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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
89 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Ending Violence in Schools : An Investment Case ๋ฐํ ์ฐ๋: 2021 ์ ์: Quentin Wodon | Chloรซ Fรจvre | Chata Malรฉ | Ada Nayihouba | Hoa Nguyen ๋จ์ฒด ์ ์: World Bank Preventing violence in and through school is a prerequisite for girls and boys getting the education they need and deserve, and acquiring the skills, knowledge and values that provide the foundations for strong and inclusive societies. This report demonstrates that violence in and around schools negatively impacts educational outcomes, and society pays a heavy price as a result (with an estimate of $11 trillion in lost lifetime earnings). Cost-benefit analyses suggest that implementing interventions to prevent violence in and through schools from early childhood to secondary education is a smart economic investment. Rigorously evaluated programs and policies aimed at preventing violence at different levels of the education system show that action is feasible. The benefits of investing in preventing violence in and through schools is likely to far outweigh the costs. 
Remote Learning During the Global School Lockdown: Multi-Country Lessons ๋ฐํ ์ฐ๋: 2020 ์ ์: Maria Barron Rodriguez | Cristobal Cobo | Alberto Muรฑoz-Najar | Iรฑaki Sรกnchez Ciarrusta ๋จ์ฒด ์ ์: World Bank This study includes three main sections that have been organized in a chronological order within this report: the first one, โWhat can we learn from education emergency responses in low- and middle-income countries?โ analyzes the emergency education responses to the COVID-19 pandemic of over 120 governments from April until May, 2020. The second section, โIs remote learning perceived as effective? An in-depth analysis across five countriesโ discusses the main national education responses deployed by Brazil, Kenya, Nigeria, Sierra Leone, and Peru, as well as the perceived effectiveness of these strategies conducted from May until August, 2020. The third section, โWhat works with remote and remedial strategies? an analysis across 13 countriesโ builds on key lessons learned during the analysis of the five multi-country experiences and presents global trends of remote learning implemented during school closures and the actions governments adopted to get ready for remedial learning, conducted from August until December 2020. The countries prioritized for the third section are IDA borrowing countries of which six are low-income countries: Afghanistan, Haiti, Malawi, Mozambique, Niger, and Rwanda; and five are lower-middle-income countries: Cambodia, Cameroon, Kenya, Nepal, and Pakistan. Additionally, two high-income countries, Estonia and Uruguay, have been included in the report. The main trends across this report are discussed below and have been grouped in five themes: (1) Adopt delivery systems with an inclusive approach; (2) Adjust the curriculum to ensure effectiveness; (3) Secure sustained teacher training and in-service support; (4) Leverage institutional capacities while ensuring sustained monitoring and evaluation; and (5) Consolidate national strategies to remediate learning losses. 
LEARNING to Realize Educationโs Promise ๋จ์ฒด ์ ์: World Bank The World Development Report 2018 (WDR 2018)โLEARNING to Realize Educationโs Promiseโis the first ever devoted entirely to education. And the timing is excellent: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to place their learning at the center. The 2018 WDR explores four main themes: 1) educationโs promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning. 
The SDG second half: Ideas for doing things differently ๋ฐํ ์ฐ๋: 2023 ์ ์: Amar Bhattacharya | Margaret Biggs | Matthew Bishop | Caren Grown | George Ingram | Homi Kharas | John W. Mcarthur | Sarah E. Mendelson | Jane Nelson | Tony Pipa | Naheed Sarabi | Jacob Taylor | Priya Vora | Rebecca Winthrop ๋จ์ฒด ์ ์: Center for Sustainable Development at Brookings This short compendium captures a cross section of SDG-focused insights and recommendations from CSD-affiliated scholars. Each brief essay describes something with the potential to be done differently during the second half of the SDG era. Across a dozen contributions, topics range from reframing media coverage of the SDGs to measuring and elevating the role of the private sector; from participatory approaches to transforming education systems to new learning paradigms for human rights; from better risk-taking in fragile countries to improving infrastructure and services for care; from fit-for-purpose multilateral development banks to a purpose-driven fund to end extreme poverty; from turbo-charged Canadian SDG approaches to renewed American SDG leadership; from breakthroughs in digital public infrastructure to innovative frontiers in the digitally empowered methods of collective behavior science. 
