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교육의 생태환경적 전환과 지리교육에서의 방향성 탐색 (한국지리학회지; Vol. 13, No. 3) 出版年份: 2024 作者: 김다원 机构作者: 한국지리학회 오늘날 지리교육에서 생태환경적 전환 교육은 ‘생태시민으로서 자신과 사회의 웰빙과 공존을 위한 지속가능한 세계’를 위한 과업적 역할이라고 할 수 있다. 이러한 전제를 토대로 본 연구에서는 UNESCO, OECD에서 미래 교육으로 제시하고 있는 교육의 방향에서 생태환경적 접근 교육의 필요성과 내용을 분석하였고, 최근 2022년에 개정한 오스트레일리아 지리교육과정과 2023년에 개정한 캐나다의 온타리오 주 지리교육과정을 중심으로 지리교육에서 생태환경적 접근 교육의 방향성을 분석하였다. 이를 토대로 지리교육에서 생태환경적 접근 교육의 실행 방향성으로 다섯 가지를 제시하였다. 첫째, 생태역량 함양의 교육, 둘째, 변혁적 역량과 행위 주체성 함양 교육, 셋째, 지속가능성을 토대로 미래 세계를 예측하고 상상할 수 있는 교육으로 확장, 넷째, 기후변화 대응, 생물, 생태계 등을 포함한 자연환경 교육의 강화, 다섯째, 생태환경적 접근 교육에서 지역적 관점의 적용을 통해 현실성과 실효성 면에서 지리교육의 기여를 제시하였다. 
Leveraging Digitalization for Productivity and Decent Employment: Asia-Pacific Countries with Special Needs Development Report 2024 出版年份: 2024 机构作者: UN. Economic and Social Commission for Asia and the Pacific (UN. ESCAP) The Asia-Pacific Countries with Special Needs Development Report is a recurrent ESCAP annual publication that discusses issues of interest for Asia-Pacific least developed countries (LDCs), landlocked developing countries (LLDCs) and small island developing States (SIDS), collectively referred to as countries with special needs (CSN). The Asia-Pacific Countries with Special Needs Development Report 2023: Strengthening Regional Cooperation for Seamless and Sustainable Connectivity examines how regional cooperation on seamless and sustainable connectivity can facilitate a long-term transformation towards a net zero carbon emissions future. Recognising ongoing efforts and existing initiatives and considering the large financing gaps in the countries in special situations, the Report underscores the need to seek synergies between transport, energy, and digital connectivity initiatives in the region. 
Asia-Pacific Digital Transformation Report 2024: Digital Innovation for Smarter Climate Action 出版年份: 2024 机构作者: UN. Economic and Social Commission for Asia and the Pacific (UN. ESCAP) In Asia and the Pacific, the climate crisis intersects with digital transformations through a complex mix of challenges and opportunities, creating a series of vicious but also potentially virtuous cycles. The Asia-Pacific Digital Transformation Report 2024 considers how digital transformations will structurally and irreversibly affect the trajectory of climate change. It presents a digital-growth-climate nexus to better understand the diverse and dynamic picture and considers ways in which the region can follow the most positive trajectory to avert a climate catastrophe. The Report showcases good practices and country examples of digital applications in addressing climate change, in terms of mitigation and adaptation. These can involve the use of artificial intelligence, the Internet of Things, big data, digital twins, geospatial technologies and others, which have been employed in infrastructure, government, mobility, industry and trade, digital data centres, disaster risk reduction, agriculture and biodiversity ecosystems. The Report then explores key drivers of digital transformation for climate change and outlines three future scenarios. It concludes with the key findings of the Report and proposes policy actions aligned with the five actors of the Digital Transformation Index Framework. 
Road Map to Implement UNESCO’s ‘Recommendation on Education for Peace, Human Rights and Sustainable Development’ in Asia-Pacific 出版年份: 2024 机构作者: UNESCO Bangkok | APCEIU The Road Map is a product of the Regional Policy Dialogue and the Launch of the Recommendation on Education for Peace, Human Rights, and Sustainable Development (hereafter referred to as the 2023 Recommendation), held in Bangkok in June 2024. This document aims to promote the regional implementation of the 2023 Recommendation and outlines the challenges and priorities within the Asia-Pacific educational landscape, making it a valuable resource for policymakers, researchers, and practitioners. 
