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How Are Vocational Institutions Innovating, Evolving and Changing as a Result of COVID-19?: A Study of Practice and Perspectives in Five Countries 出版年份: 2021 机构作者: British Council As an international problem, Covid-19 requires international cooperation. The social, economic and educational recovery from the pandemic can be enhanced by knowledge transfer and exchange. This research brought together 15 technical and vocational education and training (TVET) institutions from the five countries in the British Council’s I-WORK Programme (Improving Work Opportunities - Relaying Knowledge) to explore innovation, evolution and change stemming from the pandemic. TVET practitioners and leaders from Ghana, India, Malaysia, South Africa and the UK were asked to reflect on five key questions: How are institutional policy and structures likely to change to reflect the changing situation? Is this different for private institutions? What changes are proposed to the curriculum/ occupational areas to reflect the rapidly changing demand and how are they identifying this demand? How will learners get the practical and work-based experience they need and what changes to work- based learning and apprenticeships are needed? What changes are needed to the skills and type of staff in the teaching institution? How can new delivery models and ways of working promote more inclusive practice? The research took place as institutions approached almost a year of adapting their teaching, learning and support to localised lockdowns and the restrictions of the pandemic. The national policy context may have been different in each country, but the research findings pointed to a single conclusion: that across the board, the move to digital learning and teaching had brought benefits, opportunities and challenges that might not otherwise have been realised. 
Foundations for Building Forward Better: An Education Reform Path for Lebanon 出版年份: 2021 机构作者: World Bank Human capital development is a critical determinant of economic growth, equity, and prosperity, but outcomes in this domain are worryingly low inLebanon, risking the future of generations of children. Lebanese children lag behind their peers in human capital development—measured accordingto the World Bank (2020c) Human Capital Index—suggesting that the future productivity of the labor force and the country’s trajectory for equitablegrowth is at risk (World Bank 2020b). The Human Capital Index indicates that children born in Lebanon today will reach, on average, only 52 percentof their potential productivity when they grow up. This is lower than the average estimates for the Middle East and North Africa (MENA) region(57 percent) and upper-middle-income countries (56 percent). Lebanon’s poor performance on the Human Capital Index is largely attributed to theeducation outcomes calculated for the index. If actual years of schooling, which average approximately 10.2 years in Lebanon, are adjusted for actual learning, effective years of schooling are 40 percent less—on average, only 6.3 years of actual learning (World Bank 2020b). The most recent school closures were due to the COVID-19 pandemic, with schools being closed over 75 percent of the school year between January 2020 and February 2021.1 This will likely lead to a further and significant decrease in learning: effectively, students are facing a lost year of learning (Azevedo et al. 2021). 
청소년문화 활성화를 위한 소셜 미디어 활용 연구 出版年份: 2015 作者: 배상률 机构作者: 한국청소년정책연구원 본 연구는 청소년 문화라는 키워드에 함축된 교육, 여가, 참여 등 청소년들의 전반적인 삶의 실태와 이들이 가지는 문제의식과 가치를 살펴보고, 청소년들을 위한 소셜미디어의 활용범위와 가능성을 탐구하는데 일차적인 목적을 두고 있다. 이를 통해, 청소년의 건전한 문화형성을 위한 효과적인 수단(tool)이자 소통의 장(field)으로 기여할 수 있는 무한한 잠재력을 갖고 있는 소셜미디어의 활용을 위해 우리 사회와 정부가 마련해야 할 정책 방안을 제시하는 것이 본 연구가 가지는 궁극적인 목적이다. 유해콘텐츠가 소셜미디어를 통해 급속히 확산되고 있는 상황에서, 청소년들은 선별적 규제를 위한 엄격한 기준 마련과 함께 집단지성이란 소셜미디어의 대표적 장점이 사회에 제대로 발현될 수 있도록 디지털 리터러시 역량을 키우는 것이 필요하다. 이를 위해, 본 보고서는 청소년의 디지털 리터러시 함양을 위한 학교단위의 미디어교육의 제도화 및 건전한 소셜미디어 사용을 위한 인터넷드림마을과 같은 캠프의 증설 및 운영의 확대를 제언하였다. 또한 부모 교육 확대 및 정부 차원의 홍보노력도 개선될 필요가 있다. 본 저작물은 '한국청소년정책연구원'에서 '2015년' 작성하여 공공누리 제4유형으로 개방한 '청소년문화 활성화를 위한 소셜 미디어 활용 연구(배상률)'를 이용하였으며, 해당 저작물은 '한국청소년정책연구원 홈페이지(www.nypi.re.kr)'에서 무료로 다운받으실 수 있습니다. 
