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The Role of Higher Education in Promoting Lifelong Learning 出版年份: 2015 作者: Yang Jin, Schneller.Chripa, Roche.Stephen 机构作者: 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 出版年份: 2017 作者: John Aitchison 机构作者: 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. 
Youth Driving Community Education: Testimonies of Empowerment from Asia and the Pacific 出版年份: 2014 机构作者: UNESCO Institute for Lifelong Learning (UIL) | Asia South Pacific Association for Basic and Adult Education (ASPBAE) This publication presents a collection of testimonies from young women and men from vulnerable backgrounds who have transformed their lives through community education and development activities. Their testimonies describe the challenges they faced in pursuing an education, how they benefited from community education programmes, and the active roles they now play in community education and development.The publication will meet its objectives if it inspires young people and their partners to take action to:> Improve educational and learning environments for young men and women;> Improve the participation of young women in community building and democratic processes; and> Engage young men and women as active citizens working towards peace, democracy and sustainable development. 
UNESCO COVID-19 Education Response: Open and Distance Learning to Support Youth and Adult Learning (Education Sector Issue Note; No. 2.5 – June 2020) 出版年份: 2020 机构作者: UNESCO Institute for Lifelong Learning (UIL) A new UNESCO issue note, produced by the UNESCO Institute for Lifelong Learning (UIL), aims to support education policy-makers and planners in ensuring open and distance learning to support youth and adult learning in the context of the current pandemic, now and in its aftermath.Since the COVID-19 outbreak and the worldwide school closures that followed, ministries of education have endeavoured to ensure continuity of learning and encourage schools and educational institutions to explore and utilize online and distance modes of learning. Unfortunately, learners outside of the formal school system who are already in need of urgent learning support, such as low-skilled adults, women, out-of-school youth, migrants and refugees, and persons with disabilities, have suffered disproportionally from the suspension of face-to-face learning at the majority of adult learning centres and non-formal educational institutions.The current pandemic calls for people from people from all socio-economic backgrounds, wherever they live in the world, to develop new knowledge and skills in order to cope with the uncertainty that this crisis imposes. These learning needs include basic health literacy, media literacy, parenting for home-schooling children and professional development to counteract job losses brought on by the pandemic. Correspondingly, enrolment in massive open online courses (MOOCs) is soaring. As such, there have been positive and demand-driven trends in exploring alternative options, such as open and distance learning (ODL), to ensure the continuity and expansion of non-formal education and adult learning.This issue note takes stock of opportunities and challenges in using ODL, both online and offline as defined in the UNESCO Issue Note on Distance Learning Strategies, for youth and adult learners outside the formal education system. After examining key issues and illustrating promising cases from public and private sectors, it provides key messages for policy interventions to support inclusive lifelong learning for youth and adults during and after the current pandemic.UNESCO Education Sector’s issue notes cover key topics related to the COVID-19 education response. 
