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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
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Communication and Information Programme ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO UNESCO is the UN specialized agency building peace in the minds of people through education, the sciences, culture, communication and information. Our mission is to foster intercultural dialogue and sustainable development, by promoting the free flow of ideas.By adopting a multi-disciplinary and inclusive approach, UNESCO works with both duty-bearers and rights-holders across the world to develop and implement targeted actions that are born out of local needs, which ensures a holistic and results-based approach for sustainable change.In the field of communication and information, UNESCO defends and promotes freedom of expression, media independence and pluralism, and the building of inclusive knowledge societies underpinned by universal access to information and the innovative use of digital technologies.Through capacity-building, policy advice, international cooperation, monitoring and foresight in the fields of freedom of expression, access to information, and digital transformation, UNESCO will continue to empower key actors with a view to ensuring that fundamental freedoms are guaranteed online and offline, in line with international standards.This is all the more relevant to ensure the ethical development and use of emerging technologies, which have a growing impact on all aspects of the worldโs societies. Citizens will also be empowered to enjoy these fundamental freedoms through the development of 21st century skills and the fostering of enabling environments for media pluralism and diversity. 
Gender in Teaching: A Key Dimension of Inclusion ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO | International Task Force on Teachers for Education 2030 Without teachers, Sustainable Development Goal 4 to ensure inclusive and equitable, quality education for all by 2030 will not be achieved.Since teachers act as role models for students, inclusion in education means that the teaching workforce mirror the diversity of the classroom. As countries look to recruit more teachers to meet SDGs, one significant factor important to creating inclusive classrooms is gender.This document has been prepared for the 2020 World Teachersโ Day celebrated by UNESCO and the Teacher Task Force with the theme Teachers: Leading in crisis, reimagining the future. Le genre dans lโenseignement: Un รฉlรฉment essentiel de lโinclusion ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO | International Task Force on Teachers for Education 2030 Sans enseignant(e)s, il sera impossible dโatteindre lโobjectif de dรฉveloppement durable 4 qui vise ร assurer lโaccรจs de tous ร une รฉducation inclusive de qualitรฉ, sur un pied dโรฉgalitรฉ, dโici ร 2030.Les enseignant(e)s sont des exemples pour les รฉlรจves ; ร ce titre, lโinclusion dans lโรฉducation signifie que la composition ducorps enseignant doit reflรฉter la diversitรฉ des รฉlรจves. ร lโheure oรน les pays cherchent ร recruter davantage dโenseignant(e)s pour atteindre les ODD, le genre constitue lโun des facteurs les plus importants pour crรฉer des classes inclusives.Le prรฉsent document a รฉtรฉ prรฉparรฉ en vue de la Journรฉe mondiale des enseignant(e)s 2020, cรฉlรฉbrรฉe par lโUNESCO et lโรquipe spรฉciale sur les enseignants autour du thรจme Enseignants : leaders en temps de crise et faรงonneurs dโavenir. 
World Heritage Forests: Carbon Sinks Under Pressure ๋ฐํ ์ฐ๋: 2021 ์ ์: Tales Carvalho Resende | David Gibbs | Nancy Harris | Elena Osipova ๋จ์ฒด ์ ์: UNESCO | International Union for Conservation of Nature (IUCN) | World Resources Institute This report provides the first global scientific assessment of greenhouse gas emissions and sequestration in forests found in UNESCO World Heritage sites.World Heritage forests, whose combined area of 69 million hectares is roughly twice the size of Germany, are some of the most biodiversity-rich habitats on Earth and play a crucial role in climate regulation by absorbing carbon dioxide (CO2) from the atmosphere. However, these forests are under increasing anthropogenic pressures, including climate change.By combining remote sensing data with site-level monitoring, this report has quantified the climate benefits of World Heritage forests for the first time, assessed the impacts on carbon of common threats to World Heritage forests and identified sites that are net carbon sources. It therefore provides information to facilitate dialogues between policymakers and local stakeholders for the development of effective solutions aimed at maintaining the continuing role of World Heritage forests as sinks and stable carbon stores for future generations. 
