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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
109 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Astrolabe: un guide de l'รฉducation pour la coordination du dรฉveloppement durable en Asie et dans le Pacifique ๋ฐํ ์ฐ๋: 2011 ๋จ์ฒด ์ ์: UNESCO Bangkok Un astrolabe est un instrument ancien utilisรฉ pour mesurer la position du soleil et des รฉtoiles. Dans le passรฉ, il a รฉtรฉ utilisรฉ pour un certain nombre de buts, tels que la dรฉtermination de l'heure du jour ou de nuit et la mesure de sa position actuelle par rapport aux pรดles nord et sud. Un astrolabe de marin a รฉtรฉ utilisรฉ pour dรฉterminer la latitude d'un navire en mer et de guider sa direction. Similaire ร l'astrolabe du marins, l'Astrolabe de l'Asie-Pacifique pour le dรฉveloppement durable (EDD) vise ร aider les รtats membres de l'UNESCO ร dรฉterminer la position actuelle de l'EDD dans leur pays et ร orienter l'รฉducation et l'apprentissage dans une direction souhaitรฉe, Dรฉveloppement durable dans le contexte national. L'EDD Astrolabe est รฉgalement destinรฉ ร complรฉter les efforts en cours pour amรฉliorer la qualitรฉ de l'รฉducation dans toute la rรฉgion Asie-Pacifique. 
Preparing & Supporting Teachers to Meet the Challenges of 21st Century Learning in Asia-Pacific: Transversal Competencies in Education Policies and Practice ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: Regional Bureau for Education in Asia and the Pacific | UNESCO Bangkok Preparing and supporting teachers to meet the challenges of 21st century learning in Asia-Pacific. Transversal Competencies in Education Policies and Practice. This is a summary of ERI-Netโs Phase III research into transversal competencies in education policy and practice. The regional synthesis report will be published in December 2016. Advocacy kit for promoting multilingual education: including the excluded ๋ฐํ ์ฐ๋: 2007 ๋จ์ฒด ์ ์: UNESCO Bangkok This kit was prepared for all of those who want to ensure that โEducation for Allโ does, indeed, include everyone! The kit will be especially valuable for policy makers, education practitioners and specialists who want to improve access to and quality of education for those excluded by language. It will also be helpful for speakers of ethnic minority languages who want to improve the education situation in their own communities. This kit is designed to raise awareness on the importance of mother tongue-based multilingual education (MLE). It presents key arguments and facts about MLE and provides important insights about the value and benefits of providing education in learnersโ mother tongue. The kit also presents ideas, research findings and concrete examples that you can use to think about your own situation and suggests steps for taking actions to make your school system more responsive to linguistic diversity. The kit is not a definitive textbook, and it will not have an answer for every problem that you might face. To help you as much as possible, at the end of each booklet we have included lists of references. In addition, each booklet contains a glossary of terms and, at the front of each booklet is a one-page summary of its contents. This kit contains three main booklets. Each booklet has a designated audience: 1) policy makers, 2) education programme planners and practitioners and 3) community members. Please remember that developing MLE requires contributions from everyone at all levels. For that reason, we encourage you to use all three booklets along with other available resources as you work together to plan, implement and sustain your MLE programmes. This kit can be used in many different ways. For those who are already involved in MLE programmes, you might use these ideas to help you to promote mother tongue instruction and strengthen your programme. Those who are not familiar with multilingual education but want to improve educational access for minority language students might use these booklets to identify specific points that they can investigate and discuss in their own contexts. Kit de Plaidoyer pour la promotion de l'รฉducation multilingue: y compris les exclus ๋ฐํ ์ฐ๋: 2007 ๋จ์ฒด ์ ์: UNESCO Bangkok 
Learning to live together ๋ฐํ ์ฐ๋: 2014 ๋จ์ฒด ์ ์: UNESCO Bangkok The importance of LTLT has increased in recent years. Indeed, relevant competencies appear to be gaining focus in international frameworks and educational initiatives across countries. This is all the more necessary as Voogt and Roblin (2012) argue, given the demands of our increasingly knowledge-based society in which โideas and knowledge function as commoditiesโ (p. 299 โ300) and to which effective social and emotional skills are critical. It is perhaps all the more critical given the multivariate global challenges in the 21st Century and the need for unified global commitment to effectively combat these challenges. In this context, the significance of LTLT is reflected in both the rise of and growing interest in Global Citizenship Education (GCE), Education for Sustainable Development (ESD), Education for International Understanding (EIU) as well as peace and human rights education. The UN Secretary-Generalโs Global Education First Initiative, which lists โFostering Global Citizenshipโ as one of its three global priorities, also implicitly recognizes the significance of LTLT as a precursor to the building of a more peaceful society, one in which discrimination is intolerable and common challenges such as climate change and abject poverty are tackled together.Yet despite the significance of LTLT in the 21st Century, and despite numerous international initiatives to foster LTLT competencies, there is a large gap of evidence identifying how this supposition is translated into effective policy and curricula, and eventually into the reality of schools, teachers and learners. This report is a response to this gap, and attempts to understand how ten selected countries in the Asia-Pacific region โ Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, The Philippines, Republic of Korea, Sri Lanka and Thailand โ have reflected and integrated LTLT into their education policies and initiatives. This variety of countries aims to reflect their diverse experiences in terms of reflecting