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Анализ ситуации по обеспечению прав лиц с инвалидностью в Узбекистане 出版年份: 2021 机构作者: UNICEF Uzbekistan | United Nations Population Fund (UNFPA) | United Nations Development Programme (UNDP) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) Данное исследование основывается на результатах ситуационного анализа детей и взрослых с инвалидностью, проведенного в 2019 г. Цель данного анализа – не в том, чтобы указать на проблемы, а в том, чтобы заложить основу для их решения путем выявления возможностей и сил содействия, возникающих сегодня. В отчете рассматриваются необходимые предпосылки для реализации прав человека людей с инвалидностью, особенно женщин, девочек и мальчиков с инвалидностью, такие как надежная система обеспечения равенства и недискриминации, наличие инклюзивных и доступных услуг в сообществе, финансовые и координационные механизмы, учитывающие интересы людей с инвалидностью, прозрачные системы мониторинга и отчетности, а также значимое участие людей с инвалидностью. 
2022 세계시민교육 보고서: 국제 수업 교류 사례 및 세계시민교육 교원학습공동체 연구 자료 出版年份: 2022 机构作者: 서울특별시교육청 2022 세계시민교육 보고서는 크게 두 파트로 나누어 Part.1에서는 국내 12개 초·중·고등학교의 국제 수업 교류 사례와 수업설계, 학습지도안 활동사진 등을 담고 있고 Part. 2에서는 수달스, 더불어 평화 등 5개 세계시민교육 교원학습공동체의 연구 자료를 수록하고 있다. 
2021 문화다양성 정책 연차보고서 出版年份: 2022 作者: 윤소영 | 정보람 | 신아름 机构作者: 한국문화관광연구원 2021 문화다양성 정책 연차보고서는 2021년 한 해 동안 중앙부처와 지방자치단체에서 추진한 문화다양성 보호·증진 정책 추진 현황 및 세부 이행결과에 대해 분석하고 평가결과를 정리하였다. 또한 2021년 문화다양성 정책 관련 국내외 환경변화 및 정책동향을 살피고 국내 문화다양성 정책 및 주요 의제로 중앙부처·지자체 문화다양성 정책 사업과 활동, 주요 대학·기관·산업계의 관련 활동을 분석하고 주요 국제기구 및 주요 협약 당사국의 문화다양성 정책 및 현황을 다루고 있다. 본 저작물은 문화체육관광부에서 2022년 작성하여 공공누리 제 4유형으로 개방한 '2021 문화다양성 정책 연차보고서(윤소영, 정보람, 신아름)'를 이용하였으며 해당 저작물은 문화체육관광부 누리집 (www.mcst.go.kr/)에서 무료로 다운받으실 수 있습니다. 
[개정판] 우리는 세계시민: 나눔을 위한 배움; 초등편 出版年份: 2021 机构作者: 한국국제협력단 | 국제개발협력민간협의회 본 교재는 KOICA ODA 교육원의 연구용역으로 발간된 것으로 초등학생 대상의 세계시민과 개발교육을 위한 교안및 활용 가이드를 수록하였고 부록으로 교안 선택 활동과 교안 활용을 위한 교보재 등을 다루고 있다. 본 저작물은 국제개발협력민간협의회에서 2021년 작성하여 공공누리 제4유형으로 개방한 ‘우리는 세계시민: 초등편’을 이용하였으며 해당 저작물은 국제개발협력민간협의회 홈페이지 (www.ngokcoc.or.kr)에서 무료로 다운받으실 수 있습니다. 
Asia-Pacific Regional Synthesis: Climate Change, Displacement and the Right to Education 出版年份: 2023 机构作者: UNESCO | United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) | UNESCO Bangkok In 2020, 30.7 million people were displaced by natural disasters – disasters which the scientific community acknowledges are more frequent and more intense as a result of climate change. In Asia and the Pacific alone, 21.3 million people were displaced, making it the region the most impacted by national disasters and climate change in the world. Therefore, country case studies were carried out in Bangladesh, India, Indonesia, Tuvalu, and Viet Nam to examine not only specific vulnerabilities to climate change and related mobility, but also the impacts of climate change on the right to education in Asia and the Pacific. These case studies show that climate change directly threatens education – through the destruction of schools and property – but also indirectly puts education in peril by forcing people to cross borders, ensuring neither legal residency nor the right to education. This regional synthesis report aims to guide policy-makers through providing operational policy recommendations on how to ensure education is protected in Asia and the Pacific in the face of climate change and displacement from a human rights-based approach. The report is one of four being developed and will contribute to the global initiative on climate change and displacement and the right to education – launched by UNESCO in 2020 – by informing the development of a Global Report with global policyrecommendations.How climate change impacts the right to education in Asia and the Pacific21.3million displacementstook place in Asia and the Pacific 
Good Practices in South-South and Triangular Cooperation: Transforming Education and Delivering on SDG 4 出版年份: 2023 机构作者: UNESCO | United Nations Children's Fund (UNICEF) | UN. Office for South-South Cooperation (UNOSSC) Quality Education: South-South cooperation as a lever for action. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.South-South and triangular cooperation is at the heart of SDG4 implementation on Quality Education. As demonstrated in the last few years, this kind of cooperation can mobilize action, ambition, solidarity and solutions to transform education in a rapidly changing world. From the inclusive approach to digital learning in Lao People’s Democratic Republic to distance learning and teacher training strategies in Caribbean SIDS, South-South cooperation is a key modality of cooperation for transforming education and supporting internationally agreed development goals, including the 2030 Agenda. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.This publication presents forty innovative solutions from around the world which showcase how South-South and triangular cooperation can support the development of more efficient, equitable and resilient education systems that are adapted to the challenges of the 21st century. Countries of the South, with the support of partners, must enhance South-South and triangular cooperation to exchange resources, technology, skills and knowledge to realize the promise of making inclusive, quality education available to all. 
