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유아교사들의 유아세계시민교육 인식과 실천 방안 탐색 (교육문화연구; Vol. 30, No. 3) 出版年份: 2024 作者: 나예원 | 김고은 机构作者: 인하대학교 교육연구소 본 연구는 유아교사들의 유아세계시민교육에 대한 인식과 실천 방안에 대해 질적으로 탐색하는 것을 목적으로 하였다. 이를 위해 현장에서 유아세계시민교육을 실행하고 있는 유아교사 5명을 대상으로 개별 심층면담을 2회 실시하였다. 구조적 코딩과 내성 코딩을 사용하여 수집된 자료로부터 개념을 도출하고, 반복적으로 재범주화를 수행하여 최종 주제를 도출하였다. 분석 결과, 유아교사들은 아는 만큼 세계시민교육이 달라지며, 유아세계시민교육이 포괄적인 내용을 담고 있어 다른 교육들과의 연결 속에서 교육과정 전 과정에서 통합적으로 접근할 필요가 있다고 인식하였다. 또한 유아교사들은 이러한 유아세계시민교육이 모든 연령의 유아를 위한 교육이라고 인식하고 있었다. 구체적인 실천 방안을 살펴보면, 유아교사들은 유아의 관심을 파악하고, 관심을 더 끌어내기도 하며, 학급의 문제에 유아를 참여시키고, 세계시민교육의 핵심 개념을 짚어주고, 일상에서 가르칠만한 순간을 적절히 활용하는 것으로 나타났다. 본 연구 결과는 유아교사의 목소리를 통해 유아교육현장에 적합한 세계시민교육 적용 가능성 및 구체적인 방안에 대한 시사점을 얻고 교사 지원방안을 마련하는 데 기반을 제공해 준다는 점에서 의의가 있다. 
Refugee Education; Five Years on from the Launch of the 2030 Refugee Education Strategy 出版年份: 2024 作者: Cirenia Chavez Villegas | Kate Bond 机构作者: UN. Office of the United Nations High Commissioner for Refugees (UNHCR) The 2024 UNHCR Refugee Education Report draws on data from more than 65 countries worldwide to provide the most detailed picture yet of the state of refugee education and enrolment. The report reflects on the 2030 Refugee Education Strategy (launched in 2019) and where notable progress has been made as well as areas where greater investment and enhanced collaboration are needed to meet the strategic objectives of the Strategy. 
National Distance Learning Programmes in Response to the COVID-19 Education Disruption: Case Study of the Republic of Korea 出版年份: 2022 机构作者: UNESCO This document is one of several case studies on national distance learning programmes in response to the COVID-19 education disruptions. The case of the Republic of Korea was drawn from the 2020 edition of Mobile Learning Week, organized online in October 2020 under the theme of 'Beyond Disruption: Technology Enabled Learning Futures'. Envisaged to be a continuously enriched mechanism for knowledge sharing and dissemination, the case studies aim to surface best practices worldwide in leveraging digital technology to build inclusive and crisis-resilient learning systems, and to inform the planning of digital transformation of education towards SDG 4 and the futures of learning. Each case study documents governance and funding mechanisms, needs-driven planning of distance learning solutions, evaluation of digital learning’s effects on mitigating disruptions and ensuring inclusion, and pedagogical innovations to maintain or improve the quality of learning. 
