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Guide on Human Rights Education Curriculum Development 出版年份: 2021 作者: Cecilia Decara | Carol Rask | Felisa Tibbitts 机构作者: Danish Institute for Human Rights This document aims to bring conceptual clarity on human rights education and curriculum development and provide concrete suggestions on how to build human rights curricula ft for 21st century human rights challenges, while contributing to the realisation of the SDG goals and targets set by the international community. 
한국의 세계시민교육 이행 현황 및 향후 실천과제 (국제이해교육연구; Vol. 19, No. 2) 出版年份: 2024 作者: 김종훈 机构作者: 한국국제이해교육학회 본 연구는 유엔(UN) SDG 4.7 글로벌 지표에서 제시하는 4가지 영역인 국가 교육정책, 교육과정, 교사교육, 학생평가 측면에서 2015년 이후 한국의 세계시민교육 이행 현황을 분석하고, SDG 4.7 달성을 더욱 효과적으로 이행하기 위한 향후 실천과제를 제시하는 데 목적을 두었다. 연구 목적을 달성하기 위해 관련 법령 정보, 교육부 및 17개 시도교육청과 유관 기관에서 생산한 세계시민교육 관련 정책 문서와 보고서, 세계시민교육 관련 문헌 등을 활용하였다. 연구 결과, 세계시민교육은 2015년 이후 한국 교육의 기본 원칙과 방향으로 그 정당성을 확보해 가면서 한국의 국가 교육정책, 교육과정, 교사교육, 학생평가에서 점차 주류로서 그 지위를 확보해 가고 있는 것으로 나타났다. 이에 따른 향후 실천과제로는 세계시민교육을 한국의 교육 시스템에 안착시키고 SDG 4.7을 이행하기 위해 필요한 국가적 차원의 정책 마련과 실천을 제시하였다. 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship 出版年份: 2024 机构作者: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
지속가능개발목표(SDGs) 달성을 위한 교육개발협력 연구(Ⅵ): 지속가능발전교육과 세계시민교육을 통한 SDGs 범분야 실천 전략 出版年份: 2022 作者: 윤종혁 | 김소아 | 김현진 | 서예원 | 안해정 | 김신애 | 박환보 | 유성상 机构作者: 한국교육개발원 한국교육개발원은 개발도상국의 SDGs 달성을 지원하기 위한 교육개발협력의 실천전략 을 모색하고자 2017년부터 총 6개년 동안 「지속가능개발목표(SDGs) 달성을 위한 교육개발협력연구」를 수행하였습니다. 올해 연구는 최종 마무리하는 연구로서 SDG 4.7에서 강조하고 있는 세계시민교육과 지속가능발전교육을 포함한 환경교육, 평화･비폭력, 국제이해, 문화적 다양성 존중, 젠더 평등, 난민 및 이주민 등 소수집단 인권, 민주주의 등을 촉진시키기 위한 교육개발협력 전략을 마련하였습니다. 본 저작물은 한국교육개발원에서 2022년 작성하여 공공누리 제4유형으로 개방한 ‘지속가능개발목표(SDGs) 달성을 위한 교육개발협력 연구(Ⅵ)(윤종혁 외)’를 이용하였으며 해당 저작물은 한국교육개발원 홈페이지 (www.kedi.re.kr)에서 무료로 다운받으실 수 있습니다. 
