์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
90 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Preventing Youth Violence: An Overview of the Evidence ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: World Health Organization (WHO) Every year about 200.000 adolescents and young people between the ages of 10 and 29 die, which places homicide in fourth place in the world as cause of death in young population. Several million adolescents and young people suffer from acts of violence, and trauma that require urgent medical and psychological treatment. The emotional imprints that youth volence leaves on its survivors and their loved ones are often profound. Youth violence destroys lives and its consequences have very high economic costs, both for society and for the families of young people. The goal of this manual is to provide a scientific framework that allows us to understand why some people have a greater tendency to be involved in acts of youth violence and how to prevent it. La prevenciรณn de la violencia juvenil: Panorama general de la evidencia ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: World Health Organization (WHO) Cada aรฑo mueren unos 200.000 adolescentes y jovenes entre los 10 y los 29 aรฑos de edad, lo cual coloca al homicidio en cuarto lugar en el mundo como causa demuerte en la poblaciรณn joven. Varios millones de adolescentes y jovenes sufren por actos de violencia, traumatismos que exijen tratamiento medico y psicologico urgente. Las huellas emocionales que la violencia juvenil deja en sus sobrevivientes y en los seres queridos de estos suelen ser profundas. La violencia juvenil destroza vidas y sus consecuencias tienen costos economicos muy altos,tanto para la sociedad como para las familias de los jovenes. El objetivo de este manual es ayudar a los formuladores de politicas y planificadores en todas partes a contrarrestar la violencia juvenil mediante estrategias respaldadas por la evidencia. El manual proporciona un marco cientifico que permite entender por quรฉ algunas personas tiene una mayor tendencia a verse involucradas en actos de violencia juvenil y cรณmo prevenirla. 
Caring for Women Subjected to Violence: A Who Curriculum For Training Health-Care Providers ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: World Health Organization (WHO) This curriculum draws on the work of many people around the world dedicated to preventing and responding to all forms of violence against women and girls. WHO would like to thank all of those who contributed and who shared their training exercises and experiences, many of which have been incorporated into this manual. Atenciรณn para las mujeres que han sufrido violencia: Programa de capacitaciรณn de la OMS dirigido a los prestadores de servicios de salud ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: World Health Organization (WHO) Este programa de capacitaciรณn se basa en el trabajo de muchas personas de todo el mundo que se dedican a prevenir y responder frente a todas las formas de violencia contra las mujeres y las niรฑas. 
2024๊ธฐํ์๋น์คํํฉ: 5๋
๊ฒฝ๊ณผ๋ณด๊ณ ์ (2019โ2024) ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: World Meteorological Organization (WMO) 2018๋
์ ์๊ธฐํ๋ณํํ์ฝ (UNFCCC) ์ 24์ฐจ ๋น์ฌ๊ตญ ์ดํ์์ ํ๋ฆฌํ์ ๋น์ฌ๊ตญ ํ์๋ฅผ ์ฃผ์ฌํ๋ ์ดํ (COP)๋ WMO๊ฐ ๊ธฐํ์๋น์ค๋ฅผ ์ํ ๊ธ๋ก๋ฒ ํ๋ ์์ํฌ (GFCS)๋ฅผ ํตํด ๊ธฐํ ์๋น์ค ํํฉ์ ์ ๊ธฐ์ ์ผ๋ก ๋ณด๊ณ ํ ๊ฒ์ ์ด๊ตฌํ์ต๋๋ค.WMO๋ UNFCCC COP์ ๊ตญ๊ฐ ์ ์ ์๊ตฌ ์ฌํญ์ ๋ํ ์ถ๊ฐ ์ ๋ณด ์์ฒญ์ ๋ฐ๋ผ 2019๋
๋ถํฐ ๊ธฐํ ์๋น์ค ํํฉ์ ๋ํ ์ฐ๋ก ๋ณด๊ณ ์๋ฅผ ๋ฐ๊ฐํ์ต๋๋ค.2 ์ ๊ณต๋ ์ ๋ณด๋ ๊ตญ๊ฐ, ์๊ธ ๊ธฐ๊ด ๋ฐ ๊ฐ๋ฐ ํํธ๋๊ฐ ๊ธฐํ์๋น์ค ๊ฒฉ์ฐจ์ ์๊ตฌ์ฌํญ์ ํด๊ฒฐํ๋ ๋ฐ ํ์ํ ๋จ๊ณ๋ฅผ ์๋ณํ๊ณ , ๋ณด๋ค ํจ๊ณผ์ ์ธ ํฌ์๋ฅผ ์๋ฆฌ๊ณ , ์ ์ ๋ฐ ๊ฐ๋ฐ ๊ฒฐ๊ณผ๋ฅผ ๊ฐ์ ํ๋ ๋ฐ ๋์์ด ๋ฉ๋๋ค. 2024๋
