์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
3,457 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Participaciรณn del sector privado en la Educaciรณn en situaciones de emergencia: Derechos y regulaciones ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: Inter-agency Network for Education in Emergencies (INEE) Las iniciativas que buscan garantizar una educaciรณn inclusiva y equitativa para todos han generado peticiones para una mayor involucramiento del sector privado, afirmando que las empresas y las fundaciones pueden jugar un papel importante como socios para alcanzar el Objetivo de Desarrollo Sostenible 4 (ODS4). En los รบltimos aรฑos, debido a la falta de financiamiento pรบblico y a la necesidad de respuestas urgentes, ha crecido la participaciรณn del sector privado en diversos aspectos de la programaciรณn educativa para la educaciรณn en situaciones de emergencia (EeE). Esta forma de trabajar, sin embargo, puede causar tensiones entre la participaciรณn del sector privado y la respuesta humanitaria en materia de educaciรณn. Es necesario resolver estas tensiones, lo cual requiere una mayor coordinaciรณn, abogacรญa y atenciรณn. Este informe explora algunas de estas tensiones y ofrece recomendaciones para apoyar la priorizaciรณn de una educaciรณn pรบblica segura, equitativa y de calidad para todos los niรฑos, niรฑas y jรณvenes afectados por crisis. La INEE apoya el derecho que tienen todas las personas jรณvenes a la educaciรณn y reconoce al Estado como el principal responsable de la escolarizaciรณn, en lรญnea con declaraciones, marcos e instrumentos legales internacionales que reconocen y protegen el derecho a la educaciรณn. 
Opportunities for Media and Information Literacy in the Middle East and North Africa: Yearbook 2016 ๋ฐํ ์ฐ๋: 2016 ์ ์: Magda Abu-Fadil | Jordi Torrent | Alton Grizzle ๋จ์ฒด ์ ์: International Clearinghouse on Children, Youth and Media (Sweden) | United Nations Alliance of Civilization (UNAOC) | UNESCO Opportunities for Media and Information Literacy in the Middle East and North Africa is the seventeenth Yearbook published by the Clearinghouse and fills a gap in the existing body of literature about the progress of media and information literacy work in different parts of the world. This book also helps educators in the Middle East and North Africa region looking for opportunities to bring to their classrooms elements of MIL education. 
2020 ์จ๋ผ์ธ ์ค(SSAEM) ์ปจํผ๋ฐ์ค: ์ต์ข
๋ณด๊ณ ์ ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: APCEIU | Korea R. Ministry of Education 2020 ์จ๋ผ์ธ SSAEM ์ปจํผ๋ฐ์ค๋ ๊ต์ก๊ต๋ฅ์ฌ์
์ฐธ๊ฐ๊ต์ฌ๋ค์ ์ฌ์
์ฐธ๊ฐ ์ดํ ํ์ํ๋ ์ฑ๊ณผ๋ฅผ ๊ณต์ ํ๋ ์ฅ์ผ๋ก ์ด์๋์๋ค. 2012๋
๋ ๋ถํฐ 9๋
๊ฐ ๊ต์ก๊ต๋ฅ์ฌ์
์ ์ฐธ๊ฐํ ์ฝ 1,200๋ช
์ ๊ตญ๋ดยท์ธ ๊ต์ฌ๋ค์ ๋ค์ํ ํ์ํ๋ ๊ฒฐ๊ณผ๋ฌผ์ ๊ณต์ ํ๊ณ , ํฅํ ๋คํธ์ํฌ ๊ตฌ์ถ์ ์ํ ์จ๋ผ์ธ ์ํต ๊ณต๊ฐ์ ์ ๊ณตํ์๋ค. 
