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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
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Toolkit for Designing a Comprehensive Distance Learning Strategy ๋ฐํ ์ฐ๋: 2021 ์ ์: Emily Morris | Yvette Tan ๋จ์ฒด ์ ์: United States Agency for International Development (USAID) The purpose of this toolkit is to provide practical guidance (tools, examples, and resources) for designing a comprehensive distance learning strategy that covers an entire education sector or system. 
๋ฏผ์ฃผ์๋ฏผ๊ต์ก์ ์ดํด์ ์ค์ฒ ๋ฐํ ์ฐ๋: 2017 ์ ์: ์ฃผ์ ๋ฏธ | ์ด๊ด์ | ์ ์์ | ๊ฐ๋ณ๋ ๋จ์ฒด ์ ์: ์ค์์ ๊ฑฐ๊ด๋ฆฌ์์ํ ์ ๊ฑฐ์ฐ์์ ๋ณธ ์๋ฃ๋ ๋ฏผ์ฃผ์๋ฏผ๊ต์ก์ ๊ฐ๋
๋ฐ ๋ฐฉ๋ฒ์ ๋ํ ์ฒด๊ณ์ ์ธ ์ง์นจ๊ณผ ์๋ด๋ฅผ ๋ชฉ์ ์ผ๋ก ๋ฐ๊ฐ๋์์ผ๋ฉฐ, ๋ฏผ์ฃผ์๋ฏผ๊ต์ก ๊ฐ์์ ํ์ํ ๊ธฐ๋ณธ ์ด๋ก ํ์ต์์ด๋ค. ๋ฏผ์ฃผ์๋ฏผ๊ต์ก์ ์์ ๋ฐ ๋ด์ฉ๊ณผ ๋ฐฉ๋ฒ, ์ธ๊ตญ์ ๋ฏผ์ฃผ์๋ฏผ๊ต์ก ์ฌ๋ก, ๋ฏผ์ฃผ์๋ฏผ๊ต์ก์ ํํฉ๊ณผ ๊ณผ์ ๋ฑ์ ์ฃผ์ ๋ด์ฉ์ผ๋ก ๋ด์๋ค.๋ณธ ์ ์๋ฌผ์ ์ ๊ฑฐ์ฐ์์์์ 2017๋
์์ฑํ์ฌ ๊ณต๊ณต๋๋ฆฌ ์ 2์ ํ์ผ๋ก ๊ฐ๋ฐฉํ โ๋ฏผ์ฃผ์๋ฏผ๊ต์ก์ ์ดํด์ ์ค์ฒโ ์ ์ด์ฉํ์์ผ๋ฉฐ ํด๋น ์ ์๋ฌผ์ ์ ๊ฑฐ์ฐ์์ (www.civicedu.go.kr)์์ ๋ฌด๋ฃ๋ก ๋ค์ด๋ฐ์ผ์ค ์ ์์ต๋๋ค. 
The Right to Education: Whatโs at Stake in Afghanistan?; A 20-Year Review ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO This report takes stock of the achievements in education made by Afghanistan over the past 20 years and sets out immediate action to safeguard the right to education for all learners following deep political change in the country in 2021.Although Afghanistan lags far behind countries across South and West Asia on most development indicators, it has made impressive progress in education over two decades. Enrolment has increased ten-fold, with substantial gains for girls and female literacy. Female teachers have been hired. Steady efforts have been made to expand the school network across the country.The country has ratified key international normative instruments relating to the right to education; enshrined this right in the Constitution and adopted a wide range of policy measures to increase access, improve education quality and reduce gender, socio- economic and rural/urban disparities.But the challenges remain colossal, with half the primary school-aged children not enrolled in school and very low learning outcomes. The country is highly dependent on external aid to sustain its education system. It needs to uphold state obligations on the right to education without any discrimination and continue removing barriers that impede progress towards the Sustainable Development Goal on education to build the countryโs future. 
Teaching Students How to Learn: Setting the Stage for Lifelong Learning (Educational Practices Series No. 33) ๋ฐํ ์ฐ๋: 2021 ์ ์: Stella Vosniadou | Michael J. Lawson | Helen Stephenson | Erin Bodner ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) | International Academy of Education In this Teaching How to Learn booklet, teachers can find information about some of the cognitive, metacognitive, emotional, and motivational capabilities that characterise self-regulated learners, and some of the actions that teachers can take to promote self-regulated learning in their students. These include giving students time to engage in constructive tasks independently or in collaboration with their peers and providing them with the knowledge and strategies that they can use to manage their learning and control their motivation and emotions while they complete these tasks successfully. 