CCREAD: Inspiring Sustainability Education Project Improves Lives in Cameroon 出版年份: 2017 作者: Shifu Ngalla 机构作者: UNESCO This article is about sustainability education project in Cameroon. In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. CCREAD: Un Estimulante Proyecto Sobre Educación para la Sostenibilidad Mejora la Vida en el Camerún 出版年份: 2017 作者: Shifu Ngalla 机构作者: UNESCO Este es un artículo acerca de proyecto sobre el educación para la sostenibilidad en Camerún.En el Camerún, 36% de las mujeres y de los hombres jóvenes que se gradúan anualmente en alguna de las ocho universidades estatales o en alguna de las 50 instituciones privadas se encuentran sin empleo. Algunos se describen a sí mismos como la “generación perdida”. Pero un joven diplomado que experimentó dificultades cuando era niño está utilizando la educación para el desarrollo sostenible (EDS) como un medio para proporcionar capacidades, centrar mejor las prioridades y dar esperanza a las personas social y económicamente desfavorecidas. CCREAD: Un Projet d’éducation au Développement Durable Améliore des Vies au Cameroun 出版年份: 2017 作者: Shifu Ngalla 机构作者: UNESCO Ceci est un article sur le projet d'éducation à la durabilité au Cameroun.Chaque année au Cameroun, 36% des jeunes femmes et hommes qui obtiennent leur diplôme dans l’une des huit universités d’État et dans plus de 50 institutions privées se retrouvent sans-emploi. Certains d'entre eux se décrivent comme une « génération perdue ». Cependant, un jeune diplômé qui a vécu une expérience douloureuse pendant son enfance utilise l’Éducation au Développement Durable (EDD) afin de former et redonner de l’espoir aux jeunes défavorisés au niveau social et économique. 
Get Global!: Assessment & Evaluation Worksheets 出版年份: 2003 作者: Joanne Price 机构作者: ActionAid | Oxfam Get Global! is a teachers' guide on how to facilitate active global citizenship. It allows learners to move from thinking about issues that are important to them, to planning and participating in action, and to reflect on their performance, and assess their work. Although aimed at 11-16 year olds, some of the activities could easily be adapted for use with younger learners. 
Green and Digital Skills for Hospitality and Tourism: From Industry Trends to Competencies within TVET 出版年份: 2024 作者: Franziska Wettstein 机构作者: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Unlocking the potential of technical and vocational education and training (TVET) is instrumental for a more digital and sustainable hospitality and tourism sector. The hospitality and tourism sector is a cornerstone for the global economy, yet its substantial environmental footprint necessitates urgent innovation. Embracing the use of cuttingedge technology, such as AI-driven customer management and smart analysis of energy consumption, can help mitigate these impacts and foster green, sustainable solutions. As digitalization and sustainability redefine the industry, traditional job roles are undergoing continuous transformation, impacting the day-to-day tasks and activities of workers. The integration of emerging green and digital competencies into TVET is crucial for steering this transformation. By equipping workers with relevant qualifications and competencies, TVET holds the key to a greener and digitally driven sector. This publication proposes approaches to facilitate the dual transition in hospitality and tourism, structured around the identification of emerging green and digital competencies in a timely manner, their integration into future-oriented curricula, and their effective implementation in TVET. Drawing on practical examples from Africa, Asia-Pacific and Europe, it offers actionable recommendations for policymakers and practitioners. TVET stakeholders from across the globe are invited to embrace innovation and engage in the transfer of knowledge and good practices to unlock the sector’s potential for a green and digitally just transformation. 
Assessment of Teacher Competencies in Selected Provinces of Afghanistan (2023) 出版年份: 2024 机构作者: UNESCO Kabul UNESCO Kabul Office commissioned a study aimed at assessing the competencies of Grade 3 teachers. A total of 617 teachers from 223 randomly selected schools across five provinces in Afghanistan participated in the study. Overall, although surveyed grade 3 teachers demonstrated a high level of self-perception regarding teaching competencies, they had low content knowledge. There remained room for improvement in terms of pedagogical skills among participating teachers.