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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
3,457 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
๋์งํธ ์๋ ์๋ฏผ๋๊ธฐ: ์คํ์, ๊ณ ๋ฑํ์ (๋์งํธ ์๋ฏผ๊ต์ก ์๋ฆฌ์ฆ 2nd) ๋ฐํ ์ฐ๋: 2019 ์ ์: ๊น์์ | ๋ฐฐ์์ฃผ | ๋ฐ์ ์ | ๊น์ํ | ๊นํํ | ์ฌ์ฑํธ ๋จ์ฒด ์ ์: ๋ฐฉ์กํต์ ์์ํ | ํ๊ตญ์ ๋ณดํ์งํฅ์ ๋ณธ ์๋ฃ๋ ์ค๊ณ ๋ฑํ์ ๋์ ๋์งํธ์๋ฏผ๊ต์ก์ ์ํ ๊ต์ก์๋ฃ์ด๋ค. 6๊ฐ์ง์ ์ญ๋๋ณ๋ก ๊ต์ํ์ต์ง๋์๊ณผ ํ์ ํ๋์ง ๋ฑ์ผ๋ก ๊ตฌ์ฑ๋์ด ์๋ค. 
Letโs Talk SDGs: Supporting Critical Perspectives on the Sustainable Development Goals ๋ฐํ ์ฐ๋: 2020 ์ ์: Caroline Murphy ๋จ์ฒด ์ ์: Centre for Global Education (CGE) This resource is an invitation to development educators to critically interrogate the Sustainable Development Goals and discuss their capacity to deliver upon their intended outcomes. It invites users to ask if the SDGs can support effective global learning and represent a sound critique of the international system. The resource is a useful starting point for a critical discussion on the Goals' capacity for effective advocacy and education toward the eradication of poverty and inequality. 
Action Against Hate Speech: A Resource for Teaching and Learning About Hate Speech ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: Tony Blair Institute for Global Change | Generation Global This module is designed to prepare students for dialogue around the issue of hate speech. It builds upon other work on human rights, and explores the balancing act between freedom of expression and freedom from insult. Additionally, it prepares students for dialogue on these issues in our facilitated videoconferences and on our safe, secure, online community. This material helps you and your students to get involved in educating, advocating, and acting against hate speech in your communities. 
The Conceptualization of competencies related to sustainable development and sustainable lifestyles ๋ฐํ ์ฐ๋: 2017 ์ ์: Irmeli Halinen ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) The education system of Finland has been developed soundly and steadily during the past 40 years. The guiding principles have been equity and equality in education as going hand in hand with the view to promote every individualโs life-long learning. Following these principles, it has strengthened the sustainability of the system itself. This report describes the role of sustainable development and the importance of learning a sustainable lifestyle in Finnish basic (primary and lower secondary) education. It highlights the goals, values, tasks, and the conceptualization of the competencies related to sustainability in the 2014 National Core Curriculum for basic education. In addition, it describes the sustainable nature of the curriculum reform process itself. The report examines the role and the contribution of various school subjects and key aspects, such as the school culture and the learning environment, in creating a strong knowledge base on which to build the values, attitudes, skills and the will needed for sustainable lifestyle, and in promoting sustainable ways of living. The report concludes with lessons drawn from the Finnish way of enhancing sustainability in education. 
Addressing Anti-semitism in Schools: Training Curriculum for Secondary Education Teachers ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) This OSCE/ODIHR and UNESCO co-publication aims to help secondary school teachers to prevent and respond to anti-Semitism. The curriculum, intended for teacher trainers, is designed to be comprehensive, robust, practical and adaptable. It suggests concrete ways to address anti-Semitism and counter prejudice in and through education, while promoting human rights, global citizenship education, and gender equality.The co-publication is part of a series of four training curricula, designed for trainers of (1) primary school teachers, (2) secondary school teachers, (3) vocational school teachers, and (4) school directors. 
Career guidance and counselling: the bridge from secondary school to tertiary education; a review of current guidance and counselling programmes and practices in Malawi and their support in promoting technical and vocational training for girls ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO The objective of this report is to identify and review existing career G&C programmes and practices in secondary schools in Malawi. The review assesses to what extent such programmes and practices create an awareness of the importance of technical careers and how graduates from the secondary schools can access TEVET. Additionally, it assesses whether any affirmative action measures or approaches are used to increase girlsโ interest in and applications to enter technical colleges. 
