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글로벌 교육 가이드 Year of publication: 2009 Corporate author: Global Education Network of Young Europeans (GLEN) 본 문서는 글로벌 교육을 소개, 계획 및 관리하고 글로벌 교육 프로젝트를 평가하기 위한 실질적 지원 도구로 작성되었다. 이것은 GLEN 멤버와 영 유로피언의 글로벌 교육 네트워크뿐 아니라, 다른 글로벌 교육자들을 위한 것이다. 다음의 내용은 GLEN 내부와 외부 글로벌 교육 실무자 및 학계 양측에서 지난 5년간 이뤄졌던 수많은 논의의 결과다. 이 논의의 대부분은 2008년 11월 GLEN 네크워크 5주년에 즈음하여 조직된 5일간의 세미나- ‘유러피언 글로벌 교육의 날(EGED)’에서 결정되었다. ‘유러피언 글로벌 교육의 날(EGED)’은 유럽 15개 국에서 70명 이상의 글로벌 교육 활동가, 실무자 및 학계 관계자들이 함께 하여 어떻게 글로벌 교육 프로젝트를 평가하고 그 영향을 측정하는 가에 대한 논의를 하였다. 또한 활동가를 위한 도구로써 글로벌 교육의 잠재력을 반영하는 것과 이를 어떻게 ‘시민의식’ 혹은 ‘개발’의 개념과 연계시키는 가에 대한 논의도 이어 나갔다. 아울러, 향후 우리의 네트워크 작업을 위한 본 논의들의 결과를 어떻게 사용하는 가에 대한 방안도 모색하였는데, 여기에선 글로벌 교육 프로젝트를 계획하고 더 나아가 다른 이해관계자들도 참여시키는 방안도 모색하였다. 세계는 현재 축적된 위기의 시간을 겪고 있다. 즉, 생태 위기, 금융 및 경제 위기, 식량 위기를 겪고 있다. 그리고 그 위에 기아, 빈곤, 불평등한 자원 분배, 폭력 충돌 등 다른 문제들도 산적하고, 이러한 문제들에 직면한 인류의 도전은 그 어느 때보다 중요하게 여겨진다. 그러나 그리스어 ‘위기’라는 단어는 ‘몰락’이 아니라 하나의 ‘결정’을 의미한다. 우리는 인류와 세계시민으로서 더 정의로운 정치와 경제구조를 이끌기 위해 우리 각자의 몫을 기여할 수 있고, 더불어 평화롭게 함께 살고, 더 지속가능하고 민주적인 것에 기여하는 방법을 찾을 수 있다. 우리가 글로벌 교육을 하는 것은 바로 이러한 문제점을 해결하기 위해서이다. 다시 말해서, 미래에 대한 비전을 갖고 변화의 동인이 되는 사람에게 힘을 실어 주는 것이다. 그러므로 우리는 이러한 정신으로 현재의 동력이 되어 오늘날의 위기를 전환점으로 만들도록 한다. 
지속가능발전교육 지도자료: 중학교 1~3학년 교사용 안내서 Year of publication: 2020 Corporate author: 서울특별시교육청 교육혁신과 기후위기시대, 생태환경에 대한 인식을 제고하고 감수성을 기르기 위한 《2020 지속가능발전교육 중학교 교사용 지도자료》로 교과, 동아리, 자유학기 활동 등 학교 생태전환교육에 활용가능하다. 또한 각 단원별로 지속가능발전목표 17개를 적용할 수 있는 내용으로 구성하였다. 
University Course: Relationships of Peaceful Coexistence Year of publication: 2021 Author: Somaya Youssef Al-Arabawy Corporate author: Shaqra University The goal is to give the student an idea about the ecosystem, including the organized and continuous interaction between the elements of the living and non-living environment, and the balance this interaction generates by maintaining the relationship between the components of the natural and living environment around and within the surface of the globe and its various components, which are highlighted through the relationships and complex functional connections. مقرر جامعي: علاقات التعايش السلمي Year of publication: 2021 Author: Somaya Youssef Al-Arabawy Corporate author: Shaqra University الهدف هو اعطاء الطالب فكرة حول النظام البيئي بما يتضمنه من تفاعل منظم ومستمر بين عناصر البيئة الحية وغير الحية، وما يولده هذا التفاعل من توازن من خلال المحافظة على العلاقة بين مكونات البيئة الطبيعية والحياتية الموجودة حول وداخل سطح الكرة الأرضية ومكوناتها المختلفة، تبرز من خلال علاقات وارتباطات وظيفية معقدة. 
