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누구도 소외되지 않는 미디어 환경을 위한 어린이 청소년 선언문 出版年份: 2021 机构作者: 한국언론진흥재단 | 시청자미디어재단 | 주한미국대사관 | 유네스코한국위원회 | 한국교육학술정보원 2021 미디어·정보 리터러시 데이 행사(2021. 10.19. 개최)에서 발표된 선언문이다. 본 선언문은 누구나 쉽게 접근할 수 있고, 어린이와 청소년을 존중하고 배려하는 안전한 미디어 세상에 대한 바람을 담았다. 특히, 디지털 기기를 사용할 줄 아는 것과 그 안에 담긴 정보를 잘 선택해 이용하는 것은 매우 다른 능력임을 환기하고, 미디어 정보 리터러시 교육을 강화해줄 것을 주문했다. 선언문 초안 작업에는 초‧중‧고 학생 11명으로 구성된 어린이 청소년 위원회가 직접 참여했으며, 메타버스 플랫폼 게더타운을 통해 의견을 남겨준 전국 초중고등학생 600여명의 의견도 반영되었다. 
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. 
International Conference on Human Security and Peace in Central Asia 出版年份: 2007 机构作者: UNESCO | OSCE Academy in Bishkek From the perspective of confronting threats and encouraging development in Central Asia, UNESCO and the OSCE Academy organized an international conference on 'Human Security and Peace in Central Asia'. These two organizations are dedicated to promoting international security and understanding through highlighting and developing the diverse human and cultural values of peace and encouraging dialogue based on recognition, respect for diversity, and observance of human rights. 
The Impact of the COVID-19 Pandemic on Education: International Evidence From the Responses to Educational Disruption Survey (REDS) 出版年份: 2022 作者: Sabine Meinck | Julian Fraillon | Rolf Strietholt 机构作者: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) | International Association for the Evaluation of Educational Achievement (IEA) The COVID-19 pandemic disrupted education provision at an unprecedented scale, with education systems around the world being impacted by extended school closures and abrupt changes to normal school operations. The Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the health crisis, and how education stakeholders responded to the educational disruption across and within countries. The study aimed to provide a systemic, multi-perspective, and comparative picture of the situation at the secondary education level (grade eight) in 11 countries spanning Africa, Asia, Arab region, Europe, and Latin America. While many other efforts exist that collect and provide similar information, they are mostly derived from non-representative rapid surveys and lack internationally comparable information from schools, collected in a systematic and scientific manner. The REDS International Report presents unique data, collected from countries, schools, teachers, and students for the first time, in chapters that cover several themes on which data were collected which include student and teacher well-being, students’ academic progress during the school closures, and the measures countries have implemented to keep all children learning. Initial findings provide evidence for better orienting and tailoring policy responses to crisis and provide invaluable information on what may be required to accelerate education, recover from crisis, and to strengthen the resilience of education systems in the future. 
Water Education for Climate Resilience in Asia and the Pacific: A Regional Curriculum 出版年份: 2021 机构作者: UNESCO A fundamental element towards attaining water security, water education has been at the heart of UNESCO’s Intergovernmental Hydrological Programme since its establishment in 1975.However, in much of Asia and the Pacific, water security remains elusive. Ensuring a water secure future for the region will require the unlocking of broader appreciation, acceptance and internalization of basic water science principles and concepts among experts and communities alike. For this, broader and more effective water education is required.For this potential to be fulfilled, reinforced human, financial and technical resources are required to deliver education, training and capacity development across large segments of society. Not only does this require the mobilization of a much larger contingent of trainers, instructors and conveners—it requires the development of new teaching and learning approaches, methodologies and curricula.This curriculum represents an invitation to tertiary-level educators as well as water managers and decision-makers to redouble efforts towards water security in Asia and the Pacific – and invitation grounded in a process that lies at the heart of UNESCO’s mission: the sharing of knowledge, experience and technologies – in this case among scientific, educational and water management communities across the region. 
