์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
90 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Education Key Indicators and Questions for Covid-19 Assessment ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Global Education Cluster This document contains suggested key indicators and examples of questions aiming to acess severity of the impact of Covid-19 on education systems and childrenโs learning, as well as the current capacity to continue learning activities. 
The Conceptualization of competencies related to sustainable development and sustainable lifestyles ๋ฐํ ์ฐ๋: 2017 ์ ์: Irmeli Halinen ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) The education system of Finland has been developed soundly and steadily during the past 40 years. The guiding principles have been equity and equality in education as going hand in hand with the view to promote every individualโs life-long learning. Following these principles, it has strengthened the sustainability of the system itself. This report describes the role of sustainable development and the importance of learning a sustainable lifestyle in Finnish basic (primary and lower secondary) education. It highlights the goals, values, tasks, and the conceptualization of the competencies related to sustainability in the 2014 National Core Curriculum for basic education. In addition, it describes the sustainable nature of the curriculum reform process itself. The report examines the role and the contribution of various school subjects and key aspects, such as the school culture and the learning environment, in creating a strong knowledge base on which to build the values, attitudes, skills and the will needed for sustainable lifestyle, and in promoting sustainable ways of living. The report concludes with lessons drawn from the Finnish way of enhancing sustainability in education. 
Language Rights of Linguistic Minorities: A Practical Guide for Implementation ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: Office of the United Nations High Commissioner for Human Rights (OHCHR) The purpose of this Guide is to further assist policy makers and rights holders in understanding and implementing the linguistic human rights of linguistic minorities. This touches upon the necessary balance between a stateโs official language (or languages) and its obligations to use or respect the language preferences of linguistic minorities. These language rights can also contribute towards preserving the worldโs linguistic diversity. The Guide aims to:โ clarify what are the various human rights of linguistic minorities relevant to language use and preferences;โ clarify the obligations of state authorities towards linguistic minorities;โ support the development and continuous improvement of effective and cost-efficient approaches and practices for these linguistic human rights; andโ promote consistent approaches to the participation and inclusion of minorities and implementation of their language rights. ่ฏญ่จๅฐๆฐ็พคไฝ็่ฏญ่จๆๅฉ๏ผไฝฟ็จ่ฝๅฎๆๅ ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: Office of the United Nations High Commissioner for Human Rights (OHCHR) ๆฌๆๅ็็ฎ็ๅจไบ่ฟไธๆญฅๅๅฉๆฟ็ญๅถๅฎ่
ๅๆๅฉไบบๅ
จ้ข็่งฃ่ฏญ่จๅฐๆฐ็พคไฝ็่ฏญ่จๆๅฉ๏ผไพฟไบๅ
ถๅฎๆฝไธ่ฝๅฎใๆฌๆๅๅธๆๅๅฉๅจๅฝๅฎถๅฎๆน่ฏญ่จไน้ดๅฎ็ฐๆ้็ๅนณ่กก๏ผๅฑฅ่กไฝฟ็จๆๅฐ้่ฏญ่จๅฐๆฐๆฐๆ่ฏญ่จๅๅฅฝ็ไนๅก๏ผไฟๆคๅนถๆจๅจ่ฏญ่จๆๅฉไนๆๅฉไบไฟๆคไธ็่ฏญ่จๅคๆ ทๆงใๆฌๆๅๆจๅจ๏ผ ้ๆไธ่ฏญ่จไฝฟ็จๅๅๅฅฝ็ธๅ
ณ็่ฅๅนฒ่ฏญ่จๅฐๆฐ็พคไฝๆๅฉ๏ผ ้ๆๅฝๅฎถๅฝๅฑๅฏน่ฏญ่จๅฐๆฐ็พคไฝ็ไนๅก๏ผ ๆฏๆ้่ฟๆๆๆนๆณๅๅๆณ๏ผๅ
ๆฌ็ปๆตๆๆ็๏ผๅๅฑๅๆ็ปญๆน่ฟไปฅๅฎ็ฐ่ฏญ่จๅฐๆฐ็พคไฝ็่ฟไบๆๅฉ๏ผไปฅๅ ๆจๅจ่ฟ็จไธ่ดฏ็ๆนๆณๅธฎๅฉๅฐๆฐ็พคไฝๅไธๅนถ่ๅ
ฅๅ
ฌๅ
ฑ็ๆดปใ่ฝๅฎๅ
ถ่ฏญ่จๆๅฉใ 
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. 
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. 
International Human Rights Law & Sexual Orientation & Gender Identity ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Free & Equal What are human rights? What is international human rights law? Is it ever legal to discriminate against lesbian, gay, bisexual, transgender or intersex people? What are some of the most common forms of human rights violations affecting LGBT people? What have the UN General Assembly and Human Rights Council said on this subject? What practical steps does international law require States to take in order to safeguard the rights of LGBT people? ๅฝ้
ไบบๆๆณไธๆงๅๅๅๆงๅซ่ฎคๅ ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Free & Equal ไปไนๆฏไบบๆ๏ผไปไนๆฏๅฝ้
ไบบๆๆณ๏ผๆญง่ง็ทๅฅณๅๆงๆใๅๆงๆใๅๆง่
ๆๅๆงไบบๆฏๅฆๅๆณ๏ผไพต็ฏ็ทๅฅณๅๆงๆใๅๆงๆใๅๆง่
ไบบๆ็ไธไบๆๅธธ่งๅฝขๅผๆฏไปไน๏ผ่ๅๅฝๅคงไผๅไบบๆไบๅกๅงๅไผๅฏน่ฏฅไธป้ขๆไฝ่กจ่ฟฐ๏ผๅๅฝๅจๅฐ้็ทๅฅณๅๆงๆใๅๆงๆๅๅๆง่
ๆน้ขๆๅชไบๆณๅพไนๅก๏ผ 
Ten Clues for Rethinking Curriculum ๋ฐํ ์ฐ๋: 2021 ์ ์: Renato Opertti ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) This discussion document highlights the urgency of rethinking curriculum in light of reinforcing the commitments of the Education 2030 Agenda on learning, disruptive systemic worldwide societal changes, and crucially, the profound transformation of education and education systems post Covid-19. Curriculum is always at the core of giving effect to social aspirations and ideals on the why, what, how, when, and where of teaching, learning, and assessing. We propose a series of 10 interconnected clues to deepen on the systemic and holistic understanding of curriculum as contributing to lay foundations for a better, sustainable and fair future. These clues are: understanding the new generations; combatting factors related to vulnerability; reinforcing understanding between school and families; deepening glo-local education; enhancing the focus on the person; promoting synergies among values; valuing diversity; focusing on education that enhances freedom; moving toward hybrid modes of education; and inspiring affection for educators.