Developing Online Educational Materials for Global Education in Korea: Project Report ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: APCEIU | Korea R. Ministry of Education This project aims to enhance the intercultural understanding of Korean teachers and students by utilizing global education and Global Citizenship Education(GCED) materials produced by partner countriesโ teachers. Simultaneously, for the teachers from partner countries, the project is expected to enhance their educational competency, global competency, and online teaching competency required in this pandemic era. The project also aims to establish an online teaching and learning model by using online educational materials in Korean classrooms and accumulate and expand educational achievements in response to the spread of online exchange. ์ด์ฒญ๊ต์ฌ ์จ๋ผ์ธ ๊ต์์๋ฃ ์ ์: ์ต์ข
๋ณด๊ณ ์ ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: APCEIU | Korea R. Ministry of Education ๋ณธ ํ๋ก์ ํธ๋ ๋์๊ตญ ๊ต์ฌ๊ฐ ์ ์ํ ๊ธ๋ก๋ฒยท์ธ๊ณ์๋ฏผ๊ต์ก ์๋ฃ ํ์ฉ์ ํตํด, ๊ตญ๋ด ํ๊ต ๊ต์ ๋ฐ ํ์์ ๋ค๋ฌธํ ๊ฐ์์ฑ์ ์ ๊ณ ํ๋ ๊ฒ์ ๋ชฉํ๋ก ํ๋ค. ๋์์ ๊ฐ์์๋ก ์ฐธ์ฌํ๋ ๋์๊ตญ ๊ต์ฌ์ ๊ต์ก ์ญ๋๊ณผ ๊ธ๋ก๋ฒ ์ญ๋, ๊ทธ๋ฆฌ๊ณ ์ธํํธ ์๋์ ์๊ตฌ๋๋ ์จ๋ผ์ธ ๊ฐ์ ์ญ๋์ ํฅ์์ํค๊ณ ์ ํ๋ค. ๋ํ ์ธ๊ตญ ๊ต์ฌ๊ฐ ์ ์ํ ์จ๋ผ์ธ ๊ต์์๋ฃ๋ฅผ ๊ตญ๋ด ๊ต์ก ํ์ฅ์ ํ์ฉํ์ฌ ์ด๋ฅผ ํ ๋๋ก ์จ๋ผ์ธ ๊ต์-ํ์ต ์ฒด์ ๋ฅผ ๊ตฌ์ถํ๊ณ , ์จ๋ผ์ธ ๊ต๋ฅ ํ์ฐ ์ถ์ธ์ ๋์ํ๋ฉฐ ๊ต์ก์ฑ๊ณผ๋ฅผ ์ถ์ ยทํ์ฐํ๊ณ ์ ํ๋ค. 
์ธํฌ๋ฐ๋ฏน์ ์ด๊ธฐ๋ ๋ฏธ๋์ด ๋ฆฌํฐ๋ฌ์ ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: ์์ธํน๋ณ์๊ต์ก์ฒญ ๊ต์ก์ฐ๊ตฌ์ ๋ณด์ ๋ณธ ์์์ ์ฝ๋ก๋19์๋์ ์ฐ๋ฆฌ๊ฐ ๊ณ ๋ฏผํด์ผ ํ ์ค์ํ ์ด์์ธ ๋ฏธ๋์ด๋ฆฌํฐ๋ฌ์๋ฅผ ๊ฐ์กฐํ๋ฉด์, ํฉํธ์ฒดํฌ ์ฌ์ดํธ ๋ฐ ๊ฐ์ง๋ด์ค ํ๋ณ๋ฒ 10๊ฐ์ง ์ ์ฉํ๊ธฐ ๋ฑ์ ํตํด ๋นํ์ ์ฌ๊ณ ๋ ฅ์ ๊ธธ๋ฌ ์ธํฌ๋ฐ๋ฏน์ ์ด๊ธฐ๋ ๋ฐฉ๋ฒ์ ์๊ฐํ๋ค. 
2018 International Symposium on Media and Information Literacy ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: Korean National Commission for UNESCO | Korean Education and Research Information Service (KERIS) | Korea Press Foundation | Community Media Foundation | National Association of Community Mediacenters This book is a conference report of 2018 International Symposium on Media and Information Literacy. The Symposium on MIL is hosted by the Korea Press Foundation (KPF), the Korea Education and Research Information Service (KERIS), and the Korean National Commission for UNESCO (KNCU), in cooperation with the Community Media Foundation, the National Association of Community Mediacenters. 2018 ๋ฏธ๋์ดยท์ ๋ณด๋ฆฌํฐ๋ฌ์: ๊ตญ์ ์ฌํฌ์ง์ ์๋ฃ์ง ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: Korean National Commission for UNESCO | Korean Education and Research Information Service (KERIS) | Korea Press Foundation | Community Media Foundation | National Association of Community Mediacenters ์ด ์ฑ
์ ์ ๋ค์ค์ฝํ๊ตญ์์ํ, ํ๊ตญ์ธ๋ก ์งํฅ์ฌ๋จ, ํ๊ตญ๊ต์กํ์ ์ ๋ณด์, ์์ฒญ์๋ฏธ๋์ด์ฌ๋จ, ์ ๊ตญ๋ฏธ๋์ด์ผํฐํ์ํ๊ฐ ๊ณต๋์ฃผ์ตํ๊ณ ๊ต์ก๋ถ, ๋ฌธํ์ฒด์ก๊ด๊ด๋ถ, ๋ฐฉ์กํต์ ์์ํ๊ฐ ํ์ํ ใ2018 ๋ฏธ๋์ดยท์ ๋ณด๋ฆฌํฐ๋ฌ์: ๊ตญ์ ์ฌํฌ์ง์ใ์ ์๋ฃ์ง์ผ๋ก ๊ธฐ์กฐ์ฐ์ค ๋ฐ ์ฃผ์ ๋ณ ๋ฐํ๋ด์ฉ์ ๋ด๊ณ ์๋ค. 