Singaporeโs educational reforms toward holistic outcomes: (Un)intended consequences of policy layering ๋ฐํ ์ฐ๋: 2023 ์ ์: Dennis Kwek | Jeanne Ho | Hwei Ming Wong ๋จ์ฒด ์ ์: Center for Universal Education at Brookings In the transition from economic imperatives to holistic drivers, there has been a gradual move over five policy phases (from 1965 to 2022 and beyond) toward curriculum and school diversification to cater to different students, with more autonomy given to schools to innovate their pedagogy and improve instructional quality to meet their studentsโ unique needs. Importantly, there has been a shift in policy rhetoric from focusing on educational structures to focusing on pedagogy and instructional quality. To shift pedagogy from being mainly didactic in natureโwith emphasis on preparing students for national examinationโthe Singapore government recognized the need to focus on school leadersโ and teachersโ capacity building to enable new curricula and teaching practices. The school cluster structure was initiated in 1997 to enable collaboration and learning among school leaders, key personnel, and teachers. Opportunities for collaborative teacher learning are provided at different ecological levels: professional learning communities (PLCs) within schools and networked learning communities (NLCs) across schools. Beyond the education system, the Singapore government works with other ministries and community organizations, such as ethnic self-help organizations, to tackle educational equity issues. Ultimately, even though the official policy narrative post-1997 has been a de-emphasis on examination results and educational infrastructure to help improve the instructional quality in schools toward holistic outcomes and improved student well-being have been developed, education systems building co-exists with an alternative underlying shadow education system valued by parents who continue to chase narrow academic outcomes. Tuition and enrichment centers in Singapore constitute the shadow education system. 
Advancing Digital Equity for All: Community-Based Recommendations for Developing Effective Digital Equity Plans to Close the Digital Divide and Enable Technology-Empowered Learning ๋ฐํ ์ฐ๋: 2022 ๋จ์ฒด ์ ์: USA. Department of Education. Office of Educational Technology In spring 2022, the U.S. Department of Educationโs Office of Educational Technology (OET) committed to advancing digital equity through the Digital Equity Education Roundtables (DEER) Initiative. Through DEER, OET hosted a series of national conversations with leaders from community-based organizations, as well as families and learners furthest from digital opportunities. The โAdvancing Digital Equity for Allโ resource illuminates insights from these conversation to highlight the barriers faced by learner communities and promising solutions for increasing access to technology for learning.The historic federal investments authorized by the Infrastructure Investment and Jobs Act offer critical opportunities for broadband planning that can identify and equitably address the various availability, affordability, and adoption challenges described. Using this guidance resource as a starting point, it is essential that leaders collaborate with those most impacted by the digital divide to develop comprehensive digital equity plans that outline strategies to meet the needs of learners, their families/caregivers, and communities effectively and sustainably. 
Building Stronger Education Systems: Stories of Change ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: The Global Partnership for Education (GPE) A compilation of results stories which show the progress that GPE's developing country partners are making in getting more children, especially girls, in school and learning. The brochure includes stories from Afghanistan, Benin, Burkina Faso, Djibouti, Eritrea, Ethiopia, Guyana, Kenya, Pakistan, Papua New Guinea and Sudan. Construire des systรจmes รฉducatifs plus performants : parcours de rรฉussite ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: The Global Partnership for Education (GPE) Cette brochure prรฉsente des parcours de rรฉussite attestant des progrรจs accomplis par les pays en dรฉveloppement partenaires du PME pour que davantage dโenfants, et en particulier de filles, aillent ร lโรฉcole et bรฉnรฉficient dโune รฉducation de qualitรฉ.Elle met en รฉvidence les cas des pays tels que l'Afghanistan, le Bรฉnin, le Burkina Faso, Djibouti, lโรrythrรฉe, lโรthiopie, le Guyana, le Kenya, le Pakistan, la Papouasie-Nouvelle-Guinรฉe et le Soudan. 
Missed opportunities: the high cost of not educating girls ๋ฐํ ์ฐ๋: 2018 ์ ์: Quentin Wodon | Claudio Montenegro | Hoa Nguyen | Adenike Onagoruwa ๋จ์ฒด ์ ์: Children's Investment Fund Foundation (CIFF) This report estimates the global impact of depriving girls of education as well as showing how educational attainment can affect their life chances and choices, and the outcomes of this at an individual, family and community level. Its findings show the transformative power of education for girls in six areas: (1) earnings and standards of living, (2) child marriage and early childbearing, (3) fertility and population growth, (4) health, nutrition and well-being, (5) agency and decision-making, and (6) social capital and institutions. Findings indicate that limited educational opportunities for girls and barriers to completing 12 years of education cost countries between $15 trillion and $30 trillion dollars in lost lifetime productivity and earnings. The report also finds that primary education is not enough. Across many indicators, benefits from primary education only are limited. 
Transforming Systems in Times of Adversity: Education and Resilience; White Paper ๋ฐํ ์ฐ๋: 2019 ์ ์: Ritesh Shah ๋จ์ฒด ์ ์: United States Agency for International Development (USAID) This white paper was commissioned to provide USAID, including Missions, Regional Bureaus, Pillar Bureaus, and the Office of U.S. Foreign Disaster Assistance (OFDA), with an overview of global and Agency thinking and practice on education and resilience and a foundation and justification for positioning USAID education efforts more concretely within a resilience frame.The white paper is organized into three key sections. The first section outlines the business case for resilience, explaining how and why resilience is an important consideration for education programs to consider in contexts of crisis and conflict and how education is well poised as a sector to contribute to strengthening resilience. The second section presents a conceptual framework for understanding how resilience operates through and within the education sector and program interventions. The third section provides a series of key considerations for developing and supporting USAID education programs with a resilience lens or focus.