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Философия независимой жизни: состояние инклюзивного образования в Казахстане (обзорный анализ современных исследований) (Вестник ЕНУ им. Л.Н. Гумилева. Серия: Исторические науки. Философия. Религиоведение; Vol.142, No.1) 발행 연도: 2023 저자: Абдина Айнур К. | Уызбаева Анар А. | Жанарстанова Марал Б. Люди с ограниченными возможностями имеют право на полноценное участие в жизни общества. Философия независимой жизни связана с самоопределением, с тем, чтобы люди с ограниченными возможностями решали, что для них лучше. Для преодоления ими барьеров, существующих в социальном пространстве, необходимы не только пандусы, специальное оборудование и обученный персонал, но и изменение отношения людей. Речь идет не о благотворительности, а о правах. Необходимо принятие соответствующих законов, создание полноценно развитой социальной инфраструктуры и дружелюбной окружающей среды. Авторы статьи рефлексируют над понятием «философия независимой жизни», выделяя его ключевой момент – концептуализацию проблем инвалидности и выстраивания адекватного отношения в обществе к людям с ограниченными возможностями здоровья (ОВЗ) и особыми образовательными потребностями (ООП). Центральное место в философии независимой жизни занимает инклюзивный подход. Несомненно, проблема адаптации лиц с ООП к системе образования является одним из актуальнейших вопросов в глобальном дискурсе об инвалидности. В то же время, нельзя утверждать, что исследования в области инклюзивного образования получили достаточно широкое распространение в мировом научном сообществе и образовательном пространстве. Существуют огромные различия между национальными уровнями исследований и их интерпретационными рамками. Для выявления состояния инклюзивного образования в Казахстане, авторами предпринята попытка обзорного анализа современных научных исследований в данной области, проведенных отечественными учеными. Кроме того, делается акцент на еще одном важном моменте инклюзивного образования – на ассистивных технологиях. 
2021 문화다양성 정책 연차보고서 발행 연도: 2022 저자: 윤소영 | 정보람 | 신아름 단체 저자: 한국문화관광연구원 2021 문화다양성 정책 연차보고서는 2021년 한 해 동안 중앙부처와 지방자치단체에서 추진한 문화다양성 보호·증진 정책 추진 현황 및 세부 이행결과에 대해 분석하고 평가결과를 정리하였다. 또한 2021년 문화다양성 정책 관련 국내외 환경변화 및 정책동향을 살피고 국내 문화다양성 정책 및 주요 의제로 중앙부처·지자체 문화다양성 정책 사업과 활동, 주요 대학·기관·산업계의 관련 활동을 분석하고 주요 국제기구 및 주요 협약 당사국의 문화다양성 정책 및 현황을 다루고 있다. 본 저작물은 문화체육관광부에서 2022년 작성하여 공공누리 제 4유형으로 개방한 '2021 문화다양성 정책 연차보고서(윤소영, 정보람, 신아름)'를 이용하였으며 해당 저작물은 문화체육관광부 누리집 (www.mcst.go.kr/)에서 무료로 다운받으실 수 있습니다. 
Some Aspects of Sustainable Development of the Kyrgyz Republic (International Journal of Humanities and Natural Sciences; Vol.1-1, No.76) 발행 연도: 2023 저자: А.И. Абдиева | Сыдыкова Жылдыз The article reveals the modern position of the Kyrgyz Republic in the field of promoting the principles of sustainable development, in particular, it discloses what strategic documents have been adopted and are currently being implemented in this area, the article attempts to draw attention to the state of air pollution and its impact on the health of the population of the republic. Некоторые аспекты устойчивого развития Кыргызской республики (Международный журнал гуманитарных и естественных наук; Vol.1-1, No.76) 발행 연도: 2023 저자: А.И. Абдиева | Сыдыкова Жылдыз В статье раскрывается современная позиция Кыргызской Республики в области продвижения принципов устойчивого развития, в частности, раскрыты какие стратегические документы приняты и реализовываются на настоящий момент по данному направлению, в статье делается попытка на обращение внимания о состоянии загрязнения атмосферного воздуха и его влиянии на здоровье населения республики. 
Asia-Pacific Regional Synthesis: Climate Change, Displacement and the Right to Education 발행 연도: 2023 단체 저자: UNESCO | United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) | UNESCO Bangkok In 2020, 30.7 million people were displaced by natural disasters – disasters which the scientific community acknowledges are more frequent and more intense as a result of climate change. In Asia and the Pacific alone, 21.3 million people were displaced, making it the region the most impacted by national disasters and climate change in the world. Therefore, country case studies were carried out in Bangladesh, India, Indonesia, Tuvalu, and Viet Nam to examine not only specific vulnerabilities to climate change and related mobility, but also the impacts of climate change on the right to education in Asia and the Pacific. These case studies show that climate change directly threatens education – through the destruction of schools and property – but also indirectly puts education in peril by forcing people to cross borders, ensuring neither legal residency nor the right to education. This regional synthesis report aims to guide policy-makers through providing operational policy recommendations on how to ensure education is protected in Asia and the Pacific in the face of climate change and displacement from a human rights-based approach. The report is one of four being developed and will contribute to the global initiative on climate change and displacement and the right to education – launched by UNESCO in 2020 – by informing the development of a Global Report with global policyrecommendations.How climate change impacts the right to education in Asia and the Pacific21.3million displacementstook place in Asia and the Pacific 
Good Practices in South-South and Triangular Cooperation: Transforming Education and Delivering on SDG 4 발행 연도: 2023 단체 저자: UNESCO | United Nations Children's Fund (UNICEF) | UN. Office for South-South Cooperation (UNOSSC) Quality Education: South-South cooperation as a lever for action. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.South-South and triangular cooperation is at the heart of SDG4 implementation on Quality Education. As demonstrated in the last few years, this kind of cooperation can mobilize action, ambition, solidarity and solutions to transform education in a rapidly changing world. From the inclusive approach to digital learning in Lao People’s Democratic Republic to distance learning and teacher training strategies in Caribbean SIDS, South-South cooperation is a key modality of cooperation for transforming education and supporting internationally agreed development goals, including the 2030 Agenda. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.This publication presents forty innovative solutions from around the world which showcase how South-South and triangular cooperation can support the development of more efficient, equitable and resilient education systems that are adapted to the challenges of the 21st century. Countries of the South, with the support of partners, must enhance South-South and triangular cooperation to exchange resources, technology, skills and knowledge to realize the promise of making inclusive, quality education available to all. 
