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移民与《2030 年可持续发展议程》 Year of publication: 2018 Author: Elisa Mosler Vidal Corporate author: International Organization for Migration (IOM) 本指南旨在为参与可持续发展目标实施过程的国家和地方政府行为体提供指导，对象包括专门从事移民工作的人员以及有兴趣将移民事物纳入工作活动中的其他部门人员。这也适用于希望将可持续发展目标纳入其移民领域工作的政府行为体。本指南的重点是帮助决策者实施可持续发展目标中与移民相关的部分。政策制定者可以使用该指南，通过设计和实施与可持续发展目标相关的与移民有关的干预措施，将移民纳入地方或国家发展计划。这些干预措施可以采取立法、政策制定、方案、项目或其他活动的形式，并可能涉及核心移民问题，或在其他部门的活动里将移民问题纳入其中。例如，决策者可以使用本指南来设计直接针对人口贩运的干预措施以及有助于保护人口贩运受害者的卫生部门的干预措施。对于在移民主流化方面有经验的行为体，本指南提供了一种基于2030年议程的新方法。对于那些没有移民主流化相关经验的人，它介绍了如何在可持续发展目标的背景下将移民和发展联系在一起，以及如何针对这些联系采取行动。它附有两个辅助工具，用以说明移民与可持续发展目标之间的联系：（i）一本全方位阐述移民与每个可持续发展目标之间关系的手册，以及（ii）一张概括这些关系的导图。 
A New Approach to Civic Spirit Education in Universities (Jiangsu Higher Education; No. 2) Year of publication: 2017 Author: Yang Sihai | Cheng Qian Corporate author: Jiangsu Education Press The civic spirit has the characteristics of The Times and should be constructed on the basis of inheritance. At present, the education of civic spirit in universities should include the spirit of cosmopolitanism, the idea of cooperation and the value of collectivism. The new development of civic spirit requires the corresponding educational path: First, the spirit of cosmopolitanism should be infiltrated into the curriculum; Second, to shape and strengthen the public life conducive to the cultivation of the concept of citizen cooperation; Thirdly, casting the collectivism practice platform that embodies the orientation of civic responsibility. 高校公民精神教育路径新探 (江苏高教; No. 2) Year of publication: 2017 Author: Yang Sihai | Cheng Qian Corporate author: Jiangsu Education Press 公民精神具有时代性的特点，应当在继承的基础上加以建构。目前高校公民精神的教育，理 应 包 含世界主义精神、合作理念和集体主义价值观在内。公民精神内容的新发展，要求有与之相适应的教育路径：一是 要把世界主义精神渗透在课程中；二是塑造和强化有助于公民合作理念培养的公共生活；三是铸造体现公民责任 导向的集体主义实践平台。 
The Theory of Civic Education in the Context of Key Competence (Educational Science Research) Year of publication: 2017 Author: Wang Min Corporate author: Beijing Open University From quality-oriented education to key competence, Chinese education has always been committed to cultivating “well-rounded people” who meet the needs of individual lifelong development and social development. In the context of key competence, it is necessary to clarify the logical relationship between key competence and civic education. On the basis of understanding the essence of quality education, the pursuit of key competence and the connotation of civic education, this paper attempts to answer the question of “who to train” in civic education through theoretical reflection on the legal, educational and practical provisions of “qualified citizen”. Through thinking about the subject orientation, curriculum implementation and evaluation system of civic education, this paper seeks the way of “how to train people”. 核心素养语境下的公民教育论 (教育科学研究) Year of publication: 2017 Author: Wang Min Corporate author: Beijing Open University 从素质教育到核心素养，中国教育一直致力于培养符合个体终身发展与社会发展需要的“全面 发展的人”。核心素养语境下，厘清核心素养与公民教育的逻辑关系是很有必要的。在对素质教育之 要旨、核心素养之追求和公民教育之要义的内涵解读基础上，通过对“合格公民”的法律规定性、教 育规定性和现实规定性的理论反思，尝试回答公民教育“培养什么人”的问题；通过对公民教育学科 定位、公民教育课程实施与公民教育评价制度的思考，寻求“如何培养人”的路径。 
Analysis of the Education for Democratic Citizenship Policies in Norway (Global Education; No. 5) Year of publication: 2013 Author: Yang Tingting Corporate author: East China Normal University There are growing concerns about Islamophobia and far-right and anti-democratic movements across Europe. Norway’s vulnerability was not perceived until the July 2011 attacks happened in Norway in which 77 people died. This paper will examine education for democratic citizenship policies in the context both of extreme right political activity happened nationally and inter- nationally, considering ways in which it supports the national identity, cultural diversity, social cohesion, seeking the value orientation, core content and weaknesses of education for democratic citizenship policies in Norway. 试析挪威的民主公民教育政策 (全球教育展望; No. 5) Year of publication: 2013 Author: Yang Tingting Corporate author: East China Normal University 放眼整个欧洲，近来伊斯兰教恐慌、极端右翼分子和反民主运动此起彼伏，挪威也直 到 2011 年 7 月发生 77 人死亡的恶性案件后，才察觉到本国民主的脆弱性。本文在极端右翼 活动频发的国际和国内背景下，对挪威的民主公民教育政策进行文本分析，阐述各相关政策 文件是如何对国家认同、文化多样性、社会整合加以强调的，试图探求挪威民主公民教育政策 的价值导向与核心观点，以及挪威民主公民教育可能存在的不足。 
Media and Information Literacy: Fun Game Year of publication: 2019 Corporate author: UNESCO Dakar | Association of Communication Scholars & Professionals of Nigeria (ACSPN) This game will teach you that the information choices and decisions you make can have both positive and negative consequences on the larger society. 
Sikito Has a Good Day: Media & Information Literacy Storybook Year of publication: 2019 Corporate author: UNESCO Dakar | Association of Communication Scholars & Professionals of Nigeria (ACSPN) Today's world is shaped by the quality of information produced, accessed and consumed at individual and social levels. This determines the quality of our decisions and actions. Increasingly, current digital realities and their social media manifestations, have enabled more opportunities for expression. Increased access to the internet is promoting freedom, with consequences for peace and conflict. Students will learn responsible online communication and media information &l literacy from the story. 
Global Citizenship and Multimedia: Guidelines for Teachers and Educators Year of publication: 2019 Author: Giorgia Bailo | Mirca Ognisanti | Simona Bruni | Adriana Aralica | Sandra Oliveira | Fernando Catarino | Celia Quico | Maria Leonida | Dimitra Deroyiannis | Alessandro Soriani | Charlot Cassar Corporate author: WeWorld Onlus | European Union (EU) The objective of this book is to strengthen and systematize the effectiveness of global citizenship education through the use of new technologies, within and outside the school context. The aim is to provide theoretical basis and specific tools that can be used directly in educational activities, to promote critical thinking and the active involvement of young people in topics such as human rights, migration, climate change and the Sustainable Development Goals. Both the theoretical and practical sections have been laid out starting from the good practices already tested in several European countries, and the proposed educational methodologies intend to foster technology as an inclusive tool, therefore as an incentive for participation and dialogue between different cultures.