Guidelines for Implementing SEL in Schools 出版年份: 2022 机构作者: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Schools that promote SEL help in their students’ academic and global learning. It enables learners to live peacefully with others in heterogeneous societies and build ‘tolerance’ and ethics in behaviour in terms of universal human traits that go beyond social, cultural and gender differences. SEL cultivates children’s wellbeing, and because schools are mirrors or microcosms of our larger and dynamic societies, it is vital that personal and social learning be mainstreamed in schools. The purpose of these guidelines is to share the latest research with policymakers, school leaders, and teachers looking to integrate SEL into school practices and present scientific evidence on creating school environments and recommending practices that are key to building peaceful and sustainable societies. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 3) 出版年份: 2021 作者: Carmel Cefai | Dy Samsideth | Mieke van Ingelghem | Kiichi Oyasu 机构作者: UNESCO | APCEIU Strand 3– What does progress in transformative education look like – the crucial role of teachers Plenary session 3Based on the findings of two global studies conducted by UNESCO and its partners, this session discussed what can be done to support teachers to feel more confident in their role and to effectively facilitate transformative education. Moderators: Ms Antonia Wulff, Director of Policy, Advocacy and Research, Education International, Mr Christophe Cornu, Senior Project Officer, Section of Education for Health and Well-being, UNESCOMr William Gaudelli, Dean, College of Education & Vice Provost for innovation in education, Lehigh University, USAMr Carmel Cefai, Professor, Department of Psychology, University of Malta, MaltaPanelists:Mr Anil Ramdewor, Ministry of Education, MauritiusMr Souphap Khounvixay, Advisor, Cabinet Office of the Minister for Education and Sports, Lao People's Democratic RepublicMs Miri Yemini, Professor, Department of Educational Policy and Administration, the Jaime and Joan Constantiner School of Education, Tel Aviv University, IsraelMr Bert Tuga, President, Philippines Normal University, PhilippinesMs Anh Duong Phuong, Teacher and youth activist for gender equality and girls’ rights, Viet NamMr Renato Jiménez Cabrera, teacher trainer, the Benemérita Escuela Nacional de Maestros, Mexico Concurrent sessions 3The session addressed key action areas in view of advancing the role and building the capacities of teachers to deliver ESD, GCED and education for health and well-being. Session 3.1 – Teacher preparednessModerator: Dr Jim Taylor, Research Associate, University of KwaZulu-Natal, South AfricaSpeakers:Dr Dy Samsideth, Deputy Director General for Education, Ministry of Education, Youth and Sport, CambodiaDr Mieke van Ingelghem, Lecturer, UC Leuven Limburg Teacher Education (UNESCO Associated Schools Network member), Belgium Session 3.2 – Teaching and learning resources and materialsModerator: Ms Yumiko Yokozeki, Director, UNESCO International Institute for Capacity Building in Africa (IICBA)Speakers:Mr Dennis Sinyolo, Director, Education International’s African Regional OfficeMs Mary Sichangi, Head of Department, Partnerships & Linkages, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA)Mr Temechegn Engida, Program Officer, UNESCO International Institute for Capacity Building in Africa (IICBA) Session 3.3 – School and community supportModerator: Mr Carlos Vargas, Chief of Section of Teacher Development, UNESCOMr Carlos Enrique Rodoriguez Rivas, Head, National Teacher Training Institute, Ministry of Education, El SalvadorDr James Williams, Professor, School of Education and Human Development at George Washington University, USAMr Kiichi Oyasu, Director, Education Cooperation Department of Asia-Pacific Cultural Centre for UNESCO (ACCU), Japan Links to Strand 1 / Strand 2 & Special Session / Strand 4 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 4) 出版年份: 2021 作者: Alexander Leicht | Nilantha Gunasekara | Aaron Benavot | Umair Mushtaq | Elena Diryugina | Libby Giles | Mónika Réti | Le Anh Vinh 机构作者: UNESCO | APCEIU Strand 4 – What does progress in transformative education look like – conclusions and next steps Plenary session 4The Strand assessed how to best capture progress including possible benchmarks and success indicators in addressing different aspects of transformative education and discussed the way forward.Moderator: Ms Vibeke Jensen, Director, Division of Peace and Sustainable Development, UNESCOPresentation of the key ideas for recommendation:Mr Alexander Leicht, Chief of Section of Education for Sustainable Development, UNESCODiscussants:Mr Nilantha Gunasekara, Deputy Director, School Health and Nutrition Branch, Ministry of Education, Sri LankaMs Chandrika Bahadur, Director, SDG AcademyMs Katarina Popovic, Professor, Department of