์ฌ์ด๋ฒ๋ฏธํ 02: ์ ๋ณด ์ค๋ฆฌ ์ฃผ์ ์ธ์ฑ ๊ต์ก ์๋ฃ ์ค1-3 ๋ฐํ ์ฐ๋: 2021 ์ ์: ์ฐจ์ฐ๊ท | ์ ํธ์ฌ | ๊น์์ | ๋ฏผํ์ | ๊น์์ | ๊น์ญ | ์ด์๋น | ์ต๋ช
์ง ๋จ์ฒด ์ ์: ํ๊ตญ๊ณผํ์ฐฝ์์ฌ๋จ | ๋ํ๋ฏผ๊ตญ ๊ต์ก๋ถ ใ์ฌ์ด๋ฒ ๋ฏธํ2ใ๋ ์ปดํจํฐ ์ฌ์ฉ๋์ด ๊ธ๊ฒฉํ ๋์ด๋๋ ์คํ๊ต 1-3ํ๋
์ ๋์์ผ๋ก ํ ์ ๋ณด์ค๋ฆฌ ์ฃผ์ ์ธ์ฑ๊ต์ก ํ๋ก๊ทธ๋จ์ผ๋ก์, ์ฌ์ด๋ฒ ๊ณต๊ฐ์์์ ์ค๋ฆฌ์ ์ธ ๋ฌธ์ ๋ค์ ๋ค๋ฃจ๊ณ ์ ํ์๋ค. ๋ณธ ์๋ฃ์์ ์ฌ์ด๋ฒ ๊ณต๊ฐ์ ์ด์ฉํ๋ ํ์๋ค์ ์ธ์ฑ ํจ์๊ณผ ๋ฏผ์ฃผ์๋ฏผ์ฑ ๊ฐํ๋ฅผ ์ํ ์ฌ๋ฌ ๊ต์ก ํ๋ก๊ทธ๋จ์ ์ ์ํ์๋ค. ์๋ฃ ๊ตฌ์ฑ์์ ์ค์ ์ ์ผ๋ก ๋์ฌ๊ฒจ ๋ณผ ์ฌํญ์ ์๋์ ๊ฐ๋ค.๋ด์ฉ์ ์ผ๊ด์ฑ๊ณผ ์ค๋ณต์ ํผํ์ฌ ์๋ฃ๋ฅผ ๊ตฌ์ํ๊ณ , ๊ต๊ณผ ์์
์๊ฐ์ ์ ๋ณด์ค๋ฆฌ ์ฃผ์ ์ธ์ฑ๊ต์ก ํ๋ก๊ทธ๋จ์ ์ด์ํ ์ ์๋๋ก ๊ด๋ จ ์ฑ์ทจ๊ธฐ์ค์ ์ ์ํ์๋ค.๊ฐ ์ฐจ์๋ณ ์์
ํ์ฉ๋๋ฅผ ๋์ด๊ธฐ ์ํด ์ฃผ์ฒด๋ณ ์ฐจ์๋ฅผ ๋ชจ๋ํ์ผ๋ก ๊ตฌ์ฑํ๊ณ ๊ต์ฌ์ฉ PPT๋ฅผ ํจ๊ป ๊ฐ๋ฐํ์๋ค.์ฐจ์๋ณ ํ๋ก๊ทธ๋จ์ ๊ต์ฌ์ฉ ์์
์ง์ ์๋ฃ์ ํ์ ํ๋์ง ๋ฐ ํ์ ๋์์๋ฃ๋ก ๊ตฌ์ฑ ๋์์ผ๋ฉฐ ๊ต๊ณผ ๋ฐ ์ฐฝ์์ ์ฒดํํ๋ ์๊ฐ์ ๋ค์ํ๊ฒ ํ์ฉํ ์ ์๋๋ก ํ์๋ค.๋น๋๋ฉด ์์
์ํฉ์์ ์ ๋ณด์ค๋ฆฌ ์ฃผ์ ์ธ์ฑ ๊ต์ก ์์
์ด ๊ฐ๋ฅํ๋๋ก ๋ค์ํ ์จ๋ผ์ธ ํ๋ซํผ์ ๊ธฐ ๋ฐํ ์๋ฃ๋ฅผ ๊ฐ๋ฐํ์๋ค. 
Mindfulness in the Context of Education ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: Campus Virtual MIMI This podcast deals with the concept of mindfulness, understood as an Eastern tradition that in recent years has been adapting to Western culture from different contexts to work on its own well-being. It is also defined by the author Jon Kabat-Zinn, who has brought to the West is practical, as the possibility of paying attention in a determined way to the present moment, without judgments. It has 3 components: attention, the intention to be present and attitudes individuals. It shows to be an inherent quality of the human being, as well as a capacity and ability that is trained, a practice that helps the brain in terms of its predispositions and has scientific bases that strongly relate it to mental health, due to its intervention in the nervous system , which generate a balance in the activation of this system. Therefore, the objective of mindfulness is to generate a possibility to balance emotions and learn to regulate them. It allows thoughts to connect with the body, which impacts on affective symptoms by strengthening the immune system. The video shows the ways to use it in everyday life in the academic context.