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27 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
What's in a Word? The Problem with 'Development' with Dr Karen Pashby ๋ฐํ ์ฐ๋: 2020 ์ ์: Karen Pashby ๋จ์ฒด ์ ์: Bridge 47 Dr Karen Pashby is a Reader at Manchester Metropolitan University and is also part of Bridge 47's Knowledge Exchange Partnership.In this episode, Karen explores development through a post/de-colonial lens, discussing how development is viewed in public discourse and how these effects the field of Development Education. 
Why Is Target 4.7 So Important to the Sdgs? With Paul Bradley, SCVO ๋ฐํ ์ฐ๋: 2020 ์ ์: Paul Bradley ๋จ์ฒด ์ ์: Bridge 47 In this Bridge 47 Network Story, Paul Bradley of The Scottish Council for Voluntary Organizations eloquently talks about why Target 4.7 and Global Citizenship Education is crucial to Achieving the United Nations's SDGs (Sustainable Development Goals). 
The Role of Education in Addressing Future Challenges ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Bridge 47 This report, โThe role of Education in addressing future challengesโ, was prepared in response to UNESCOโs Futures of Education consultation. Through this initiative, UNESCO proposes to consider the role of education as a common good in 2050 and beyond. In other words, education is key to building a more sustainable planet and equal societies. In this report, Bridge 47 will focus on the role of education that is transformative and value-based to adapt and respond to the multiple challenges the world is currently facing. Bridge 47 considers as transformative any education that fosters global citizenship, sustainable development, human rights, equality, peace and cultural diversity, as captured in Target 4.7. of the Sustainable Development Goals.Bridge 47 sees education from a holistic perspective, ie. learning that is lifelong and extends beyond formal learning, and life-wide, that takes place in a multitude of contexts and environments. Formal, non-formal and informal learning all have a key role to play. 
How to Engage Citizens With the Sustainable Development Goals ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Finnish Development NGOs Fingo The purpose of this booklet is to share reflections, successes and learning outcomes from the FRAME, VOICE, REPORT! (FVR) project.It can be used to find inspiration from other civil society organisations (CSOs) working on the same topics and themes you do, but also as a source for ideas for new ways of looking at old issues.This booklet covers both the more theoretical approaches and concrete cases from CSOs across Europe. These cases are examples of the many projects funded by the FVR.The project had its roots in the previous successes and tried and tested approaches of the partner organisations. The aim of FVR! was to secure resources and develop the value-based, high quality work of civil society organisations. The second aim was to enable smaller organisations to learn about EU project funding and to build capacity on how to conduct high quality global citizenship education and development communications. Finally, the overarching aim of the project was to engage EU citizens with the SDGs. 
Envision 4.7 Event and Roadmap ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: Bridge 47 Envision 4.7 took place in Helsinki in 2019, bringing together 200 education practitioners, civil society representatives and decision makes to create the Envision 4.7 Roadmap, a policy guideline to the future implementation of SDG Target 4.7 in Europe. This video presents the Envision 4.7 story. 
Let's Prepare: A Plan For Media Education ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: KAVI National Audiovisual Institute (Finland) This guide helps you to prepare a media education plan. The plan and its preparation can be made in many different ways and in different scope. The themes and questions of the guide help to take into account the different aspect of media education work. You can choose the relevant questions based on your own perspective. This guide is based on the workshop conducted in the Finnish Media Education Forum 2020. 
Active citizenship and late-life learning in the community ๋ฐํ ์ฐ๋: 2013 ์ ์: Carmel Borg This paper problematises dominant notions of active citizenship in later life and provides a framework for an alternative view of active citizenship. It also illustrates how adult educators can facilitate learning processes where late-life learners, reflect on the impact of the neoliberal value system and on the consequences of its hegemonic practices on personal and community life, before engaging in transformative action.