The Water, Energy, and Food Security Nexus in Asia and the Pacific: The Pacific 出版年份: 2024 机构作者: UNESCO | UNESCO Bangkok | UNESCO Jakarta Global climate targets and the call to action from the Pacific must be heeded while major environmental, societal and economical progress is needed in the region. Leadership from Pacific Island Countries and Territories needs to be supported with action and resourcing to meet both global net zero goals and regional SDGs. This volume applies the water, energy, and food security nexus approach solely in a Pacific context for the first time, bringing together the region’s 17 countries and 7 Territories. This approach improves the security of each sector and supports regional climate and environmental priorities. Effective intersectoral solutions exist with connectivity between the water-food and water-energy sectors of particular benefit. Traditional knowledge and crop production have historically and will continue to play a major role in food security and water resources management in the region. Increased energy demand needs to be met with increased renewables installation as well as new technologies that encompass storage and transport considerations. 
Enhancing TVET through Digital Transformation in Developing Countries 出版年份: 2023 机构作者: UNESCO Technological advancements and digitalization are profoundly reshaping our work and lifestyle, business models and operations, and government policy choices. Digital transformation in technical and vocational education and training (TVET) is the planned and structured introduction of automated and streamlined processes within institutions and national technical and vocational education and training (TVET) systems through digital technology, with the goal of enhancing their scope, scale, efficiency and effectiveness and ultimately, driving their more sustainable development. This document provides overall perspective and five country case studies on digital transformation in TVET. Most countries studied face similar enabling factors: the digital infrastructure available; legal and policy frameworks; focused institutional change to improve the acquisition of digital skills; and the promotion of equality and inclusivity. To understand how digital transformation in TVET is occurring, the report analyses it at four levels: technical and technological development; curriculum and qualifications; teaching and learning using technology; and its contribution to the sustainability and resilience of societies. 
Media and Information Literacy Education in Asia: Exploration of Policies and Practices in Japan,Thailand, Indonesia, Malaysia, and the Philippines 出版年份: 2020 作者: Masato Kajimoto | Phansasiri Kularb | Bobi Guntarto | Sabariah Mohamed Salleh | Therese Patricia S. Torres | Guillian Mae C. Palcon | Ramon Tuazon 机构作者: UNESCO This book looked at the current media and information literacy education policies and teaching practices in formal and informal settings. It explores how MIL could address emerging and pressing problems such as political extremism, false news, online harassment and discrimination in Indonesia, Japan, Malaysia, the Philippines, and Thailand. 
Ensuring Lifelong Learning for All in Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan: Country Evidence and Policy Recommendations 出版年份: 2020 作者: Arne Carlsen 机构作者: UNESCO Lifelong Learning is at the heart of the 2030 Agenda for Sustainable Development and its 17 goals. More speci¬cally, Sustainable Development Goal 4 is devoted to ensuring quality education and lifelong learning opportunities for all. As the lead agency for education, UNESCO is mandated to support Member States in implementing SDG 4 through the Education 2030 Framework for Action. Central Asian countries – Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan – have all shown their commitment to achieving the SDGs by 2030, including SDG 4, and have taken several actions in this regard. This sub-regional study aims to provide a broader picture of lifelong learning in Central Asia, supported by evidence and policy recommendations in order to propose a systemic approach for future education reforms. Обеспечение возможности обучения на протяжении всей жизни для всех в Казахстане, Кыргызстане, Таджикистане и Узбекистане: Опыт отдельных стран и рекомендации по вопросам политики 出版年份: 2020 作者: Arne Carlsen 机构作者: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Обучение на протяжении всей жизни лежит в основе Глобальной программы устойчивого развития, состоящей из 17 целей. Суть Цели 4 в области устойчивого развития заключается в «Обеспечении всеохватного и справедливого качественного образования и поощрение возможности обучения на протяжении всей жизни для всех». ЮНЕСКО, как специализированному учреждению ООН по вопросам образования, было поручено оказывать государствам-членам содействие в достижении ЦУР 4 через выполнение Рамочной программы действий в области образования до 2030 года.Страны Центральной Азии – Казахстан, Кыргызстан, Таджикистан и Узбекистан – выразили заинтересованность в достижении к 2030 году всех ЦУР, включая ЦУР 4, и уже предприняли ряд действий в этом направлении. Цель настоящего субрегионального исследования состоит в предоставлении более точной картины положения дел в области обучения на протяжении всей жизни в Центральной Азии, подкрепленной фактическим материалом и рекомендациями по вопросам политики, для подготовки предложений по системному подходу к будущим реформам образования.