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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
124 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Impact of COVID-19 on Adolescentsโ Education: Evidence Briefing ๋ฐํ ์ฐ๋: 2021 ์ ์: Adrienne Monteath-van Dok | Anthony Davis | Nicholas Frost ๋จ์ฒด ์ ์: Plan International UK This paper highlights the impact of COVID-19 on the education of adolescent girls and boys. 
Build Forward Better: How the Global Community Must Act Now to Secure Childrenโs Learning in Crises ๋ฐํ ์ฐ๋: 2021 ์ ์: Emma Wagner ๋จ์ฒด ์ ์: Save the Children โBuild back betterโ has long been a rallying cry of crisis responses โ and is being used frequently today. However, given the scale of the global learning crisis even before the Covid-19 pandemic โ with one child in six denied their right to education โ itโs vital we donโt limit our ambition to building โbackโ to how things were. Now itโs imperative we build forward better โ and differently.Thereโs no denying the scale of the challenge. But thereโs also cause for hope. The global reach of the Covid-19 crisis has generated a shared understanding of the impact of crisis on childrenโs right to education. This understanding can be used to build forward better โ and radically transform childrenโs chances.Build Forward Better presents new analysis on which countriesโ school systems are most vulnerable to existing risks and future crises. And it sets out what the global community needs to do to support ministries of education in those countries to prepare now. So that, even during emergencies, education systems can provide all children with good-quality, safe and inclusive opportunities to learn. 
Whatโs the Evidence?: Youth Engagement and the Sustainable Development Goals ๋ฐํ ์ฐ๋: 2018 ๋จ์ฒด ์ ์: Asian Development Bank (ADB) | Plan International UK This study represents an encouraging body of evidence, both primary and secondary, which will inform future practice and policymaking with regard to young women and menโs contributions towards the Sustainable Development Goals (SDGs). The learnings from this study provide important insight that will support the design and implementation of youth programming. It examines five programs across three youth-focused or youth-led organisations: Plan International UK, the Asian Development Bank (ADB), and AIESEC. 
The Big Conversation: Climate Change; Final Report ๋ฐํ ์ฐ๋: 2021 ์ ์: Michael Bruter | Sarah Harrison | Sandra Obradoviฤ | Elisabet Vives ๋จ์ฒด ์ ์: British Council | London School of Economics and Political Science This research draws on experience from the field of international cultural relations as well as the latest academic research on values, behaviours and norms to understand more about how we can create the conditions for co-operation on shared global challenges.It delivers new insight on values and attitudes towards climate change among the populations of China, India, Japan and Mexico โ selected to represent a diverse range of major world economies who are also important players in the global climate change debate.The research also draws on the experience of international cultural relations experts to provide new insight on how to strengthen international cooperation on climate change and the important role that cultural relations can play in supporting that. 
Experiences of Education for Sustainable Development in the Further Education and Training Sector ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: Education and Training Foundationโ The Education and Training Foundation (ETF) recognises the vital role the further education and training (FE) sector has to play in combating climate change and achieving sustainability and social justice, both nationally and globally. Not only does our sector provide the technical and vocation skills required to help transition to a sustainable future, it also reaches millions of learners from all walks of life, spread across diverse communities.This report provides the results and an analytical narrative of findings from a survey carried out among the FE and training sector workforce about their experiences of education for sustainable development (ESD). 
Value Orientation of Moral Consensus in Online Education (International Journal of Education; vol. 3, no. 2) ๋ฐํ ์ฐ๋: 2021 ์ ์: Chao Liu This paper discusses moral philosophy of. online education, and explores how to achieve moral consensus in online education. ๅจ็บฟๆ่ฒไธญ้ๅพทๅ
ฑ่ฏไปทๅผๅๅ (ๅฝ้
ๆ่ฒๅญฆ; vol. 3, no. 2) ๋ฐํ ์ฐ๋: 2021 ์ ์: Chao Liu ๆฌๆๆข่ฎจไบๅจ็บฟๆ่ฒ้ๅพทๅฒๅญฆ๏ผๅนถ่ฎจ่ฎบไบๅฆไฝๅฎ็ฐๅจ็บฟๆ่ฒ็้ๅพทๅ
ฑ่ฏใ 
Handbook on Media Advocacy for Marginalized Groups Presented to Stakeholders in China ๋ฐํ ์ฐ๋: 2019 ์ ์: Mike Jempson ๋จ์ฒด ์ ์: Media Diversity Institute This guideline uses practical cases to introduce how NGOs can work better with media in China to achieve organisational goals. ๅๅบไฝ ็ๅฃฐ้ณ๏ผไผ ๆญไฝ ็ๆณๆณ๏ผๆฐ้ด็คพไผ็ป็ปๆๅ ๋ฐํ ์ฐ๋: 2019 ์ ์: Mike Jempson ๋จ์ฒด ์ ์: Media Diversity Institute ่ฟไปฝๆฅๅ็ปๅๆกไพ๏ผ่ฏฆ็ปๅฐไป็ปไบๆฐ้ด็ป็ปๅจไธญๅฝไธๅชไฝๅไฝ็็ญ็ฅ๏ผไปฅๆดๅฅฝๅฐๅฎ็ฐ็ป็ป็็คพไผ็ฎๆ ใ 
A Review of Education for Sustainable Development and Global Citizenship Education in Teacher Education ๋ฐํ ์ฐ๋: 2017 ์ ์: Douglas Bourn, Frances Hunt, Phil Bamber ๋จ์ฒด ์ ์: University College London. Institute of Education This paper has been produced to inform UNESCO in its preparation for the 2017 Global Education Monitoring Report (GEM) Report. Its purpose is to examine the current preparation of teachers in Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) as outlined in the Sustainable Development Goal (SDG) target 4.7.The literature for this study is based on looking not only at material that makes direct reference to ESD and GCED, but also broader themes that have a potential bearing on these areas such as a sense of global, social and environmental responsibility and a commitment to social justice.In this paper teacher education includes the initial and in-service continuing professional development (CPD) of teachers.