LTLT through their education systems. By exploring a number of areas, namely policy, curricula, teachers and assessment, this study aims to identify what has so far been achieved in education systems of the Asia-Pacific region in the area of LTLT.This report is therefore targeted predominantly at education policy makers, researchers, academics as well as education practitioners of the Asia-Pacific region. Given its connection to Global Citizenship Education and other relevant international initiatives around sustainability and peace education, this report is also relevant to UNESCOโs partner organizations and the broader educational development community.This report will first present the research framework for the study, before exploring the social and economic contexts in the ten selected countries and wider regional factors in the Asia-Pacific in relation to global challenges in Chapter Two. Chapter Three will then examine national policy frameworks, including the vision of those policies in defining LTLT in education. Chapter Four focuses on the national curriculum in selected countries and the extent to which they incorporate learning objectives, subjects, and extra-curricular activities reflecting the concept of LTLT and related skills and competencies. In Chapter Five, teaching practices are examined, including the role of teachers and teacher education, as well as teaching methods and application of media and information literacy (MIL) in the classroom. Chapter Six then looks at assessment, and how far countries have attempted to develop assessment frameworks that measure the skills and competencies related to LTLT. Finally, Chapter Seven provides reflections and conclusions based on the main findings of the study, while also identifying trends across policy domains, shortcomings and some policy considerations. 
Connet with respect: preventing-gender based violence in schools; classroom programme for students in early secondary school ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO Bangkok Students learn best in schools that provide safety and social support. However, some young people experience violence and harassment in, around, and on the way to school. This includes gender-based violence (GBV), which can take many different forms.As a teacher, you can play an important role in preventing the expression of gender-based violence in the school setting. Teachers, school principals and the broader education system can provide positive role models, empower children and youth to have healthy and respectful relationships, and deliver a violence prevention programme within their curriculum.This tool has been created to help schools in Asia and the Pacific to do all of these things. 
The Remapping and Analysis of Human Rights and Peace Education in ASEAN/Southeast Asia ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: Strengthening Human Rights and Peace Research/Education in ASEAN/Southeast Asia (SHAPE-SEA) | AUN Human Rights Education Network (AUN-HRE) This book is the result of SHAPE-SEAโs Research Project on โThe Remapping and Analysis of Human Rights and Peace Education in ASEAN/Southeast Asia.โ It is a follow-up to the 2013 report on โThe Mapping and Analysis of Human Rights and Peace Education in Southeast Asia.โ It aimed at establishing a systematic updating of developments in human rights and peace education/studies in ASEAN/Southeast Asia. The study investigated courses and programmes on human rights and peace & conflict being undertaken by higher education institutions in all ASEAN member countries and Timor Leste. It had also identified new developments and/or setbacks in human rights and peace education. Researchers located existing academic institutions that have been running programmes and courses on human rights and/or peace. The analysis of existing course syllabi and curriculum in the region was also conducted. To a certain extent, materials being used by instructors were also examined. 
Happy Schools!: A Framework for Learner Well-being in the Asia-Pacific ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO Bangkok The Happy Schools Project was launched in June 2014 in the aim of promoting learner well-being and holistic development. It follows on the findings of UNESCO Bangkokโs research on โLearning to Live Togetherโ, which examined the ways in which education systems can promote peace through education in the Asia-Pacific region. While the concept of โLearning to Live Togetherโ is often reflected at policy level, there is little evidence as to how it is implemented in practice. Therefore, the Happy Schools Project aims to identify and recognize proven practices at school level that integrate this concept. 
Equitable Education: 30 Years from Education for All to All for Education 2030 ๋ฐํ ์ฐ๋: 2020 ์ ์: Juan Miguel Luz ๋จ์ฒด ์ ์: Equitable Education Fund In the 30 years since the World Declaration on Education for All (Jomtien Declaration, Thailand), the world has made enormous strides in achieving the target of universal primary education.Total enrolment rates in developing regions reached 91 percent in 2015 and the worldwide number of children out of school has dropped by almost half. However, large disparities remain. Children from the poorest households are up to five times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.As education inequality threatens to widen because of the COVID-19 pandemic, and with only 10 years to go to achieve the Sustainable Development Goals (SDGs), now, more than ever, is the time for the world to come together and accelerate change through innovative and sustainable solutions. Education and Training in a Changing Word: What Skills Do We Need? ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO Bangkok What skills do learners need in todayโs world? While academic skills have often been the focus of education systems, other skills that help us to better learn to live together and prepare us for the world of work must not be underestimated. This video highlights key messages on the importance of these skills, such as critical thinking, creativity, teamwork and empathy among many others as we enter a new era for Education 2030: towards inclusive and quality education and lifelong learning for all.