ํ ๋ณด๊ณ ์๋ ๊ธฐํ ์๋น์ค์ ํ์ฌ ์ํ๋ฅผ ์ค๋ช
ํ๋ ๋์์ ์ง๋ 5๋
๋์ ์ด๋ฃจ์ด์ง ์ง์ ์ ์กฐ์ฌํ๊ณ ํ๊ฐํฉ๋๋ค. ์ด ๋ณด๊ณ ์๋ ๊ธฐํ ๋ฌธ์ ์ ๋ํ ๊ธฐํ ์ ์ฑ
๋์๊ณผ ๊ธฐํ ์๋น์ค ๊ฐ์น ์ฌ์ฌ ์ ๋ฐ์ ๊ฑธ์ณ ๊ตญ๊ฐ ๊ธฐ์ ๋ฐ ์๋ฌธ ์๋น์ค (NMHSs)๊ฐ ์ด๋ฃฌ ์ง์ ์ ์ดํด๋ด
๋๋ค. ์ฌํด์ ์๋์
์๋ 13๊ฐ๊ตญ์ด ๊ธฐํ์๋น์ค๋ฅผ ์ฑ๊ณต์ ์ผ๋ก ์ฌ์ฉํ์ฌ ๊ตญ๊ฐ, ์ง์ญ ๋๋ ๊ธ๋ก๋ฒ ์์ค์์ ์ฌํ ๊ฒฝ์ ์ ํํ์ ์ ๊ณตํ ๋ฐฉ๋ฒ์ ๋ํ ์ฌ์ธต์ ์ธ ์กฐ์ฌ๋ ํฌํจ๋ฉ๋๋ค. ์ด ๋ถ์์ ์ง๋ 5๋
๋์ ์ฌ๋ฌ ๋ถ๋ฌธ์ ๊ฑธ์ณ ๊ฐ๋ฐ๋ 113๊ฐ์ ์ฌ๋ก ์ฐ๊ตฌ๋ฅผ ๊ธฐ๋ฐ์ผ๋ก ํ๋ฉฐ, ์ฃผ์ ์ง์ ์์๋ฅผ ์กฐ์ฌํ๊ณ , ๊ธฐํ ์๋น์ค๊ฐ ์ฐฝ์ถํ๋ ๊ฐ์น๋ฅผ ๋ณด์ฌ์ค๋๋ค. 
Green Technology Book 2022: Solutions for Climate Change Adaptation ๋ฐํ ์ฐ๋: 2022 ๋จ์ฒด ์ ์: World Intellectual Property Organization WIPOโs new Green Technology Book puts innovation, technology and intellectual property at the forefront in the fight against climate change. This inaugural edition focuses on available solutions for climate-change adaptation, which aim to reduce vulnerability and increase resilience to climate impacts. The Green Technology Book comes at a time when we are all experiencing the effects of climate change. It concentrates on three areas where climate impacts are important: agriculture and forestry, water and coastal regions, and cities. A practical guide for those struggling with climate change firsthand, the book showcases 200 solutions for climate-change adaptation that are readily available or in the making. The findings build on the WIPO GREEN Technology Database, which connects green technology providers from around the world with those seeking environmentally friendly solutions. The Green Technology Book is a source of encouragement and inspiration, demonstrating the diversity of solutions available and ready to be scaled up.1. Climate change adaptation and technology2. Innovation and transfer of solutions3. Agriculture and forestry4. Water and coastal regions5. Cities6. Conclusion and recommendations 2024 State of Climate Services: Five-year Progress Report (2019โ2024) ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: World Meteorological Organization (WMO) In 2018, the Conference of the Parties serving as the meeting of the Parties to the Paris Agreement at the 24th Conference of the Parties to the United Nations Framework Convention on Climate Change (UNFCCC) called on WMO, through its Global Framework for Climate Services (GFCS), to regularly report on the state of climate services. WMO has issued annual reports on the state of climate services since 2019 in response to this United Nations request for more information on the adaptation needs of countries. The information helps countries, funding agencies and development partners to identify steps needed to address climate services gaps and needs, to inform more effective investment and to enhance adaptation and development outcomes. The 2024 edition of the report describes the current state of climate services while also examining and assessing the progress that has been made during the last five years. The report explores the climate policy response to the climate challenge and advancements made by Members across numerous value chain components. This yearโs edition also includes an in-depth look at how a selection of 13 countries have successfully leveraged climate services to deliver socioeconomic benefits at a national, regional or global level. The analysis draws on 113 case studies that were developed over the last five years across multiple sectors, and examines the key success factors, including showcasing the value being created by climate services. 