Guidelines on Open and Distance Learning for Youth and Adult Literacy 出版年份: 2022 机构作者: UNESCO Institute for Lifelong Learning (UIL) | Commonwealth of Learning Guidelines on open and distance learning for youth and adult literacy addresses a gap in literacy provision by presenting open and distance learning (ODL) principles and practices to illustrate how learning and education can be delivered at a distance.This publication is divided into two main parts. Part 1 presents practical guidance in four areas—planning, development, implementation, and monitoring and evaluation—and part 2 considers the various technologies that are used for ODL programmes and could support youth and adult literacy learning.Policy-makers, literacy providers and educators will benefit from understanding and applying the concept and principles of ODL in designing and delivering effective, inclusive and sustainable literacy programmes and learning opportunities— strengthening the resilience of their literacy programmes and expanding outreach and participation in the process. Apprentissage libre et à distance pour l’alphabétisation des jeunes et des adultes: lignes directrices 出版年份: 2022 机构作者: Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) | Commonwealth of Learning Les lignes directrices sur l'apprentissage ouvert et à distance pour l'alphabétisation des jeunes et des adultes comblent une lacune dans l'offre d'alphabétisation en présentant des principes et des pratiques d'apprentissage ouvert et à distance (ODL) pour illustrer comment l'apprentissage et l'éducation peuvent être dispensés à distance. Cette publication est divisée en deux parties principales. La partie 1 présente des conseils pratiques dans quatre domaines—la planification, le développement, la mise en œuvre et le suivi et l'évaluation—et la partie 2 examine les diverses technologies qui sont utilisées pour les programmes ODL et qui pourraient soutenir l'apprentissage de l'alphabétisation des jeunes et des adultes. Les décideurs politiques, les prestataires d'alphabétisation et les éducateurs bénéficieront de la compréhension et de l'application du concept et des principes de l'ODL dans la conception et la prestation de programmes d'alphabétisation et d'opportunités d'apprentissage efficaces, inclusifs et durables - renforçant la résilience de leurs programmes d'alphabétisation et élargissant la portée et la participation au processus. المبادئ اﻟﺘﻮﺟﯿﮭﯿﺔ ﻟﻠﺘﻌﻠﻢ اﻟﻤﻔﺘﻮح واﻟﺘﻌﻠﻢ ﻋﻦ ﺑﻌﺪ ﻟﻤﺤﻮ أﻣﯿﺔ اﻟﺸﺒﺎب واﻟﻜﺒﺎر 出版年份: 2022 机构作者: UNESCO Institute for Lifelong Learning (UIL) | Commonwealth of Learning تعالج المبادئ التوجيهية بشأن التعلم المفتوح والتعلم عن بعد للشباب والكبار فجوة في توفير محو الأمية من خلال تقديم مبادئ وممارسات التعلم المفتوح والتعلم عن بعد (ODL) لتوضيح كيف يمكن تقديم التعلم والتعليم عن بعد. ينقسم هذا المنشور إلى قسمين رئيسيين. يقدم الجزء الأول إرشادات عملية في أربعة مجالات - التخطيط ، والتطوير ، والتنفيذ ، والرصد والتقييم - وينظر الجزء الثاني في التقنيات المختلفة المستخدمة لبرامج ODL ويمكن أن تدعم تعلم القراءة والكتابة للشباب والكبار. سيستفيد صانعو السياسات ومقدمو محو الأمية والمعلمون من فهم وتطبيق مفهوم ومبادئ ODL في تصميم وتقديم برامج محو الأمية الفعالة والشاملة والمستدامة وفرص التعلم - تعزيز مرونة برامج محو الأمية وتوسيع نطاق التوعية والمشاركة في العملية . 