Addressing Hate Speech on Social Media: Contemporary Challenges; Discussion Paper 01 ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO | Oxford Internet Institute | European Union (EU) This paper is part of a collection of discussion papers, commissioned and produced by UNESCO and the United Nations Office of the Special Adviser on the Prevention of Genocide (OSAPG). The papers are a direct contribution to the United Nations Strategy and Plan of Action and are published in the context of the Multistakeholder Forum and Ministerial Conference on Addressing Hate Speech through Education in September and October 2021. The outbreak of the COVID-19 pandemic has highlighted the pertinence of the United Nations Strategy and Plan of Action, generating a wave of hate speech across the world โfurther exacerbating intolerance and discrimination towards particular groups and destabilizing societies and political systems. The discussion papers seek to unpack key issues related to this global challenge and propose possible responses and recommendations. ๅๅป็คพไบคๅชไฝไธ็ไปๆจ่จ่ฎบ๏ผๅฝไปฃ็ๆๆ ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO | Oxford Internet Institute | European Union (EU) ๆฌๆไปถๆฏ็ๆดฅๅคงๅญฆไบ่็ฝ็ ็ฉถๆไธ่ๅๅฝๆ็งๆ็ป็ปๅไฝๅผๅ็ไธไธชๅทฅๅ
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ๅซๅ็ง็ฐๆ็ๆนๆณใ่ตๆบๅ็ ็ฉถ้กน็ฎ๏ผๆจๅจ็ๆต็ฝ็ปไปๆจ่จ่ฎบ็ๅ็ใไผ ๆญๅๅฝฑๅ๏ผไปฅๅ่ฏไผฐๅๅปไปๆจ่จ่ฎบ็่ฝๅๅๅๆณใ 
Education as a Tool for Prevention: Addressing and Countering Hate Speech (Expert Meeting: 13-18 May 2020) ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO Addressing and countering hate speech is a multi-layered endeavour, which includes tackling its root causes and drivers, preventing it from translating into violence and dealing with its wider societal consequences.Within the framework of the Education 2030 Agenda, and more specifically target 4.7 of Sustainable Development Goal 4 (SDG 4), as well as the United Nations Strategy and Plan of Action on Hate Speech โ which places specific emphasis on the role of education as a tool for addressing hate speech โ UNESCO and the United Nations Office on the Prevention of Genocide and the Responsibility to Protect (OSAPG) convened a series of virtual meetings of experts from 13 to 18 May 2020. This report highlights some of the key discussion areas and unpacks the role of education as a preventive tool. It argues that strengthening educational responses to build the resilience of learners to exclusionary rhetoric and hate speech is paramount for sustainable development and peace for all. 
A Decade of progress on education for sustainable development: reflections from the UNESCO Chairs Programme ๋ฐํ ์ฐ๋: 2017 ์ ์: Michelsen, Gerd | Wells, Peter J. ๋จ์ฒด ์ ์: UNESCO The UNITWIN/UNESCO Chairs Programme, launched in 1992, today forms an extensive network of inter-university cooperation involving more than 700 higher education institutions in 128 countries worldwide. Through knowledge sharing and collaborative research in the priority areas of UNESCOโs work in education, the natural and social sciences, culture, communication and information, the Chairs provide a vital contribution to the Organizationโs mission. The current volume focuses on the activities undertaken by UNESCO Chairs dedicated to the field of Education for Sustainable Development (ESD) within the context of the UN Decade of ESD which culminated in the UNESCO World Conference on ESD, held in AichiNagoya, Japan, 2014. The case studies included, showcase the good practices, applied research and curricula innovations pioneered by the individual UNESCO Chairs, as well as highlighting the challenges and lessons learned both for the new follow-up Global Action Programme (GAP) on ESD and the wider Education 2030 Agenda. A Decade of progress on education for sustainable development: reflections from the UNESCO Chairs Programme ๋ฐํ ์ฐ๋: 2017 ์ ์: Michelsen, Gerd | Wells, Peter J. ๋จ์ฒด ์ ์: UNESCO The UNITWIN/UNESCO Chairs Programme, launched in 1992, today forms an extensive network of inter-university cooperation involving more than 700 higher education institutions in 128 countries worldwide. Through knowledge sharing and collaborative research in the priority areas of UNESCOโs work in education, the natural and social sciences, culture, communication and information, the Chairs provide a vital contribution to the Organizationโs mission. The current volume focuses on the activities undertaken by UNESCO Chairs dedicated to the field of Education for Sustainable Development (ESD) within the context of the UN Decade of ESD which culminated in the UNESCO World Conference on ESD, held in AichiNagoya, Japan, 2014. The case studies included, showcase the good practices, applied research and curricula innovations pioneered by the individual UNESCO Chairs, as well as highlighting the challenges and lessons learned both for the new follow-up Global Action Programme (GAP) on ESD and the wider Education 2030 Agenda. A Decade of progress on education for sustainable development: reflections from the UNESCO Chairs Programme ๋ฐํ ์ฐ๋: 2017 ์ ์: Michelsen, Gerd | Wells, Peter J. ๋จ์ฒด ์ ์: UNESCO The UNITWIN/UNESCO Chairs Programme, launched in 1992, today forms an extensive network of inter-university cooperation involving more than 700 higher education institutions in 128 countries worldwide. Through knowledge sharing and collaborative research in the priority areas of UNESCOโs work in education, the natural and social sciences, culture, communication and information, the Chairs provide a vital contribution to the Organizationโs mission. The current volume focuses on the activities undertaken by UNESCO Chairs dedicated to the field of Education for Sustainable Development (ESD) within the context of the UN Decade of ESD which culminated in the UNESCO World Conference on ESD, held in AichiNagoya, Japan, 2014. The case studies included, showcase the good practices, applied research and curricula innovations pioneered by the individual UNESCO Chairs, as well as highlighting the challenges and lessons learned both for the new follow-up Global Action Programme (GAP) on ESD and the wider Education 2030 Agenda.