The Impact of AI on Curriculum Systems: Towards an Orbit-Shifting Dialogue (In-Progress Reflection; no. 32, 2019) ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) โArtificial Intelligenceโ (AI) refers to the theory and development of computer systems able to perform tasks normally requiring human intelligence. In order to achieve transformational change in contemporary curriculum systems and learning environments, we need to engender an orbitshifting dialogue about the potential relationship between AI and education, in terms of both independent variables (threats), and dependent variables (opportunities). Through such a dialogue, we need to create foresight indicators that can predict the process of this relationship. It is, however, crucial that the relationship between AI and education is strong and directly proportionate. If the potential of the relationship is not exploited sufficiently, then underdeveloped education systems will lag behind and fail to achieve their potential for transformation, whether radical or incremental. Indeed, some may even become obsolete. The paper contends that in order to effectively contribute to the knowledge economy and to sustainable development in the age of the 4th Industrial Revolution (characterized by a fusion of cyber-physical technologies) modern educational systems need to overcome obstacles to innovation in order to maximize the potential for transformative change. To achieve this will require an โorbital shiftโ in educational planning, practice and resourcing, to enable schools to respond more effectively to the rapidly changing needs of young people, society, the economy and environment in the third decade of the 21st century. Schools, educational institutions and environments, need to transform from being primarily spaces for teaching and taking exams, into spaces for innovation and personal learning, based on a culture of actively listening to the voices, choices, needs and goals of learners. Teachers need to become facilitators, coaches and mentors for learners. Schools need to create AI-enabled, flexible, collaborative working spaces. Visionary, energetic educational leaders need to communicate effectively with all stakeholders, including employers and parents, to inspire and manage change and smart decision-making to develop schools of the future. The aim of this reflection is to initiate an โorbit-shiftingโ dialogue about the potential of AI applications to transform all components of the curriculum system to meet emergent 21st century educational goals. The conceptualization aims to explore the variable roles and impact of curriculum learning and assessment on these emerging educational goals. Theme 1 of the paper outlines the concepts and characteristics of a range of existing AI systems and their potential to enhance teaching learning and assessment. Theme 2 reflects on the potential to embrace AI systems across the curriculum system. Theme 3 proposes an action model to enable AI to have an โorbit shifting impactโ on all the components of the curriculum system (i.e. learners, teachers, learning environments, leadership and management, content, pedagogy and assessment) by enhancing opportunities for individualization, creativity and uniqueness. 
Research Report: A Comparative Study on Hybrid Learning in Schools ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Hybrid learning is not just a response to pandemics but also serves as a viable solution for other scenarios where full school attendance is difficult. Aligned with UNESCO-IBEโs overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment.Published in February 2024 by the UNESCO International Bureau of Education (IBE) with support from the European Union. 
Strengthening Social and Emotional Learning in Hybrid Modes of Education: Building Support for Students, Teachers, Schools and Families; A UNESCO-IBE Discussion Paper ๋ฐํ ์ฐ๋: 2024 ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) The COVID-19 pandemic intensified existing educational disparities globally, prompting a reevaluation of school curricula to include Social and Emotional Learning (SEL). This shift recognized the holistic needs of learners, teachers, and families, emphasizing competencies beyond traditional knowledge acquisition. Despite SEL's increasing global recognition, it is often absent from formal curricula, prompting the UNESCO-IBE to address this gap. This Discussion Paper explores the crucial role of SEL in the broader transformation of global education, particularly in the post-COVID-19 era. It highlights six key topics, presenting diverse experiences in integrating SEL into education. Experts from various fields contribute insights, focusing on socio-emotional and hybrid learning advancements worldwide. The report aims to inspire global change-makers, advocating for robust policies aligned with UNESCO's Futures of Education framework. This call to action aligns with the UNESCO-IBE's HELA initiative, promoting flexible hybrid learning models for crisis response and sustainable educational strategies in line with the UN Transforming Education Summit's vision.