유네스코 1974 국제이해교육 권고 개정안 검토 포럼 자료집 出版年份: 2022 机构作者: 한국국제이해교육학회 | 유네스코 아시아태평양 국제이해교육원 | 유네스코한국위원회 2022년 10월 5일 유네스코 아태교육원과 유네스코한국위원회, 한국국제이해교육학회가 공동으로 개최한 <유네스코 1974 국제이해교육 권고 개정안 검토 포럼> 자료집 입니다. 본 포럼은 유네스코의 「국제이해, 협력, 평화를 위한 교육과 인권, 기본 자유에 관한 교육 권고( 1974 국제이해교육 권고)」가 오늘날 변화된 시대 상황과 지구촌의 새로운 과제 등을 반영할 수 있도록 개정안 초안에 대한 전문적 검토 요지 발표와 토론을 실시한 후, 참가자들의 의견을 수렴하였습니다. <목차> I. 인사말 한경구 (유네스코한국위원회 사무총장) 임현묵 (유네스코 아시아태평양 국제이해교육원장) 박순용 (한국국제이해교육학회장) II. [1부] 1974 국제이해교육 권고 개정 배경 및 현황 1974 국제이해교육 권고 개요와 개정 추진 현황 - 유네스코 아시아태평양 국제이해교육원 / 유네스코한국위원회 국제전문가그룹의 주요 활동 및 1974 국제이해교육 권고 개정안 초안의 주요 내용 / 강순원 (한신대학교 교수) III. [2부] 1974 국제이해교육 권고 개정안 초안 검토 조대훈 (성신여자대학교 교수) 김병연 (양재고등학교 교사) 권혁장 (국가인권위원회 인권교육기획과장) 이선경 (청주교육대학교 교수) 변순용 (서울교육대학교 교수) 이동연 (한국예술종합학교 교수) 손동빈/장경희 (서울시교육청 민주시민생활교육과 과장/장학사) 부록 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms 국제이해, 협력, 평화를 위한 교육과 인권, 기본 자유에 관한 교육 권고 REVISED RECOMMENDATION CONCERNING EDUCATION FOR INTERNATIONAL UNDERSTANDING, CO-OPERATION AND PEACE AND EDUCATION RELATING TO HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS (‘1974 RECOMMENDATION’) 
국제 청소년 교류 프로그램의 퍼실리테이터 역할과 성공요인 탐색: 근거 이론 분석을 중심으로 (국제이해교육연구; Vol. 17, No. 1) 出版年份: 2022 作者: 김동일 | 신혜연 | 이연재 | 고혜정 机构作者: 한국국제이해교육학회 본 연구는 한․아세안 청소년 국제교류 프로그램에 참여한 한국 퍼실리테이터(촉진자)들이 스스로 인식하는 중요한 퍼실리테이터의 역할과 의미, 그리고 국제교류에 대한 성공요인을 탐색하는데 의의가 있다. 이를 위해 근거 이론이라는 방법론을 활용하여 심층적으로 연구대상들의 경험을 파악하고자 하였다. 총 10명의 퍼실리테이터를 연구대상으로 개별 화상 인터뷰를 진행하였고, 근거 이론 방법론을 통하여 개방 코딩, 축 코딩 절차를 통해 총 288개의 개념, 101개의 하위개념, 28개의 상위개념을 도출하였다. 근거 이론 패러다임에 따라 인과적 조건, 맥락적 조건, 중심현상, 중재적 조건, 작용/상호작용 전략, 결과의 패러다임 모형결과가 제시되었다. 연구 분석 결과, 퍼실리테이터들은 직접적인 경험을 통하여 ‘균형을 맞춰주는 역할’, ‘모두의 발언 기회를 보장하는 역할’ ‘지켜보고 지원하는 역할’‘상호작용을 촉진하는 역할’ 등으로 묘사하였고, 청소년을 대상으로 한 국제교류 프로그램 특성에 대해 성공요인을 ‘성공적인 문화적 교류’, ‘여러 국가 참가자들의 연대’, ‘유사한 예절과 가치관’, ‘청소년 시기의 시의적절한 경험’, ‘촉진자도 토론을 통한 긍정적인 경험’, ‘토론을 통한 의사 결정 능력 함양’ 등으로 표현하였다. 특히, 코로나19로 지속적인 온라인 학습 경험에 기반하여 국제교류 의미에 관한 의견이 도출되었으며, 차후 더 나은 온라인 국제교류를 위한 방안도 논의되었다. 본 연구는 한․아세안 청소년 국제교류 프로그램을 통해 퍼실리테이션의 역할, 방향성과 더불어 국제교류에 미치는 요소들를 비교 분석하였고, 앞으로 이러한 온라인 플랫폼과 퍼실리테이터들의 역할에 기여하는 요인을 구체적으로 제공하였기에 그 의의가 크다고 여겨진다. 
Critical Understanding on Shrinkage and Limitation of UK’s Global Citizenship Education in the Era of Brexit (Journal of Education for International Understanding; Vol. 13, No. 2) 出版年份: 2018 作者: Jinhee Kim 机构作者: Korean Society of Education for International Understanding (KOSEIU) This study aims to analyze the shrinkage and limitation of Global Citizenship Education in the epoch of Brexit. It also attempts to examine a feature of positioning and direction of Global Citizenship Education which is confronted with a sceptical criticism of its' educational impact. In this vein, the major findings and arguments showed the practice and implementation of Global Citizenship Education under the pressure of Brexit faces complicated challenges across Europe including UK, since Brexit highly pursues national centred hegemony and nationalistic bloc. It could hinder the structural restriction of implementing of Global Citizenship Education in UK. Apparently, this study indicated that the phenomenon of Brexit and it's impact is functioning as dynamic learning contents, not for a teaching-learning resource. It has been discussed that Citizens of UK have strived to deal Brexit as a learning experience in life-world. Finally, this study suggests a direction to move forward of Global Citizenship Education in an ever-shrinking world of Brexit.