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Study on Singapore’s Character and Citizenship Education Curriculum Reform: Discuss the Design of the Integration of Moral Education Curriculum from Primary School to University (Global Education; Vol. 48, No. 2) Year of publication: 2019 Author: Wu Xiaowei Corporate author: East China Normal University Strengthening the integration of moral education curriculum is an important part of the overall planning of a moral education system from primary school to university, which also is an important method to improve the effectiveness of moral education. Singapore’s curriculum reform reviving around character and citizenship education can provide reference and enlightenment for the integration of moral curriculum from primary school to university in China. Using the socialist core values to lead and plan the moral education curriculum system, we should focus on the systematic of curriculum objectives, the organic integration of curriculum structure and content, the rational use of teaching methods and strategies and evaluation models, so as to promote the coordinated connection and development of moral education courses from primary school to university. 新加坡品格与公民课程改革研究: —兼论我国的德育课程一体化建设 (全球教育展望; Vol. 48, No. 2) Year of publication: 2019 Author: Wu Xiaowei Corporate author: East China Normal University 加强德育课程一体化建设，是整体规划大中小幼德育体系的重要环节，也是提高德育实效性的重要举措。本文通过分析新加坡围绕品格与公民教育开展的课程改革，试图为我国德育课程一体化建设路径提供借鉴和思考。在以社会主义核心价值观引领和规划德育课程体系的过程中，应注重课程目标的一体化衔接、课程结构和内容的有机整合，教学方法策略及评价模式的合理运用，推动不同学段德育课程的体系化架构与设计。 
Critical Analysis of World Geography and Travel Geography Curriculum through the Viewpoints of Global Citizenship Education (Journal of Education for International Understanding; Vol. 13, No. 2) Year of publication: 2018 Author: Kyeonghan Yi Corporate author: Korean Society of Education for International Understanding (KOSEIU) In this study I analysed world geography and travel geography curriculum through neo-liberal and critical viewpoints of global citizenship education(GCED). They have many contents about the understanding of diversity which deals in GCED importantly. Two geography curriculums provide many contents of GCED with neo-liberal viewpoint. World geography includes critical viewpoint based on regional conflicts, desertification problems, regional separation movements, righteous distribution of resources etc. The critical viewpoint of GCED in world geography emphasizes the critical understanding of disputes, regional issues, distribution etc. with structural aspect, and guides the realization of justice with problems solutions of these. Travel geography guides students’ identification about unfairness and injustice of travel, and emphasizes travelers’ responsibility, fairness and alternatives. But this travel geography is in circle of neo-liberalism viewpoint mainly. The understanding of diversity in two geographies provides important contents for GCED in schools. Geography make a understanding of diversity with other’s perspectives objectively, but it can neglect the critical and structural understanding about diverse landscape, culture, environment, issues, and travel etc. So geography is necessary to deal critical viewpoint also, because geography has mainly neo-liberal viewpoint. Geography teachers should have the harmony of neo-liberal viewpoint and critical viewpoint to contribute on development of global citizens. Geography teachers should critically re-conceptualize geography curriculum and reconstruct the contents of textbook. And students is necessary to aim transformative learning to understand global diversity and critically participate with global issues in everyday life. 