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๋ฐํ ์ฐ๋: 2018 ์ ์: Chris Coward ๋จ์ฒด ์ ์: International Telecommunication Union (ITU) ๆฌๅทฅๅ
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Survey on Privacy in Media and Information Literacy With Youth Perspectives ๋ฐํ ์ฐ๋: 2017 ์ ์: Sherri Hope Culver | Alton Grizzle ๋จ์ฒด ์ ์: UNESCO This report aims to provide conceptual, development and policy recommendations to foster privacy in MIL, while enabling the critical engagement of people, including young women and men, in an environment conducive to sustainable development and to freedom of expression online and offline. It seeks to provide clarity on the complex issue of how MIL and privacy intersect. 
Apprendre ร vivre ensemble: Un programme interculturel et interreligieux pour lโenseignement de lโรฉthique: Rรฉsumรฉ ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation What is the Learning to Live Together? How was it developed? Where and how can it be used? In the Executive Summary you can find answers to all these questions, as well as information about outstanding projects that show the potential of the programme. Learning to live together: an intercultural and interfaith programme for ethics education: Executive Summary ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation What is the Learning to Live Together? How was it developed? Where and how can it be used? In the Executive Summary you can find answers to all these questions, as well as information about outstanding projects that show the potential of the programme. 
Learning to live together: poster ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation The poster is for the Learning to Live Together programme. The Learning to Live Together programme is built on two complementary learning modules, โUnderstanding Self and Othersโ and โTransforming the World Together,โ based on four core ethical values: respect, empathy, responsibility and reconciliation. 
Boosting Gender Equality in Science and Technology: A Challenge for TVET Programmes and Careers ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) While technical and vocational education and training (TVET) has the potential to bolster the participation of women in the labour market, this potential is not always well understood and capitalized on. In general, female students are lowly represented in TVET compared to general programmes, and in particular girls and women tend to be under-represented in the fields that require science, technology, engineering and mathematics (STEM) skills and knowledge. In addition to being required for โtraditionalโ and โemergingโ occupations, STEM skills and knowledge are often needed for the so-called โjobs of the futureโ, driving innovation, inclusive growth and sustainable development. This report examines the key issues concerning girls and womenโs participation and achievement in STEM-related TVET programmes and their transition STEM related careers. 
Supplement to Framework for Reopening Schools: Emerging Lessons From Country Experiences in Managing the Process of Reopening Schools ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO | United Nations Children's Fund (UNICEF) | World Bank | World Food Programme | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) Education systems around the world continue to grapple with the complex decisions of when and how to reopen schools for in-person learning following widespread closures due to the COVID 19 pandemic. This supplement to the Framework for reopening schools, originally published jointly by UNICEF, UNESCO, the World Bank, the World Food Programme, and the UN Refugee Agency (UNHCR) in April 2020, summarizes emerging lessons learnt over the past months.The supplement follows the four main dimensions of the Framework (safe operations, focus on learning, wellbeing & protection, and reaching the most marginalized) and highlighting a number of country examples. 
UNESCO-UNEVOC Medium-Term Strategy for 2021-2023: Strengthening TVET Capacities and Cooperation in the Member States ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The Medium-Term Strategy for 2021-2023 (MTS-III) sets out how UNESCO-UNEVOC will support TVET institutions to meet the demands of dynamic labour markets and provide quality skills training for a sustainable future of work. MTS-III focuses on developing the capacities of TVET leaders, supporting TVET institutions in implementing change programmes, and facilitating knowledge sharing and peer learning within the UNEVOC Network. 
Education 21st Century Children: Emotional Well-being in the Digital Age (Educational Research and Innovation) ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: Organisation for Economic Co-operation and Development (OECD) This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection. 
UNESCO MIL CLICKS Social Media Innovation ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO MIL CLICKS is a way for people to acquire media and information literacy (MIL) competencies in their normal day-to-day use of the Internet and social media and to engage peer education in an atmosphere of browsing, playing, connecting, sharing, and socializing. The acronym MIL CLICKS stands for Media and Information Literacy: Critical-thinking, Creativity, Literacy, Intercultural, Citizenship, Knowledge & Sustainability.