3-6岁儿童学习与发展指南 出版年份: 2015 机构作者: 中国人民共和国教育部 本文件是中国教育部官方为3至6岁儿童所制定的学习与教育指南，通过健康、语言、社会、科学、艺术五个领域描述幼儿的学习与发展，每个方面包含学习与发展目标和教育建议两部分。 
Report on the Rights of the Child and Family Reunification 出版年份: 2022 机构作者: UN Human Rights This document is a report by the UN Special Rapporteur on Human Rights on the issue of separation of children from their families, describing the different forms the issue takes, as well as addressing the relevant international legal framework, and making relevant recommendations for each situation. 关于儿童权利和家庭团聚的报告 出版年份: 2022 机构作者: UN Human Rights 该文件是联合国人权事务特别报告员关于儿童与家庭分离问题的报告，介绍了该问题的不同形式，以及涉及相关国际法律框架，并针对各种情况提出相关建议。 
ألعاب من أجل حقوق الإنسان: رزمة التربية على حقوق الإنسان للأطفال 出版年份: 2008 机构作者: International Center for Human Rights Education تساعد هذه الرزمة على تعزيز حقوق الإنسان وعدم التمييز وحل النزاعات بصورة سلمية في برامج التربية غير الرسمية للأطفال. تستهدف هذه الرزمة الأطفال في الفئة العمرية من6-12 سنة. وتعزز مجموعة من القيم لمساعدة المعلمين لإدماج حقوق الإنسان في مواقف وسلوكيات الأطفال. Games for Human Rights: A Human Rights Education Package for Children 出版年份: 2008 机构作者: International Center for Human Rights Education This package helps to promote human rights, non-discrimination and peaceful conflict resolution in non-formal education programs for children. This package is aimed at children in the age group of 6-12 years. It promotes a set of values to help teachers integrate human rights into children's attitudes and behaviours. 
[Summary] Global Education Monitoring Report 2021/2: Non-state Actors in Education; Who Chooses? Who Loses? 出版年份: 2022 机构作者: UNESCO يمتد دور الجهات الفاعلة غير الحكومية إلى ما هو أبعد من توفير التعليم ليشمل التدخلات على مستويات التعليم المختلفة ومجالات التأثير. إلى جانب استعراضه للتقدم المحرز نحو الهدف 4 من أهداف التنمية المستدامة ، بما في ذلك الأدلة الناشئة على تأثير جائحة COVID-19 ، يحث التقرير العالمي لرصد التعليم 2021/2 الحكومات على رؤية جميع المؤسسات والطلاب والمعلمين كجزء من نظام واحد. يجب أن تساعد المعايير والمعلومات والحوافز والمساءلة الحكومات على حماية واحترام وإعمال الحق في التعليم للجميع ، دون إبعاد أعينهم عن الامتيازات أو الاستغلال. لا يلزم توفير التعليم الممول من القطاع العام بشكل عام ولكن يجب معالجة التفاوت في عمليات التعليم ونتائج الطلاب وظروف عمل المعلم. الكفاءة والابتكار ، بدلا من أن يكونا أسرارا تجارية ، ينبغي نشرها وممارستها من قبل الجميع. وتحقيقا لهذه الغاية ، يجب الحفاظ على الشفافية والنزاهة في عملية سياسة التعليم العام لمنع المصالح المكتسبة. نداء التقرير - من يختار؟ من يخسر؟ - يدعو صانعي السياسات إلى التشكيك في العلاقات مع الجهات الفاعلة غير الحكومية من حيث الخيارات الأساسية: بين الإنصاف وحرية الاختيار ؛ بين تشجيع المبادرة ووضع المعايير ؛ بين مجموعات مختلفة من الوسائل والاحتياجات ؛ بين الالتزامات الفورية بموجب الهدف 4 من أهداف التنمية المستدامة وتلك التي يتعين تحقيقها تدريجياً (مثل التعليم ما بعد الثانوي) ؛ وبين التعليم والقطاعات الاجتماعية الأخرى. 
School Friend of UNICEF 出版年份: 2006 机构作者: UNICEF Spain This infographic presents the program in which each school establishes a personalized commitment to UNICEF in the form of a collaboration agreement by which they undertake, depending on their circumstances, interests and capacity, to carry out different awareness-raising and fundraising activities throughout the school year. The activities can be framed within the GOTAS UNICEF school campaign or directed to an emergency humanitarian action campaign proposed by UNICEF.