Teacher Policy Development Guide ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO | International Task Force on Teachers for Education 2030 Countries will need to have a broad perspective on teacher issues in order to meet Sustainable Development Goal 4 and address the provisions on Teachers in the Incheon Declaration with the Framework for Action of Education 2030. A system to orient the elaboration and/or review of national teacher policies will be a useful tool. The International Teacher Task Force builds on its comparative advantage as a global multiple-stakeholder alliance joining hands to address the global teacher challenges, to offer the present Teacher Policy Development Guide.Users will find relevant definitions of concepts, description of the different dimensions of teacher issues and how they correlate, and suggestions of phases in the process of developing a national teacher policy. Of utmost importance is the involvement of all stakeholders, especially the teachers, in the process. 
How to Practice Citizenship Education Effectively ๋ฐํ ์ฐ๋: 2016 ์ ์: Wang Juchun ๋จ์ฒด ์ ์: Management Office of National Teacher Research Fund Civic education is no longer a new topic, but it appears later as a topic within the framework of school-based construction. The methods of school-based teaching and practice are even more varied. Facing such a complex and macroscopic proposition, it is a big challenge for grassroots practitioners to really promote the practice of civic education. In recent years, the author has made some research on the practice of civic education in todayโs society, especially on the practice of civic education in rural middle schools. ๅฆไฝๆๆๅฐๅฎ่ทตๅ
ฌๆฐๆ่ฒ ๋ฐํ ์ฐ๋: 2016 ์ ์: Wang Juchun ๋จ์ฒด ์ ์: Management Office of National Teacher Research Fund ๅ
ฌๆฐๆ่ฒๅทฒ็ปไธๆฏๆฐ้ฒ็ๅฝ้ข๏ผไฝไฝไธบๆ กๆฌๅปบ่ฎพๆกๆถๅ
็ๅฝ้ขๅดๅบ็ฐ่พๆใๆ กๆฌๅๆๅญฆๅๅฎ่ทต็ๆนๆณๆดๆฏไบ่ฑๅ
ซ้จ๏ผ้ขๅฏนๅฆๆญคๅคๆๅฎ่ง็ๅฝ้ข, ๅฏนไบๅบๅฑๅฎ่ทต่
ๆฅ่ฏด่ฆๆณ็ๆญฃๆจ่ฟๅ
ฌๆฐๆ่ฒๅฎ่ทต๏ผๆฏไธชไธๅฐ็ๆๆใ็ฌ่
่ฟๅนดๆฅ๏ผๅฏนๅฝไป็คพไผๅ
ฌๆฐๆ่ฒๅฎ่ทต่ฟ่กไบไธๅฎ็็ ็ฉถ๏ผ็นๅซๆฏๅฏนๅ
ฌๆฐๆ่ฒๅจๅๆไธญๅญฆ็ๅฎ่ทตๅไบไธ็ณปๅๅฎ่ทตๆธ็ดขใ็ฐๅฐๆ็ไธไบ็่งฃ็ฎ่ฟฐๅฆไธใ 
Global Citizenship Education and Human Rights Education: Are They Compatible With U. S. Civic Education? (Journal of International Social Studies; Vol. 6, No. 2) ๋ฐํ ์ฐ๋: 2016 ์ ์: William R. Fernekes ๋จ์ฒด ์ ์: International Assembly of the National Council for the Social Studies Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay explores how civic education curricula, learning outcomes, and teacher preparation can be developed to enhance the roles played by GCE and HRE in U. S. civic education. Analysis of the relationships between GCE and HRE yields these conclusions: (1) global citizenship education programs share a philosophy of cosmopolitanism, commitments to universal human rights norms, respect for cultural diversity and sustainable development, and issues-based curriculum designs; (2) a high degree of compatibility exists between GCE program goals and the goals of the values-awareness-socialization HRE model, and (3) this strong compatibility does not extend to the accountability-professional development or the activismtransformation models of HRE. Implementing GCE faces major obstacles, notably emphases on national identity in nation-state civic education, the potential incompatibility between national interests and cosmopolitan commitments in the study of global issues, and the low commitment to GCE or HRE in teacher preparation.