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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
2,781 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Peace Education in Northeast Asia: A Situational Analysis ๋ฐํ ์ฐ๋: 2021 ์ ์: Soonwon Kang | Cheng Liu | Ketei Matsui | Batbaatar Monkhooroi | Boyoung Park | Muyu Huang | Oyuntsetseg Dugarsuren ๋จ์ฒด ์ ์: APCEIU Being central to education for international understanding and global citizenship, peace education has always been an important theme in UNESCO. For effective delivery of peace education, it is critical to examine and understand the relevance of peace education and its key issues and approaches at a given juncture. With this in mind, in 2020, APCEIU conducted a study on peace education in South Korea to review its current state and suggest some policy recommendations. Following up on this study, APCEIU initiated in 2021 a research project on peace education in Northeast Asia in order to identify how peace education is interpreted and practised in the countries of the region and explore possibilities of cooperation among peace educators, researchers, and practitioners in the region. Building on this research, APCEIU hopes to develop and carry out joint projects for peace education in the region. 
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 ์ ์: ์ ๋ค์ค์ฝ ์์์ํํ์ ๊ตญ์ ์ดํด๊ต์ก์ | ๋ํ๋ฏผ๊ตญ ๊ต์ก๋ถ ๋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. 
EIU Best Practices Series No. 11: Challenging Racial Prejudices, Promoting International Understanding ๋ฐํ ์ฐ๋: 2008 ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.11 introduces a case study of the SMA Taman Harapan High School in Indonesia, conducted to explore prevalent issues of racial prejudices and devise methods to reduce racism. Research revealed that students held a degree of racist perception against people of certain heritage. Activities were conducted thenceforth, allowing participants to have direct and extended interactions with people of different cultures. Despite the short timeframe of the activity, perception on stereotypes did not change altogether, yet progress was evident in studentsโ understanding of the severity of the issue. As educators also learned ways to help alleviate the problem of racism, the case is an exemplary example of increasing cultural awareness and international understanding. 
EIU Best Practices Series No. 14: Teaching Cultural Diversity and Tolerance in Kyrgyzstan ๋ฐํ ์ฐ๋: 2009 ์ ์: Erkeayim Jorobekavo | Almakan Naizabekova ๋จ์ฒด ์ ์: APCEIU This report is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.14 introduces โCulturology,โ a mandatory course instituted in Kyrgyz-Uzbek University, designed and implemented to teach cultural diversity and tolerance to students. Given the nationโs recent history of independence and racial and religious diversity, the University chose to develop the course program and methodology guidebook to foster understanding of international education and multiculturalism. 
EIU Best Practices Series No. 19: Culture-Based Education Programme for Indigenous Children & Youth in the Philippines ๋ฐํ ์ฐ๋: 2010 ์ ์: Benjamin David Abadiano ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.19 introduces the Pumulaan program, a successful culture-based education programme for indigenous children and youth in the Philippines. The program is similar to that of Tugdaan, a widely recognized education program that promote learning for the Indigenous people. The Pumulaan program focuses on providing culturally sensitive, appropriate, and relevant education to students in Mangyan Tribe in Mindoro and the Matigsalog Tribe in Mindanao, incorporating values of peace, harmony, and diversity within the education programs. 
EIU Best Practices Series No. 20: Education for International Understanding through In-service Training: Uzbekistan Experience ๋ฐํ ์ฐ๋: 2010 ์ ์: Mukhamadjon Aliyev ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.20 introduces EIU projects undertaken by the Avloni In-Service Teacher Training Institute in Uzbekistan. The programme integrates EIU concepts into the public education through in-service training programs, promotes EIU concepts in different subjects and projects, and broadcasts good practices in the field of global citizenship education nationwide. Although it is still in the process of improvement, the programme is expected to raise awareness of EIU and empower education managers, principals and teachers in Uzbekistan. 
EIU Best Practices Series No. 22: Teaching Indigenous Knowledge towards Environmental Conservation: A Case Study of Camp Ebiil in Palau ๋ฐํ ์ฐ๋: 2011 ์ ์: Ann Kloulechad Singeo ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.22 introduces a case study of community-based education program from Camp Emiil in Palau that promote protection of one's identity and heritage by teaching the youth with the traditional knowledge. The camp allows young participants to take direct part in fun activities and learning opportunities to immerse in culture and nature. Through such experiential learning, participants become more knowledgeable about ethnic practices and acquire important character building skills and conservation knowledge. 
EIU Best Practices Series No. 23: Peace Education for School Leadership: A Case Study of PEACeXCELS in the Philippines ๋ฐํ ์ฐ๋: 2011 ์ ์: Ethel Agnes Pascua-Valenzuela | Elaissa Marina Mendoza | Cristina Villanueva-Moreno ๋จ์ฒด ์ ์: APCEIU This report is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.23 showcases Peace Education Excellence in School Leadership for Southeast Asia (PEACeXCELS) in the Philippines, a competency building program for educators on EIU. Through comprehensive training, principals and educators undertook reforms in respective schools, implementing various activities to include concept of peace and multiculturalism within school policies and lesson plans. 
EIU Best Practices Series No. 24: Innovative Practice of Inter-disciplinary Implementation of EIU based on World Heritages ๋ฐํ ์ฐ๋: 2011 ์ ์: QIAN Lixia ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.24 introduces a research undertaken by the Research Center for ESD, which outline projects that can be implemented to explore and promote education for international understanding and world heritage. To test the effectiveness, the Center carried out activities such as role-playing discussions and hands-on festival experiences at four kindergartens of the Huijia Education Organization and the High School Affiliated to the Renmin University of China. Overall, such initiative increased multicultural awareness of students and teachers alike, and affirmed commitment for further research and development.