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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
90 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Education and Migration: An Assessment of the Types and Range of IOMโs Education and Vocational Training Projects ๋ฐํ ์ฐ๋: 2018 ์ ์: Rocio Sanz ๋จ์ฒด ์ ์: International Organization for Migration (IOM) This report presents the results of the assessment of the range and types of IOMโs education and vocational training programmes as of December 2017. Within an overall framework of reviewing the Organizationโs role in supporting the development and implementation of migration policy, the purpose of this assessment is to understand how these programmes contribute to education and vocational training outcomes, especially in the specific context of SDG 4 (Quality Education) of the 2030 Agenda for Sustainable Development. 
Global Monitoring of Target 4.7: Themes in National Curriculum Frameworks; Background Paper Prepared for the 2016 Global Education Monitoring Report ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) This study is an initial attempt to monitor ESD and GCED content in curricula globally. The goal here is to analyse national curriculum documents to reveal if, how, and to what extent ESD and GCED content is present across the globe. For this purpose, the research team developed a coding scheme based on key ESD and GCED knowledge, skills, behaviours and pedagogies that was used in evaluating the various national curriculum documents for evidence of ESD and GCED content. In this paper, we present the study in the following order. Further explanation of ESD and GCED, and a discussion of issues relating to their implementation and monitoring will come first. Then we will review similar studies that have also attempted to monitor GCED and ESD through content analysis. The studyโs methods and findings will then be presented, followed by a discussion of the challenges addressed in developing a coding system to monitor curricula effectively. Finally, we share a series of recommendations that will focus on ways for moving forward in monitoring GCED and ESD effectively, both at a curricular level and beyond. 
Personalized Learning within Teacher Education: A Framework and Guidelines ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) This paper explores the theoretical and practice elements that together inform the concept of personalised learning. These insights are then used to develop a Framework for Personalized Learning within Teacher Education. In addition, the final chapter outlines pedagogical strategies to support the development of personalised learning that were tested during the project within the participating universities.The Framework and Guidelines are intended for use by to teacher educators and their students, as well as by teachers and students in schools, to support the onโgoing shift towards a personalised learning and collaborative paradigm which forefronts learner agency and autonomy and encourages learners of all ages to assume increased responsibility for their own learning and achievements. 
Teaching and Learning about Child Rights: A Study of Implementation in 26 Countries ๋ฐํ ์ฐ๋: 2015 ์ ์: Lee Jerome | Lesley Emerson | Laura Lundy | Karen Orr ๋จ์ฒด ์ ์: Queenโs University Belfast | United Nations Children's Fund (UNICEF) This research contributes to the global debate on child rights education (CRE). It explores implementation of CRE in early childhood education, primary and secondary schools in 26 countries with a UNICEF National Committee presence. It includes a literature review, results from an on-line survey completed by national experts, seven country case studies and a series of benchmarking statements for CRE implementation. 
Gender, Climate & Security: Sustaining Inclusive Peace on the Frontlines of Climate Change ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: United Nations Environment Programme (UNEP) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Development Programme (UNDP) Climate change is a defining threat to peace and security in the 21st century โ its impacts felt by everyone, but not equally. Gender norms and power dynamics shape how women and men of different backgrounds experience or contribute to insecurity in a changing climate. Grounded in a series of case studies from research and programming experience, this report offers a comprehensive framework for understanding how gender, climate and security are inextricably linked. The report assesses entry points for action across existing global agendas and suggests concrete recommendations for how policymakers, development practitioners and donors can advance three inter-related goals: peace and security, climate action and gender equality. 
Q&A: Adolescents, Youth and COVID-19 ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: World Health Organization (WHO) | UNESCO | United Nations Population Fund (UNFPA) | United Nations Children's Fund (UNICEF) As part of UNESCOโs work in promoting better health and well-being for all children and young people, it has contributed to the development of a practical guide in a โquestions and answersโ (Q&A) format on children and adolescents and COVID-19. This work was led by the World Health Organization, in collaboration with the Adolescents and Youth Constituency of the Partnership for Maternal, Newborn and Child Health, UNESCO, UNFPA, and UNICEF.The Q&A provide children and adolescents with accurate, non-judgmental information and advice around COVID-19, including how to help stop the spread of the virus, what to do if they develop symptoms of the disease, and how to best manage their health and well-being during the confinement period and after. It considers children and young people as critical actors in the response to COVID-19, not as passive beneficiaries. 
