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개도국 교육지표 개발·협력 사업(V): 신남·북방국가를 중심으로 Год публикации: 2020 Автор: 김창환 | 이기준 | 박근영 | 박성호 | 임후남 | 한효정 | 김나영 | 서예원 | 허주 | 이한승 | 오요섭 | 손지혜 | 노상태 | 김효정 Организация-автор: 한국교육개발원 본 연구사업은 정부가 추진 중인 신남ㆍ북방 정책과 밀접한 관련을 맺고 있다. 그동안 한국의 발전은 선진국과 교역하면서 부를 창출하는 방식으로 이루어졌다. 그러나 선진국 시장의 성장이 한계에 도달하면서 새로운 시장 개척이 필요한 상황을 맞고 있다. 더욱이 미ㆍ중 무역전쟁 여파로 탈중국이 현실화 되면서 글로벌 밸류체인이 변하고 있다. 이러한 상황에서 대체시장으로 신남ㆍ북방 국가의 중요성이 부각되고 있는 상황이다. 즉, 미래 한국의 지속가능한 성장을 위해서는 신남ㆍ북방 국가와의 협력이 매우 중요한 것이다.본 연구사업은 정부의 정책에 적극 부응하기 위해 2주기에서 신남ㆍ북방 국가를 중점 협력 국가로 선정하고 사업을 추진하고 있다. 2주기 연구사업이 추진되는 과정 속에서, 연구사업이 종료되었을 때 신남ㆍ북방 국가와의 협력이 더욱 증가하게 될 것으로 전망되고, 이를 통해 국익에도 기여할 것으로 기대되고 있다.본 저작물은 한국교육개발원에서 2020년 작성하여 공공누리 제4유형으로 개방한 ‘개도국 교육지표 개발·협력 사업(V): 신남·북방국가를 중심으로(김창환)’ 를 이용하였으며 해당 저작물은 한국교육개발원 홈페이지(www.kedi.re.kr)에서 무료로 다운받으실 수 있습니다. 
미래 시민으로서의 학생 성장과 교육 (교육개발; 2024년 봄호, Vol. 230) Год публикации: 2024 Организация-автор: 한국교육개발원 CEO 칼럼지금, 미래 시민 양성을 논의하는 이유 파워인터뷰유네스코한국위원회 한경구 사무총장과의 만남 특별기획미래 시민으로서의 학생 성장과 교육1.어울림 교육: 세계시민교육과 지속가능발전교육의 연계방안2.세계시민교육 차원에서 인공지능 윤리교육의 활용: 다양성 존중과 연대성을 중심으로3.현 단계 학교 환경교육의 현황과 도약과제 교육정책 이슈와 전망1. 2024년 교육부 교육정책 방향과 중점 과제: 모든 학생의 전인적 성장을 위한 「학생맞춤통합지원법」제정의 필요성과 의의2. 범교과 학습 주제의 교과 통합 방안: 다문화·상호문화교육을 중심으로 NEW 교육 연구이주민 밀집지역 소재 학교의 혁신 과제 및 전략 세계의 교육1.생태환경 교육의 선두 주자, 핀란드2.다양성에 대한 존중과 통합의 교육, 호주 교육현장 Report1.경기형 디지털 시민역량 교육 활성화 방안2.동아시아시민교육과 인천형 세계시민교육 교육통계 Focus통계로 살펴본 다문화 교육의 주요 현황과 과제 
지역과 세계: 글로벌 시대의 미래인재 양성 (교육개발; 2023년 겨울호, Vol. 229) Год публикации: 2023 Организация-автор: 한국교육개발원 파워인터뷰서울대학교 현택환 석좌교수와의 만남 특별기획지역과 세계 _ 글로벌 시대의 미래인재 양성1.디지털 대전환에 대응한 미래교육의 방향2.인재양성 정책 현황과 향후 추진방향3.영재교육과 영재성 관점으로 살펴본 인재의 의미와 미래인재 양성을 위한 제언 NEW 교육 연구1. 미래를 위한 한국교육의 진단과 전략: 초중등교육을 중심으로2. 미래인재 양성사업의 질 제고를 위한 전략: 두뇌한국21사업을 중심으로 세계의 교육1. 영국의 국가컴퓨팅교육센터 운영 사례2. 중국, 모조품 왕국의 오명을 넘어 인공지능 세계 최강국으로 교육현장 Report 1. 건강한 공동체 구성원을 위한 다문화교육2. 브리콜레르(bricoler), 글로벌시대 속 융합예술 인재 - 한국예술영재교육원 융합 분야 운영 사례 교육통계 Focus중장기 인력수급 전망을 통해 본 미래 직업세계 
How to Build a Learning City? Make Gender Equality a Priority Год публикации: 2020 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) This video tutorial explains how gender equality must be prioritized in learning cities to empower women through learning, eliminate gender-based discrimination and foster equitable, inclusive, resilient and sustainable cities. Comment créer une ville apprenante: Égalité des genres Год публикации: 2020 Организация-автор: Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) Ce tutoriel vidéo explique comment développer une compréhension commune de l’égalité des genres dans l'éducation et l'apprentissage, identifier les défis que rencontre la ville apprenante, impliquer les parties prenantes concernées, renforcer les capacités et encourager une programmation inclusive, consolider les politiques d'éducation et d'apprentissage, mener des recherches et sensibiliser. 