Education Sector Analysis: Methodological Guidelines (Vol. 3) 出版年份: 2021 机构作者: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Global Partnership for Education (GPE) | Foreign, Commonwealth & Development Office (UK) This present volume is the third in a series of education sector analysis (ESA) guidelines following two volumes published in 2014. The series provides methodologies and applied examples for diagnosing education systems and informing national education policies and plans. This volume proposes guidelines to strengthen national capacities in analyzing education systems in four areas: inclusive education system for children with disabilities, risk analysis for resilient education systems, functioning and effectiveness of the educational administration, and stakeholder mapping and problem-driven analysis (governance and political economy). 
Life Skills Through Drama: Equipping Adolescent Girls With Key Knowledge and Skills to Help Them to Mitigate, Prevent and Respond to Gender Based Violence 出版年份: 2021 机构作者: International Rescue Committee (IRC) The Life Skills through Drama curriculum aims at promoting the protection of Syrian and Lebanese adolescent girls from Gender Based Violence and enhancing their psychosocial wellbeing. This curriculum addresses the basic life skills that adolescent girls living in difficult conditions in any similar cultural context could need. The curriculum relies on active learning through experience, practice, reflection and discussion. And it has been designed based on drama techniques. Varied creative drama techniques were used to serve the objectives including techniques from Theater of the Oppressed. You may find some familiar games and activities that have been modified or developed to suit the intended objectives, and you may also find innovated games and activities by the author such as “Fruit Festival”. 
International Technical and Programmatic Guidance on Out-of-School Comprehensive Sexuality Education: An Evidence-Informed Approach for Non-Formal, Out-of-School Programmes 出版年份: 2020 机构作者: United Nations Population Fund (UNFPA) This Guidance complements and refers to the International Technical Guidance on Sexuality Education published in 2018. Informed by evidence and grounded in a human-rights approach, this out-of-school edition provides concrete guidelines and recommendations to ensure that the most vulnerable young people receive information that enables them to develop the knowledge and skills they need to make informed choices about their sexual and reproductive health. Orientaciones técnicas y programáticas internacionales sobre educación integral en sexualidad fuera de la escuela: Un enfoque basado en evidencia para programas extraescolares 出版年份: 2020 机构作者: United Nations Population Fund (UNFPA) Estas Orientaciones complementan y hacen referencia a las Orientaciones Técnicas Internacionales sobre Educación en Sexualidad publicadas en 2018. Elaborada a partir de evidencia y basada en un enfoque de derechos humanos, esta edición extraescolar proporciona orientaciones y recomendaciones concretas para asegurarnos de que las y los jóvenes más vulnerables reciban información que les permita desarrollar los conocimientos y las habilidades que necesitan para tomar decisiones informadas relacionadas con su salud sexual y reproductiva. Международное техническое и программное руководство по внешкольному комплексному сексуальному образованию: Информационно-доказательный подход для неформальных внешкольных программ 出版年份: 2020 机构作者: United Nations Population Fund (UNFPA) Данное Руководство дополняет «Международное техническое руководство по сексуальному образо- ванию», опубликованное в 2018 году, и разработано на его основе. В данном издании для внешкольных программ, которое опирается на факты и использует правозащитный подход, даны конкретные инструкции и рекомендации, которые помогут наиболее уязвимым категориям молодых людей расширить свои знания и навыки, необходимые для принятия взвешенных решений, касающихся сексуального и репродуктивного здоровья. 
Guidelines for Data Collection to Measure SDG 4.7.4 and 4.7.5 出版年份: 2021 作者: Andres Sandoval-Hernandez | Maria Magdalena Isac | Diego Carrasco | Daniel Miranda 机构作者: UNESCO Institute for Statistics (UIS) This document provides guidance to apply a recently developed strategy to assess two indicators that embody tolerance, respect and sustainable development, namely:Indicator 4.7.4: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainabilityIndicator 4.7.5: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscienceFollowing a thorough review and endorsement by the UIS’ Technical Cooperation Group on the Indicators for SDG 4-Education 2030 (TCG), the measurement strategy has since been applied to the last cycles of TIMSS, PISA and ICCS to produce scores to measure Indicators 4.7.4 and 4.7.5 for 60 countries. While this marks a significant achievement, it is important to acknowledge that two- thirds of UN members have yet to participate in these assessments. To promote wider participation among UN members, this document serves as a robust and easy-to-use set of guidelines offering detailed technical guidance for countries on how to collect the data necessary to produce the information to measure and monitor SDG Indicators 4.7.4 and 4.7.5. Notably, these guidelines will aid in the production of information that is comparable with that of the 60 countries for which this data already exists. 
Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students 出版年份: 2021 机构作者: USA. Department of Education. Office for Civil Rights (OCR) The U.S. Department of Education’s Office for Civil Rights published, Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students, in response to President Biden’s Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers. The report explores how the impacts of COVID-19 are falling disproportionately on students who went into the pandemic with the fewest educational opportunities, many of whom are from marginalized and underserved communities, with early research showing disparities based on race, ethnicity, LGBTQ+ identity, and other factors.