Citizenship education in Latin America: Priorities of School Curricula ๋ฐํ ์ฐ๋: 2014 ์ ์: Cristiรกn Cox | Martรญn Bascopรฉ | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) This work focuses on the curricula of six Latin American countries โ Colombia, Chile, the Dominican Republic, Guatemala, Mexico and Paraguay โ which at the close of the past decade agreed to be part of the project Regional System of Evaluation and Development of Citizenship Competencies (SREDECC). With the support of the Inter-American Development Bank, SREDECC developed the Latin American module of the International Civic and Citizenship Study (ICCS- 2009) undertaken by the International Association for the Evaluation of Educational Achievement (IEA), in addition to encouraging the participation of the countries in that study (Cox 2010; Schulz, Ainley, Friedman and Lietz 2011). This document comprises four parts. The first section takes stock of the state of democratic belief in the region, drawing upon the most significant opinion studies of the past decade, so as to offer broader meaning bases for curriculum analysis and, more generally, for educational work in the field of citizenship. The second section describes the organizational (or structural) characteristics of the curricula of the six countries and presents a framework of categories for their comparative analysis. The subsequent section describes and analyses the contents of the six curricula examined and how they deal with the values, institutions and citizenship relations in their civic (political) and civil (coexistence) dimensions. On the basis of the most significant findings, the closing section includes some reflections regarding curriculum development with regard to citizenship. Educaciรณn Ciudadana en Amรฉrica Latina: Prioridades de los Currรญculos Escolares ๋ฐํ ์ฐ๋: 2014 ์ ์: Cristiรกn Cox | Martรญn Bascopรฉ | Juan Carlos Castillo | Daniel Miranda | Macarena Bonhomme ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) El documento se organiza en cuatro partes. En la primera se da cuenta del estado de la creencia democrรกtica en la regiรณn, recurriendo a evidencia de los estudios de opiniรณn mรกs importantes de la รบltima dรฉcada, de modo de ofrecer contexto y bases de significado amplios al anรกlisis curricular, asรญ como, mรกs en general, al trabajo educativo en el รกrea de ciudadanรญa. En la segunda secciรณn se describe las caracterรญsticas organizativas (o de estructura) de los currรญculos de los seis paรญses y se presenta un esquema de categorรญas para el anรกlisis comparado de los mismos. La secciรณn siguiente describe y analiza los contenidos de los seis currรญculos examinados y su tratamiento de los valores, las instituciones y las relaciones de ciudadanรญa, en su dimensiรณn cรญvica (polรญtica) y civil (convivencia). A partir de los hallazgos mรกs importantes, la secciรณn de cierre ofrece unas reflexiones orientadas al desarrollo curricular en el รกrea. 
Global Citizenship Concepts in Curriculum Guidelines of 10 Countries: Comparative Analysis ๋ฐํ ์ฐ๋: 2017 ์ ์: Cristiรกn Cox ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) This paper reports on a study of concepts associated with the new construct of global citizenship education (GCED) in school curricula. We compared the national school curricula of ten countries with markedly different cultures and levels of development across different regions of the world (Africa, Asia, Europe, Latin America, and Southeast Asia) on the presence of concepts associated with GCED. The curricula of both primary and secondary education, in the areas of history and social sciences, and civics and moral education, were compared using a set of categories constructed for this study and derived from UNESCOโs definitions of GCED as well as from the International Association for the Evaluation of Educational Achievementโs (IEA) international assessment studies of civic and citizenship education. Patterns of presence/absence of GCED and related content were identified. The main finding is that only two of the ten countriesโ curricula consistently included global citizenship concepts. At the same time, all ten countries, to the extent that the analysis distinguished, included content related to knowledge, values and attitudes that have the world or humanity as referent. 
Social Stigma Associated with COVID-19: A Guide to Preventing and Addressing Social Stigma ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: International Federation of Red Cross and Red Crescent Societies (IFRC) | United Nations Children's Fund (UNICEF) | World Health Organization (WHO) This resource aims for Government, media and local organisations working on the new coronavirus disease to prevent and address social stigma associated with COVID-19. It offers concrete examples and communication tips on possible actions to counter stigmatizing attitudes.