The Role of Higher Education in Promoting Lifelong Learning Год публикации: 2015 Автор: Yang Jin, Schneller.Chripa, Roche.Stephen Организация-автор: UNESCO Institute for Lifelong Learning (UIL) UNESCO’s vision of lifelong learning encompasses all contexts (formal, non-formal and informal) and ages (‘from cradle to grave’) of learning. The UNESCO Institute for Lifelong Learning and its predecessor, the UNESCO Institute for Education, have promoted policy and practice in this field for more than four decades. The decision to produce this volume was prompted by an observation that lifelong learning – both as a concept and in its many practical manifestations – is becoming a staple of education policy discourse around the globe. At the same time, we noted that understandings of lifelong learning differ widely, not only between countries, but also across the sub-sectors of education systems.This book, which emerged from a seminar held in 2012 to mark the 60th anniversary of the UNESCO Institute for Lifelong Learning, addresses various ways that higher education can promote lifelong learning, paying due consideration to regional disparities and specificities. These include responses to the learning needs of senior citizens in China, the challenge of implementing recurrent education in Japan, European efforts to develop a common approach to life-long learning at university, and how a lifelong learning approach is put into practice in higher education in Australia. It is hoped that this book will help the reader gain a better understanding of the theoretical frameworks and practical implementation of lifelong learning in higher education, both within their own region and globally. 
CONFINTEA VI Mid-Term Review 2017: The Status of Adult Learning and Education in Sub-Saharan Africa; Regional Report Год публикации: 2017 Автор: John Aitchison Организация-автор: UNESCO Institute for Lifelong Learning (UIL) The Sustainable Development Goals include educational targets which are entirely congruent with the existing focuses of ALE in African countries – to ‘ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy’ (4.6), to ‘substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship’ (4.4) and to ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development’ (4.7). National targets and the criteria for success in reaching those targets will need to be developed. Undoubtedly, international cooperation and international support can help this gearing-up process. 
CONFINTEA VI Mid-term Review 2017: The Status of Adult Learning and Education in Asia and the Pacific; Regional Report Год публикации: 2017 Автор: Govinda, Rangachar Организация-автор: UNESCO Institute for Lifelong Learning (UIL) Adult learning and education policies and practices should be closely aligned with developments in school education. A quick survey of the state of education in the region reveals that significant progress has been made in providing basic education to all children. However, the achievements are noticeably uneven across sub-regions. For example, around 16 million primary-school-aged children and around 34 million lower-secondary-aged adolescents in the Asia-Pacific region are not in school; two-thirds of these are in South Asia (UIS, 2015). Outof-school children are an important concern as, barring special intervention, they are likely to remain non-literate as they grow into adulthood. 
Literacy and education for sustainable development and women's empowerment Год публикации: 2014 Автор: Anna Robinson-Pant Организация-автор: UNESCO Institute for Lifelong Learning (UIL) The fact that women constitute two-thirds of the world’s non-literate population has been a cause for concern for several decades now. Despite a number of high-profile literacy interventions specifically targeting women – including UNESCO’s LIFE initiative – the disparity between male and female literacy rates persists in many countries of the world (UIL, 2013). This starting point for thinking about women’s literacy has however often led to a narrow focus on literacy access and outcomes. Whilst educational policy makers and planners have attempted to identify and overcome barriers to women’s participation, researchers have directed their attention to measuring the social and economic benefits of women’s literacy (see Robinson-Pant, 2004). Statistical correlations have been presented as evidence of the impact of women’s literacy: for instance, in Pakistan, women with a high level of literacy earned 95% more than women with no literacy skills yet there was only a 33% differential amongst men (UNESCO 2012: 196).Barriers to participation have been analysed in terms of structural (timing, location, women-only versus mixed gender) and social (marriage, poverty, language hierarchies) factors (see Ballara 1991). Within such analysis however, little attention has been given to the social processes associated with literacy learning and development. By contrast, this paper sets out to take a wider lens on literacy in order to explore not only ‘what works’ in practical terms of encouraging women to participate programmes, but also to look at how and why literacy programmes can contribute to sustainable development and processes of empowerment. Taking this perspective on women’s literacy involves asking alternative questions from the more usual ‘how can we make more women literate?’ Approaching literacy through the lens of sustainable development and women’s empowerment means that we develop a more nuanced understanding of how different kinds of literacy emerge from or support different development approaches and how women engage with such processes of change.How is literacy related to sustainable development programmes? What does empowerment mean to different women in different situations? What kind of research evidence and knowledge are literacy programmes and policy building on? How can adult learning facilitate economic, social and environmental change? These larger questions will guide the conceptual exploration of sustainable development, women’s empowerment and literacy, as well as the review of literacy programmes presented in this paper. The starting assumption is that only by looking in depth at the processes of literacy learning and development practice can we begin to address the challenge of narrowing the gender gap in literacy attainment. 
Literacy and the Promotion of Citizenship: discourses and effective practices Год публикации: 2008 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) The UNESCO Institute for Lifelong Learning and its partners, the Agence Nationale de Lutte Contre L’Illettrisme (ANLCI) and the UNESCO French National Commission, organized a Regional Meeting on “Literacy and the Promotion of Citizenship: The Challenge of Learning” from 2-5 April 2005 in Lyon, France. Participants from 38 countries of what UNESCO considers to be the European Region (i.e. Europe, Canada, Israel and the United States of America) reviewed pertinent policies and shared good practices.By focusing on the theme of citizenship, the meeting sought to establish a link between literacy and the empowerment of citizens. This publication brings together the main presentations from that meeting, and as such documents the diversity of literacy-related thinking and practice in the region.