Andragogy, University of Belgrade, Serbia & Secretary General, the International Council for Adult Education (ICAE)Mr Hyun Mook Lim, Director, APCEIUMr Aaron Benavot, Professor, University of Albany, USA Concurrent sessions 4In the concurrent sessions, concrete policy recommendations on advancing transformative education and creating enabling conditions were formulated by policymakers, practitioners and monitoring experts. Session 4.1 – Policy makersModerator: Mr Sam Loni, Programme Director, UN Sustainable Development Solutions Network, USASpeakers:Ms Catherine Matara, Assistant Director of Education, Ministry of Education, KenyaMs Sandra Allison Soria Mendoza, Head of the Environmental Education Unit and Environmental Education Specialist, Ministry of Education of PeruMs Saher Baig, Representative, Youth4Climate Session 4.2 – PractitionersModerator: Ms Monica Froehler, CEO, Ban Ki-moon Centre for Global CitizensSpeakers:Mr Umair Mushtaq, Project Manager, The Little Art, PakistanMs Elena Diryugina, Head of methodology and evaluation department, Investment to the Future, Russian FederationMs Libby Giles, Head of Global Citizenship, St Cuthbert’s College, Director, New Zealand Centre for Global Studies, New Zealand Session 4.3 – Monitoring experts on measurement frameworks, M&E, and dataModerator: Mr Ralph Carstens, Senior Research Advisor, International Association for the Evaluation of Educational Achievement (IEA)Speakers:Ms Mónika Réti, Representative of Hungary, UNECE working group on monitoring of the ESD strategyMr Le Anh Vinh, Deputy Director General, Viet Nam Institute of Educational Sciences (VNIES)Mr Hilaire Hounkpodoté, Coordinator of the Programme for the Analysis of Education Systems (PASEC), CONFEMENMr Guy-Roger Kaba, Coordinator of the Observatory on the Quality of Education, CONFEMEN Links to Strand 1 / Strand 2 & Special Session / Strand 3 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 1) 出版年份: 2021 作者: Shadreck Majwabe | Thomas Greiner | Taka Horio | Niveen Jouhar | Arjen Wals | Lynndina Essack | Didier Jourdan | James O’Higgins Norman | Bolorchimeg Dagva 机构作者: UNESCO | APCEIU Plenary session 1In this first plenary, countries shared their vision, practice and progress underpinning their understanding of “transformative education”. The impact of current practices related to learners’ behavior and the educational system was discussed, highlighting success indicators.Moderator: Ms Krista Pikkat, Director, UNESCO Almaty OfficeMr Shadreck Majwabe, Director of the Department of Curriculum Development and Evaluation, Ministry of Basic Education, BotswanaMr Thomas Greiner, Head of Subdivision, Lifelong Learning, Federal Ministry of Education and Research, GermanyMs Taka Horio, Assistant Secretary-General, the Japanese National Commission for UNESCO & ASP National Coordinator, Ministry of Education, Culture, Sports, Science and Technology, JapanMs Niveen Jouhar, Member of Directorate of Curricula, Ministry of Education, Jordan Concurrent sessions 1Following the plenary session, the concurrent sessions discussed the different components that need to be transformed in the education system, and how to bring about these changes and further advance. Session 1.1 – PolicyModerator: Ms Akpezi Ogbuigwe, Founder, Anpez Centre for Environment and Development, Nigeria Mr Arjen Wals, UNESCO Chair, Social Learning and Sustainable Development, University of Wageningen, Netherlands Ms Anna-Karin Johansson, Swedish National Commission for UNESCO, Ministry of Education, Sweden Mr Felipe de Souza Costa, São Paulo Municipal Secretariat of Education, Brazil Mr El Hadji Gueye, Founder, Banlieu UP, Senegal Session 1.2 – Curricula, pedagogy and assessmentModerator: Mr Yao Ydo, Director, UNESCO International Bureau of Education (IBE)Dr Esther Care, Professor, University of Melbourne, AustraliaMs Lynndina Essack, Senior Education Officer, Department of Education Services, Ministry of Education, SeychellesMr Daehoon Jho, Professor, Sungshin Women's University, Republic of KoreaDr Jinan Karameh Chaya, Principal, Al Manar Modern School (UNESCO Associated Schools Network member), Lebanon Session 1.3 – Learning environmentModerator: Mr Chris Castle, Chief of Section of Education for Health and Well-being, UNESCOProf Didier Jourdan, UNESCO Chair and Head of the World Health Organization (WHO) Collaborating Center "Global Health & Education"Prof James O’Higgins Norman, Director of the National Anti-Bullying Centre, the Dublin City University, Ireland & UNESCO Chair on Tackling Bullying in Schools and CyberspaceMs Bolorchimeg Dagva, Adolescents and HIV Specialist, UNICEF, Mongolia Links to Strand 2 & Special session / Strand 3 / Strand 4 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 2 & Special Session) 出版年份: 2021 作者: Miho Taguma | Leanne Riley | Valeria Damiani | Nandini Chatterjee | Valerie Shapiro | Pablo Pincheira | Nicolas Jonas | Denis Barrett | Doug