세계시민교육의 관점에서 세계지리와 여행지리 교육과정의 비판적 분석 (국제이해교육연구; Vol. 13, No. 2) Year of publication: 2018 Author: 이경한 Corporate author: 한국국제이해교육학회 본 연구에서는 세계시민교육의 신자유주의적 관점과 비판적 관점으로 세계지리와 여행지리 과목을 분석하였다. 두 과목은 세계시민교육에서 매우 중요하게 다루는 다양성의 이해를 주요 학습 내용으로 담고 있다. 세계지리와 여행지리 과목은 내용면에서 신자유주의적 관점을 가지고서 세계시민교육의 콘텐츠를 풍부하게 제공하고 있다. 반면 세계지리 과목은 지역 분쟁, 사막화에 따른 지역 문제, 지역 분리 운동, 자원의 정의로운 분배 등의 비판적 관점도 담고 있다. 세계시민교육의 비판적 관점은 세계지리에서 분쟁, 지역문제, 분리, 분배를 구조적 측면에서의 비판적인 이해를 강조하면서, 이의 해결방안으로 정의의 실현을 제시하고 있다. 여행지리에서는 여행의 불공정과 부정의도 살펴보도록 유도하고 여행자의 책무성, 공정과 대안을 강조하지만 여행의 특성상 신자유주의적 관점을 벗어나지 못하고 있다. 세계지리와 여행지리 과목의 다양성 이해는 학교 수업에서 세계시민교육을 위한 중요한 콘텐츠를 제공하고 있다. 지리과목은 타자의 입장에서 다양성을 관조하게 만들고 지나치게 객관화함으로써 다양한 경관, 문화, 환경, 지역문제, 여행 등에 대한 심층적이고 구조적, 비판적 이해를 소홀히 할 수도 있다. 그래서 지리과목이 신자유주의적 관점을 주로 가지고 있어서 비판적 관점도 함께 다룰 필요가 있다. 지리교사는 신자유주의적 관점과 비판적 관점을 균형 있게 가진 역량 있는 세계시민을 육성하는데 기여해야 한다. 이를 위해서 지리교사는 비판적으로 지리교육과정을 재개념화하고 지리교과서의 내용을 재구성하여 학생들이 일상의 삶 속에서 세계 다양성의 이해와 세계 쟁점에의 비판적 참여를 실천할 수 있도록 변혁적 학습을 지향할 필요가 있다. 
Do the Conditions in Chinese Secondary School Education Imply a Need for Global Citizenship Education? an Exploration of Six Secondary Schools in Jiangsu (Asia Pacifc Education Review; Rev. 21) Year of publication: 2020 Author: Yi Hong Corporate author: Seoul National University. Education Research Institute Global citizenship education (GCE), an educational advocacy for students to attain the competencies of being aware of and actively engaged in defending social justice, equity and sustainable development at both local and global levels, is difficult to achieve in practice. The failure can be attributed to inadequate knowledge of different effects of GCE when it is used to meet specific needs of local schools. Identifying local schools’ needs for GCE may help educators put GCE to good use. However, few studies explore and justify the role of a local insight in assisting in GCE implementation, especially regarding the situation in China where inconsistencies are found across curriculum documents, research and educational practices. The present study fills the gap by investigating the schools’ needs for GCE at secondary level within the Chinese education system. With the assistance of principals (n = 6) and teachers (n = 10) from six participating schools in an anonymous city in Jiangsu province, data were collected through semi-structured interviews and then analysed abductively using the grounded theory approach. Analysis was initially framed by employing criteria from a curriculum development method, namely situational analysis, based on which further analysis was conducted to synthesise more abstract themes. As a result, four general conditions emerged from the data, including three restrictive conditions that may prevent GCE integration (i.e. ‘compliance and commitment’, ‘social mobility’ and ‘administrative constraints’) and one condition that can encourage GCE implementation (i.e. ‘competency-based education’). Since GCE is a complex idea linked to many possible applications, the four key conditions revealed from the small sample in the present study can enrich researchers’ understanding of the potentiality of GCE implementation in similar moderately developed cities on the east coast of China. 