Digital Citizenship in Asia-Pacific: Translating Competencies for Teacher Innovation and Student Resilience 발행 연도: 2023 단체 저자: UNESCO Bangkok A digitally-equipped and competent teaching force is crucial for cultivating students' digital citizenship skills. This UNESCO report, consisting of a comprehensive analysis comprising 15 countries in the Asia-Pacific region, unveils compelling evidence pertaining to what factors influence teachers' Information and Communication Technology (ICT) skills and their impact on students’ digital citizenship competencies. Perhaps unsurprisingly, the findings of this report show that students are developing most of their digital citizenship competencies through self-directed learning and outside of school. Nevertheless, teachers still play an important role, particularly in coaching students to use technology safely and effectively. Thus as UNESCO reports, Digital Creativity and Innovation remains relatively underdeveloped in all participating research countries. Additionally, female students tend to benefit more from teachers' guidance and advice, especially in terms of Digital Safety and Resilience. Support for teachers in terms of access to ICT infrastructure and training on ICT and pedagogical skills will contribute towards improving their ability to effectively guide and mentor their students, ultimately leading to better outcomes in terms of digital citizenship competencies. To achieve this, it is important for education systems to develop comprehensive and contextualized approaches to enhance digital citizenship capacities in teachers. Education policymakers and leaders are encouraged to use the 10 recommendations herein as a ‘roadmap’ to ensure that teachers are equipped with the necessary skills and knowledge to effectively integrate digital citizenship education into their teaching practices. This will ultimately help prepare students for the digital world and ensure their safety and well-being online. 
Global Citizenship Education in Canada and the U.S.: From Nation-Centric Multiculturalism to Youth Engagement 발행 연도: 2020 저자: Sarah Ranco | Alexis Gilmer | Colleen Loomis 단체 저자: Cham Springer This chapter examines the historical and current uses of global citizenship education (GCE) in Canada and the U.S. in public schools from primary through secondary levels, with attention to Canada as well as similarities and differences within and across the two countries. The authors assess how social and political contexts have influenced the definition and operationalization of multiculturalism, civic studies, and global studies in curricula, noting that the neo-liberal perspective has focused on making people an economic powerhouse rather than socially concerned global citizens. In their examination of educational approaches that relate to GCE, the authors present decolonizing pedagogies, the multiculturalism approach in Canada, as well as culturally responsive and anti-racist pedagogies. To illustrate these issues, the authors offer an example in the Canadian context and raise the need to prevent GCE from becoming yet another tool for hegemony by the Global North on the Global South, as dominant groups have long defined citizenship. They conclude by proposing that to realize GCE in these two countries, teacher/practitioner and local, national, and international actors must engage youth, and in doing so, power imbalances that prohibit becoming global citizens will be addressed. 
Science Education in a Cultural Diversity Context: The Migrant Student in Chile (Revista Saberes Educativos; July-Decembe, No.11) 발행 연도: 2023 저자: Carmen Luisa Alfaro Contreras | Iskra Pavez Soto The aim of this article is to analyze teachers' conceptions of science education in contexts of cultural diversity. In recent years, the presence of migrant students in Chilean education has increased, which has generated a meeting of diverse world views that stress the paradigms of scientific education itself. The article presents a study whose methodological design was of a qualitative nature. 13 interviews were conducted with a strategic sample made up of science teachers from the school system, pedagogy students, and university professors. The results reflect dissimilar ideas about the relationship between science and culture, generating, on the one hand, a kind of invisibility or denial of diversity and, on the other, a recognition of a multiplicity of ways of building knowledge, approaching an intercultural view of science. Stereotyped ideas about the student body and the lack of training to deal with cultural diversity are recognized. The main difficulties are associated with the characteristics of the school system and the hegemonic and monocultural nature of the curriculum. It concludes with recommendations on the need for a postcolonial scientific education and to democratize knowledge, with a focus on student learning that allows the development of critical individuals. Educación científica en contextos de diversidad cultural: El estudiantado migrante en chile 발행 연도: 2023 저자: Carmen Luisa Alfaro Contreras | Iskra Pavez Soto El objetivo de este artículo es analizar las concepciones del profesorado en torno a la educación científica en contextos de diversidad cultural. Durante los últimos años ha aumentado la presencia de estudiantado migrante en la educación chilena, lo cual ha generado un encuentro de visiones de mundo diversas que tensionan los paradigmas de la propia educación científica.