Leave No One Behind: Equity and Inclusion in Education at UNESCO Multisectoral Regional Office in Bangkok (UNESCO Bangkok) 出版年份: 2023 机构作者: UNESCO Bangkok Equity and inclusion in education ensures a process intended to respond to students’ diversity by increasing their participation and reducing exclusion within and from education. 
Digital Citizenship in Asia-Pacific: Translating Competencies for Teacher Innovation and Student Resilience 出版年份: 2023 机构作者: UNESCO Bangkok A digitally-equipped and competent teaching force is crucial for cultivating students' digital citizenship skills. This UNESCO report, consisting of a comprehensive analysis comprising 15 countries in the Asia-Pacific region, unveils compelling evidence pertaining to what factors influence teachers' Information and Communication Technology (ICT) skills and their impact on students’ digital citizenship competencies. Perhaps unsurprisingly, the findings of this report show that students are developing most of their digital citizenship competencies through self-directed learning and outside of school. Nevertheless, teachers still play an important role, particularly in coaching students to use technology safely and effectively. Thus as UNESCO reports, Digital Creativity and Innovation remains relatively underdeveloped in all participating research countries. Additionally, female students tend to benefit more from teachers' guidance and advice, especially in terms of Digital Safety and Resilience. Support for teachers in terms of access to ICT infrastructure and training on ICT and pedagogical skills will contribute towards improving their ability to effectively guide and mentor their students, ultimately leading to better outcomes in terms of digital citizenship competencies. To achieve this, it is important for education systems to develop comprehensive and contextualized approaches to enhance digital citizenship capacities in teachers. Education policymakers and leaders are encouraged to use the 10 recommendations herein as a ‘roadmap’ to ensure that teachers are equipped with the necessary skills and knowledge to effectively integrate digital citizenship education into their teaching practices. This will ultimately help prepare students for the digital world and ensure their safety and well-being online. 
Science Education in a Cultural Diversity Context: The Migrant Student in Chile (Revista Saberes Educativos; July-Decembe, No.11) 出版年份: 2023 作者: Carmen Luisa Alfaro Contreras | Iskra Pavez Soto The aim of this article is to analyze teachers' conceptions of science education in contexts of cultural diversity. In recent years, the presence of migrant students in Chilean education has increased, which has generated a meeting of diverse world views that stress the paradigms of scientific education itself. The article presents a study whose methodological design was of a qualitative nature. 13 interviews were conducted with a strategic sample made up of science teachers from the school system, pedagogy students, and university professors. The results reflect dissimilar ideas about the relationship between science and culture, generating, on the one hand, a kind of invisibility or denial of diversity and, on the other, a recognition of a multiplicity of ways of building knowledge, approaching an intercultural view of science. Stereotyped ideas about the student body and the lack of training to deal with cultural diversity are recognized. The main difficulties are associated with the characteristics of the school system and the hegemonic and monocultural nature of the curriculum. It concludes with recommendations on the need for a postcolonial scientific education and to democratize knowledge, with a focus on student learning that allows the development of critical individuals. Educación científica en contextos de diversidad cultural: El estudiantado migrante en chile 出版年份: 2023 作者: Carmen Luisa Alfaro Contreras | Iskra Pavez Soto El objetivo de este artículo es analizar las concepciones del profesorado en torno a la educación científica en contextos de diversidad cultural. Durante los últimos años ha aumentado la presencia de estudiantado migrante en la educación chilena, lo cual ha generado un encuentro de visiones de mundo diversas que tensionan los paradigmas de la propia educación científica.