McCall | Antoine Marivin | Cheoljin Yang | Sunkyung Lee 机构作者: UNESCO | APCEIU Strand 2 – What does progress in transformative education look like – a look at recent global and regional data Plenary session 2Building upon Strand 1, this session examined transformative education through the lens of regional and global comparative data in relation to SDG Target 4.7. The discussion identified the progress made, and remaining gaps in existing monitoring and assessment frameworks.Moderator: Mr Sobhi Tawil, Director, Future of Learning and Innovation, UNESCOMs Miho Taguma, Senior Policy Analyst on OECD Learning Compass 2030 and SDG 4.7Ms Leanne Riley, Unit Head, Surveillance, Monitoring and Reporting, Department of Noncommunicable Diseases (NCDs), World Health OrganizationMs Valeria Damiani, Associate Professor, La Libera Università Maria SS. Assunta (LUMSA) University, ItalyMr Carlos Henríquez Calderon, Coordinator of the Latin American Laboratory for Assessment of the Quality Education (LLECE), Regional Bureau for Education in Latin America and the Caribbean (OREALC), UNESCO Santiago Office Concurrent sessions 2The concurrent sessions engaged in an in-depth discussion on three selected major gaps in transformative education, identified opportunities and made suggestions on the way forward. Session 2.1 – How to address social and emotional dimensions of learning in assessment?The increasing integration of social and emotional learning (SEL) into curricula has raised questions regarding feedback and assessment. Drawing on research, policy and practice, this session examined possibilities and gaps in SEL.Moderator: Ms Cecilia Barbieri, Chief, Section of Education for Global Citizenship & Peace, UNESCOMs Nandini Chatterjee, Senior National Project Officer, UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP)Ms Valerie Shapiro, Associate Professor, University of California Berkeley, USAMr Pablo Pincheira, Training Director, Forja Chile, Chile Session 2.2 – Making adult learning and education visible within lifelong learning: strengthening non-formal education for individual, social and system level transformationThis session presented local initiatives that have embedded ESD and GCED into lifelong learning systems through policy/strategy development and project implementation, as well as progress made in building learning cities. Moderator: Mr Jose Roberto Guevara, President, International Council for Adult EducationSpeakers:Mr Nicolas Jonas, Programme Specialist, UNESCO Institute for Lifelong Learning (UIL)Ms Mo Winnie Wang, Programme Specialist, UNESCO Institute for Lifelong Learning (UIL)Mr Denis Barrett, Coordinator of Cork Learning City, Ireland Session 2.3 – What do we need to monitor/measure/assess in transformative education - gaps and opportunities?The session focused on promising practices and remaining gaps in capturing the transformation of individuals, societies and education. The key question addressed was how quality teaching and learning can be guided based on the evidence available.Moderator: Dr Marcia McKenzie, Director, MEECE Project and SEPN, and Professor, the University of Melbourne, AustraliaMr Doug McCall, Executive Director, International School Health NetworkMr Antoine Marivin, Project Manager, UNICEF-East Asia and Pacific Regional Office (EAPRO)Dr Julia Kim, Programme Director, the Gross National Happiness Centre, Bhutan Special Session by the Host Country (Plenary) – Experiences from the Republic of Korea and Beyond: Progress, Challenges and New VisionsThe Special Session discussed the Korean experience on SDG Target 4.7, at the domestic and international level. Good practices, emerging trends and lessons learnt were shared, suggesting key agendas, challenges, and visions towards 2030 and transformative education.Moderator: Mr Soon-yong Pak, Professor, Yonsei University, Republic of KoreaSpeakers:Mr Hwanbo Park, Professor, Chungnam University, Republic of KoreaMr Cheol-Jin Yang, Teacher at Songwoo Middle School & Co-Founder/Director of Neuroo, Republic of KoreaDiscussants:Ms Sun-Kyung Lee, Professor, Cheongju National University of Education, Republic of KoreaMr Aaron Benavot, Professor, University of Albany, USA Links to Strand 1 / Strand 3 / Strand 4 
Being and Becoming Global Citizens: Measuring Progress toward SDG 4.7 (Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region) 出版年份: 2023 作者: Rachel Parker | Jennie Chainey | Payal Goundar | Sarah Richardson | Anna Dabrowski | Amy Berry | Claire Scoular 机构作者: Australian Council for Educational Research (ACER) | APCEIU Since 2022, APCEIU and the Australian Council for Educational Research (ACER) have conducted a study to identify enhanced tools and resources for schools and systems in the Asia-Pacific region to monitor and evaluate GCED in line with SDG 4.7.The Report of the Research for Phase 1 is available in three forms: Full report; Summary; and Policy Brief.