Initial Teacher Education in Citizenship in Latin America: A Comparative Analysis of Six Countries Year of publication: 2017 Corporate author: UNESCO Santiago This document reports on a study of initial teacher education in citizenship education in Latin America undertaken as an initiative of the OREALC-UNESCO Regional Strategy on Teacher Policies. Its purpose is to examine citizenship education in the teacher education curricula of six countries in the region –Argentina, Chile, Colombia, Guatemala, Mexico and Peru – researching the general contents of the programs, their organization, and the topics covered, and analyzing teacher preparation in this crucial dimension of the formative experience provided. La formación inicial docente en educación para la ciudadanía en América Latina: Análisis comparado de seis casos nacionales Year of publication: 2017 Corporate author: UNESCO Santiago El presente informe da cuenta de un estudio impulsado por la Estrategia Regional sobre Políticas Docentes de OREALC-UNESCO, acerca de la Formación Inicial Docente en educación para la ciudadanía en América Latina. Su propósito es examinar la presencia de la educación ciudadana en el currículum de la formación de docentes de seis países de la Región –Argentina, Chile, Colombia, Guatemala, México y Perú-, interrogando acerca de qué contenidos, organizados en qué forma, y cubriendo qué temáticas, caracterizan la preparación de maestros y maestras en esta crucial dimensión de la experiencia formativa que provee la escolaridad. 
International Literacy Day: Background Paper on 'Youth and Adult Literacy in the Time of COVID-19; Impacts and Revelations' Year of publication: 2020 Corporate author: UNESCO Specially prepared on the occasion of International Literacy Day 2020, this background paper illustrates the impact of the COVID-19 crisis on youth and adult literacy, based on the limited information that is currently available. It provides five regional snapshots and identifies preliminary lessons learned thus far, while aiming to inspire continued reflection and subsequent action. It also makes the case for the ongoing importance of advancing youth and adult literacy, a priority that was already neglected even before the pandemic but which deserves all our attention. ILD 2020 thus seeks to trigger reimaginations of literacy teaching and learning in the COVID-19 crisis and beyond, with a particular focus on the role of educators. 
Annual Report 2019: UNESCO Institute for Lifelong Learning Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) This report shows how, in 2019, UIL worked to fulfil its mission, with a focus on youth and adults and a special emphasis on UNESCO’s priority areas of Africa and gender equality. UIL’s vision is for all children, young people and adults to benefit from quality lifelong learning opportunities, within the framework of sustainable development and peace. We promote lifelong learning as the leading educational paradigm for inclusive and sustainable learning societies in the context of the United Nations’ 2030 Agenda for Sustainable Development, which provides an ambitious set of goals and targets for Member States that together form a coherent, universal framework of reference for our activities. Working to this framework, and recognizing lifelong learning’s important transversal role not only with respect to Sustainable Development Goal (SDG) 4 on education but across all 17 SDGs, UIL has made an impact across a range of fronts, including in the areas of policy advice, capacity development, research, monitoring, and networking and advocacy. Rapport annuel 2019: Institut de l’UNESCO pour l’apprentissage tout au long de la vie Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) Ce rapport décrit la façon dont l’Institut a opéré en 2019 pour remplir sa mission en concentrant ses activités sur les jeunes et les adultes, et en mettant particulièrement l’accent sur les domaines prioritaires de l’UNESCO que sont l’Afrique et l’égalité des genres. L’UIL nourrit la vision d’un monde où tous les enfants, tous les jeunes et tous les adultes bénéficient d’offres d’apprentissage de qualité tout au long de leur vie, dans le cadre d’un développement durable et dans un monde en paix. Nous assurons la promotion de l’apprentissage tout au long de la vie en tant que paradigme éducatif majeur de sociétés apprenantes inclusives et durables dans le contexte du Programme de développement durable des Nations unies à l’horizon 2030. Ce programme fournit aux États membres une série d’objectifs et de cibles ambitieux qui, dans leur ensemble, constituent un cadre de référence universel et cohérent pour nos activités. Œuvrant à la réalisation de ce cadre et reconnaissant le rôle important de l’apprentissage tout au long de la vie, non seulement dans l’optique de l’Objectif de développement durable 4 (ODD 4) sur l’éducation, mais aussi, de façon plus générale pour réaliser les 17 ODD, l’UIL s’est engagé sur différents terrains tels que la formulation des politiques et leur mise en œuvre, le développement des capacités, la recherche, le pilotage et suivi ainsi que la mise en réseau et le plaidoyer.