค.  Centros educativos transformadores: Ciudadanรญa global y transformaciรณn social ๋ฐœํ–‰ ์—ฐ๋„: 2013 ์ €์ž: Rodrigo Barahona | Joan Gratacรณs | Gotzรณn Quintana ๋‹จ์ฒด ์ €์ž: Oxfam Intermรณn | Agencia Espaรฑola de Cooperaciรณn Internacional para el Desarrollo (AECID) Esta publicaciรณn de Oxfam Intermรณn parte de un proceso de investigaciรณn-acciรณn participativa desarrollado en el seno de la comisiรณn estratรฉgica y de la Red de educadores y educadoras para una ciudadanรญa global. La pregunta que guรญa este proceso es: ยฟquรฉ prรกcticas debe tener un centro educativo para ser generador de transformaciรณn social en clave de ciudadanรญa global?  ๊ฐ์—ผ๋ณ‘ ์žฌ๋‚œ ๊ทน๋ณต์„ ์œ„ํ•œ ์˜์œ ์•„ ์‹ฌ๋ฆฌ๋ฐฉ์—ญ ๋งค๋‰ด์–ผ ๋ฐœํ–‰ ์—ฐ๋„: 2020 ์ €์ž: ์กฐ์ˆ™์ธ | ์†กํ•˜๋‚˜ | ๊น€์—ฐ์ˆ˜ | ๊น€์ฃผ๋ จ | ๊น€๋ฌธ์ • ๋‹จ์ฒด ์ €์ž: ์œก์•„์ •์ฑ…์—ฐ๊ตฌ์†Œ 2020๋…„๋„ ์ˆ˜์‹œ๊ณผ์ œ '์žฌ๋‚œ ๊ทน๋ณต์„ ์œ„ํ•œ ์˜์œ ์•„ ์ •์‹ ๊ฑด๊ฐ• ์ง€์› ๋งค๋‰ด์–ผ ๊ฐœ๋ฐœ(์กฐ์ˆ™์ธ, ์†กํ•˜๋‚˜, ๊น€์—ฐ์ˆ˜, ๊น€์ฃผ๋ จ, ๊น€๋ฌธ์ •)'์˜ ์ผํ™˜์œผ๋กœ ๊ฐœ๋ฐœํ•œ ์ž๋ฃŒ์ง‘์ด๋‹ค. [๋ชฉ์ฐจ]01. ๊ฐ์—ผ๋ณ‘ ์žฌ๋‚œ์ด๋ž€?02. ๊ฐ์—ผ๋ณ‘ ์žฌ๋‚œ์€ ์™œ ์ŠคํŠธ๋ ˆ์Šค์ผ๊นŒ์š”?03. ๊ฐ์—ผ๋ณ‘ ์žฌ๋‚œ ์ŠคํŠธ๋ ˆ์Šค ๋ฐ˜์‘ ์•Œ์•„๋ณด๊ธฐ04. ์˜์œ ์•„ ๋ถ€๋ชจ์™€ ๊ต์‚ฌ๋ฅผ ์œ„ํ•œ ๊ฐ์—ผ๋ณ‘ ์žฌ๋‚œ ๊ธฐ๋ณธ ๋Œ€์‘ ๋ฐฉ๋ฒ•05. ์˜์œ ์•„ ๋ฐœ๋‹ฌ ํŠน์„ฑ์— ๋”ฐ๋ฅธ ๊ฐ์—ผ๋ณ‘ ์žฌ๋‚œ ์ŠคํŠธ๋ ˆ์Šค ๋ฐ˜์‘ ์ดํ•ดํ•˜๊ธฐ06. ์˜์œ ์•„์—๊ฒŒ ๊ฐ์—ผ๋ณ‘ ์žฌ๋‚œ ์„ค๋ช…ํ•˜๊ธฐ07. ์žฌ๋‚œ ํ›„ ์˜์œ ์•„๊ฐ€์กฑ ์ ์‘ ๋•๊ธฐ08. ์‚ฌ๋ก€๋ฅผ ํ†ตํ•ด ๋ฐฐ์šฐ๋Š” ์˜์œ ์•„ ๊ฐ์—ผ๋ณ‘ ์žฌ๋‚œ ์ŠคํŠธ๋ ˆ์Šค ๋Œ€์‘ ๋ฐฉ๋ฒ•09. ๊ธฐํƒ€ ์žฌ๋‚œ ์ŠคํŠธ๋ ˆ์Šค ๋Œ€์‘ ๋ฐฉ๋ฒ•10. ์˜์œ ์•„์™€ ํ•จ๊ป˜ ํ•˜๋Š” ๋งˆ์Œ ๋„๋‹ฅ์ด๊ธฐ ํ™œ๋™  ู…ุฌู„ุฉ ุชู†ู…ูŠุฉ ุงู„ู…ูˆุงุฑุฏ ุงู„ุจุดุฑูŠุฉ ู…ุฌ. 6ุŒ ุน. 2ุŒ 2015 ๋ฐœํ–‰ ์—ฐ๋„: 2015 ๋‹จ์ฒด ์ €์ž: University Mohamed Lamine Debaghine - Setif2 ู…ุฌู…ูˆุนุฉ ู…ู† ุงู„ุฃูˆุฑุงู‚ ุงู„ุนู„ู…ูŠุฉ ู„ุนุฏุฏ ู…ู† ุงู„ุจุงุญุซูŠู†. ู‡ุฐู‡ ุงู„ุงูˆุฑุงู‚ ู…ู†ุดูˆุฑุฉ ููŠ ู…ุฌู„ุฉ ุชู†ู…ูŠุฉ ุงู„ู…ูˆุงุฑุฏ ุงู„ุจุดุฑูŠุฉุŒ ุงู„ุนุฏุฏ 2ุŒ 2015. ู‡ุฐู‡ ุงู„ุงูˆุฑุงู‚ ุฌู…ูŠุนู‡ุง ุชุฑูƒุฒ ุนู„ู‰ ุงู„ู…ูˆุงุทู†ุฉุŒ ูˆุชุณุชุฎุฏู… ู…ู†ู‡ุฌูŠุงุช ู…ุฎุชู„ูุฉ.  Human Resources Development Journal Vol. 6, no. 2, 2015 ๋ฐœํ–‰ ์—ฐ๋„: 2015 ๋‹จ์ฒด ์ €์ž: University Mohamed Lamine Debaghine - Setif2 A set of scientific papers for a number of researchers. These papers are published in the Human Resources Development Magazine, Issue 2, 2015. All these papers focus on citizenship, and they use different methodologies.