ARC8 Outlook Report 2030: Inclusive and Diverse Higher Education in Asia and Europe ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: Asia-Europe Foundation (ASEF) The ARC8 Outlook Report 2030 on สปInclusive and Diverse Higher Education in Asia and Europeโ was initiated with the objective of better understanding the current state, policies and practices of inclusion in higher education and identifying actions that could accelerate greater inclusion in a post-pandemic era.The ARC8 Outlook Report outlines emerging issues that could grow into major challenges and/ or opportunities in the coming 10 years related to inclusion in higher education. Inputs for the report came from an in-depth consultation process and from previous research done by Asian and European stakeholders. The Report consists of 4 chapters which analyse the future of inclusion from different perspectives: Inclusive Learning and Teaching in a Digital World Inclusive and Flexible Lifelong Learning Pathways Inclusive International Mobility of People and Knowledge Equitable Access and Success in Higher Education 
Counting the Cost: Achieving Literacy in Countries of the Global Alliance for Literacy ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO Institute for Lifelong Learning (UIL) This paper seeks to determine the cost of achieving Sustainable Development Goal 4 (SDG 4) Target 4.6: 'By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy'. In an effort to answer this question, UNESCO ran simulations and identified the cost and funding gap for the 29 member countries of the Global Alliance for Literacy within the Framework of Lifelong Learning (GAL). This paper argues that 739 million youth and adults require additional literacy programmes of which 580 million are located in 9 of the 29 member countries (the E-9 countries). Based on the results of the simulation, an estimated US$ 190 billion is needed to achieve Target 4.6 by 2030 in the 29 GAL countries. The E-9 countries account for 80% of this cost as the large majority of the global population of youth and adults who lack basic literacy skills live in these territories. The estimation considers the impact of the COVID-19 crisis on GDP growth and presents several scenarios for consideration. If the 29 member countries allocate the recommended 3 per cent of their national education budget to youth and adult literacy, a funding gap of US$ 17 billion will still remain. However, this gap is greater in the 20 non-E9 countries, which account for US$ 12 billion of the funding gap. These 20 non-E9 countries already experience massive challenges for investing in their public education system due to low economic growth and low education development outcomes. A detailed description of the UNESCO GAL simulation model used to estimate the total cost and identify the financing gap for the 29 countries is presented to help interpret the results. The paper ends with a set of recommendations for governments and the international community to work together and ensure the availability of lifelong learning opportunities for all, especially those often left behind. 
Child Abuse: The Health Sector Responds ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: World Health Organization (WHO) This document presents a review on child abuse, which is presented in five ways, physical, sexual, psychological and neglect, each causing adverse effects on the health of children. Child abuse is widespread worldwide. It has immediate and long-term effects that can last a lifetime. It presents the factors involved in child abuse, as well as the strategies that can help prevent it. Maltrato infantil: El sector de la salud responde ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: World Health Organization (WHO) Este documento presenta un revisiรณn sobre el matrato infantil, el cual se presenta de cinco maneras, fรญsico, sexual, psicolรณgico y negligencia, cada uno provocando efectos adversos para salud de los niรฑos. El maltratro infantil se encuentra muy extendido a nivel mundial. Tiene efectos inmediatos y de largo plazo que pueden durar toda la vida. Presenta los factores que se involucran en el maltrato infanti,asรญ como las estrategias que pueden ayudar a prevenirlo. 
Education for Learning to Live Together and Conflict Resolution ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: BBVA Aprendemos Juntos In this video, the teacher and pedagogue Nรฉlida Zaitegi talks about her pedagogical proposal to learn to live together and resolve conflicts. He defends the so-called "soft skills", emotional intelligence and morals, which in schools should have as much presence as traditional subjects. He has been researching and developing educational innovation programs for more than forty years, based on positive coexistence and conflict resolution. Educaciรณn para la convivencia y resoluciรณn de conflictos ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: BBVA Aprendemos Juntos En este vรญdeo, la maestra y pedagoga Nรฉlida Zaitegi habla sobre su propuesta pedagรณgica para aprender a convivir y resolver conflictos. Defiende las llamadas โcompetencias blandasโ, la inteligencia emocional y la moral, que en las escuelas deberรญan tener tanta presencia como las asignaturas tradicionales. Lleva mรกs de cuarenta aรฑos investigando y desarrollando programas de innovaciรณn educativa, basados en la convivencia positiva y la resoluciรณn de conflictos.