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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
305 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Education in a Post-COVID World: Towards a Rapid Transformation; East Asia and Pacific Regional Brief ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (โjoint surveyโ), administered between April to July 2022, and the Global Education Recovery Tracker (โGERTโ), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; Latin America and the Caribbean Regional Brief ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (โjoint surveyโ), administered between April to July 2022, and the Global Education Recovery Tracker (โGERTโ), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Education in a Post-COVID World: Towards a Rapid Transformation; Mission Recovering Education in Humanitarian Settings Brief ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) Towards the goal of COVID-19 recovery for crisis-affected children, UNICEF has been implementing the Mission: Recovering Education in Humanitarian Settings programme in 27 countries and across all seven regional offices, with support from the United States government. This programme emerged from Mission: Recovering Education, globally launched in 2021 by UNICEF, UNESCO and the World Bank. To examine how these programme countries have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework, this brief presents findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (โjoint surveyโ), administered between April to July 2022, and the Global Education Recovery Tracker (โGERTโ), administered between May to July 2022. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
Declaration on a Culture of Peace ๋ฐํ ์ฐ๋: 1999 ๋จ์ฒด ์ ์: United Nations (UN) Solemnly proclaims the present Declaration on a Culture of Peace to the end that Governments, international organizations and civil society may be guided in their activity by its provisions to promote and strengthen a culture of peace in the new millennium. 
Human Rights at International Borders : A Trainer's Guide ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: United Nations (UN) | UN. Office of Counter-Terrorism (UNOCT) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) International borders can be dangerous places for migrants, particularly for migrants in vulnerable situations. This capacity-building tool seeks to support States and particularly border officials in adopting a human rights-based and gender-responsive approach to border governance. Accompanying presentation slides and course materials have been developed for use in training courses or as a general information resource on the subject. 
Womenโs Rights in Review 30 Years after Beijing ๋ฐํ ์ฐ๋: 2025 ๋จ์ฒด ์ ์: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) In 2025, the world celebrates 30 years of achievement on the Beijing Declaration and Platform for Action, a visionary 1995 plan agreed by 189 governments to achieve the equal rights of all women and girls. The UN Secretary-Generalโs report on the 30-year review and appraisal of the Beijing Declaration and Platform for Action reflects global, regional, and national reviews of 159 countries, summarizing progress and priorities for further action. It finds that many countries have made strides on gender equality and womenโs empowerment, from banning discrimination in employment to adopting gender-responsive climate action plans. Innovation is accelerating progress, and opportunities are opening to scale up proven strategies. Yet gender discrimination remains deeply embedded in all economies and societies, imposing chronic constraints on the rights and hopes of women and girls. 
Schools for Conflict or for Peace in Afghanistan ๋ฐํ ์ฐ๋: 2015 ์ ์: Dana Burde The publication provides a systematic analysis of the relationship between education and conflict, tracing how different approaches have been applied in Afghanistan as the rationale for aid has shifted from a policy of benign neglect, to an effort to support war, to an effort to mitigate conflict. Using this history as a case study, the book explores how foreign intervention in education can contribute either to conflict or to peace.. Schools for Conflict or for Peace in Afghanistan ๋ฐํ ์ฐ๋: 2015 ์ ์: Dana Burde Cette publication est une analyse de la relation entre l'รฉducation et les conflits, retraรงant lโรฉvolution des motifs mobilisรฉs pour justifier le recours ร une aide extรฉrieure en Afghanistan, et le passage dโune politique du laissez faire ร celle de soutien ร lโeffort de guerre, puis aux tentatives dโapaisement du conflit. En sโappuyant sur cet exemple, cet ouvrage analyse comment l'intervention รฉtrangรจre en matiรจre d'รฉducation peut aussi bien contribuer ร la guerre quโร la paix. 
The Role of Education in Countering Violent Extremism ๋ฐํ ์ฐ๋: 2013 ๋จ์ฒด ์ ์: Center on Global Counterterrorism Cooperation and Hedayah On 18 and 19 September 2013, the Center on Global Counterterrorism Cooperation (CGCC) and Hedayah co-hosted in New York City an expert roundtable on โThe Role of Education in Countering Violent Extremism.โ The meeting brought together a group of policy-makers, researchers and practitioners to discuss challenges and best practices related to efforts to counter violent extremism through education. The Role of Education in Countering Violent Extremism ๋ฐํ ์ฐ๋: 2013 ๋จ์ฒด ์ ์: Center on Global Counterterrorism Cooperation and Hedayah Les 19 et 20 septembre 2013, le Centre de coopรฉration internationale pour la lutte contre le terrorisme (Center on Global Counterterrorism Cooperation, CGCC) et Hedayah ont accueilli une table ronde d'experts, ร New York, sur ยซ le rรดle de l'รฉducation pour lutter contre l'extrรฉmisme violent ยป (The Role of Edcuation in Countering Violent Extremism). Cet รฉvรฉnement a rรฉuni des dรฉcideurs politiques, des chercheurs et des praticiens afin de discuter des dรฉfis et des meilleures pratiques dans les efforts rรฉalisรฉs pour lutter contre l'extrรฉmisme violent par l'รฉducation.