[KEI 북한환경리뷰] 2020-창간호 Year of publication: 2020 Corporate author: 한국환경정책·평가연구원 최근 연구에 따르면 북한 지역도 기후변화의 영향에서 결코 예외는 아니며, 홍수, 가뭄, 수질, 수력발전, 농업용수, 상하수도, 수생태 등과 같이 북한의 물관리 전반에 미치는 기후변화 영향의 진단도 산림복원의 효과와 연계되어 검토되어야 할 중요한 연구 주제이다.위와 같은 배경에서 산림복원과 기후변화가 북한 물관리에 미치는 영향을 진단하고 그 결과를 제공하는 등 물분야 환경 협력 발전방향의 정책적 제언을 도출하는 것은 매우 중요한 정책연구 주제이다. 본 원고에서는 물 관련 문제 해소방안 마련에 기여하고, 북한의 기후변화 적응력 증대를 통한 경제 발전, 주민 삶의 질과 생태환경 개선·보전의 선순환 정책 고리를 묶을 수 있는 공동 노력을 제안하고 있다. 또한 국내에서 최초로 김정은 집권 이후 2012부터 2020년까지 신년사에 나타난 환경관련 정책 내용을 분석하여 북한의 주요 환경정책을 파악하고 이와 관련한 북한의 주요 환경문제를 진단해 보고자 한다. 본 저작물은 한국환경정책·평가연구원에서 2020년 작성하여 공공누리 제4유형으로 개방한 '[KEI 북한환경리뷰] 2020-창간호(작성자:한국환경정책·평가연구원)'을 이용하였으며, 해당 저작물은 한국환경연구원 홈페이지(https://www.kei.re.kr/)에서 무료로 내려받으실 수 있습니다. 
Online Courses: Building Kinder Brains Through Accessible Digital Learning Course Brochure Year of publication: 2023 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) UNESCO MGIEP focuses on achieving the United Nations (UN) Sustainable Development Goal (SDG) 4, Target 7 towards education for building peaceful and sustainable societies across the world by developing programmes that promote social and emotional learning, innovate digital pedagogies and empower the youth. UNESCO MGIEP‘s Social Emotional Learning (SEL) courses are research and evidence based with built-in assessments. The courses are multi-modal, interactive and self-paced, and are designed to build intellectual and emotional intelligence among learners. Currently the courses are available in English and are being adapted to Hindi, Spanish and Russian. 
Gender, Climate & Security: Sustaining Inclusive Peace on the Frontlines of Climate Change Year of publication: 2020 Corporate author: United Nations Environment Programme (UNEP) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Development Programme (UNDP) Climate change is a defining threat to peace and security in the 21st century – its impacts felt by everyone, but not equally. Gender norms and power dynamics shape how women and men of different backgrounds experience or contribute to insecurity in a changing climate. Grounded in a series of case studies from research and programming experience, this report offers a comprehensive framework for understanding how gender, climate and security are inextricably linked. The report assesses entry points for action across existing global agendas and suggests concrete recommendations for how policymakers, development practitioners and donors can advance three inter-related goals: peace and security, climate action and gender equality. 
Adult education and development: global citizenship education (no 82, 2015) Year of publication: 2015 Corporate author: DVV International Issue 82/2015 of the international journal Adult Education and Development (AED) explores the topic global citizenship education. In the international debates, we are witnessing a growing interest in the concept of global citizenship education. It is one of the three pillars of the Global Education First Initiative (GEFI) launched by the United Nations Secretary-General in 2012 and is being internationally promoted by the work of UNESCO. According to the GEFI, education that fosters global citizenship “must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies”. The 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in September 2015, refers to global citizenship as one tool to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development”. The ambitions are high, but the concrete understanding of global citizenship education and its implications differ widely. Is it just another abstract concept? What meaning can the word citizenship have if it does not refer to a specific nation? What do people in different parts of the world understand by global citizenship? And how can global citizenship education be put into practice? Adult Education and Development decided to engage in the debate and invited authors from different regions, backgrounds and disciplines to share their thoughts and experiences on the topic and related questions such as identity, migration, peace, the meaning of citizenship, globalisation and sustainable development. Irina Bokova, Director-General of UNESCO, explains the organisation’s understanding of global citizenship education, and why adult education and “learning beyond the classrooms” are crucial when it comes to promoting global citizenship. Canadian author and journalist Doug Saunders (“Arrival City: How the Largest Migration in History Is Reshaping Our World”) talks about the challenges and opportunities of what he refers to as the last great human migration, that from the countryside to the cities, and about the positive role adult education can play during this transition. In the section “Citizens’ voices” people from all over the world talk about what global citizenship means to them and in what ways they see themselves as global citizens. And photographer Viktor Hilitksi travelled through Belarus and captured with his camera how villages rediscover their local traditions and cultures. Éducation des adultes et développement: L'éducation à la citoyenneté mondiale (ECM) (no 82, 2015) Year of publication: 2015 Corporate author: DVV International Le numéro 82/2015 de la revue internationale l’Éducation des Adultes et Développement(AED) explore le sujet de l'éducation à la citoyenneté mondiale. Dans les débats internationaux, nous assistons à un intérêt croissant pour le concept d'éducation à la citoyenneté mondiale. Il est l'un des trois piliers de l'Initiative Mondiale pour l'Éducation Avant Tout (GEFI) lancé par le Secrétaire général des Nations Unies en 2012 et est promu à l'échelle internationale par le travail de l'UNESCO. Selon le GEFI, l'éducation qui favorise la citoyenneté mondiale "doit assumer pleinement son rôle central en aidant les gens à forger plus justes, des sociétés pacifiques, tolérantes et inclusives". L'Agenda 2030 pour le développement durable, adoptée par l'Assemblée générale des Nations Unies en Septembre 2015, se réfère à la citoyenneté mondiale comme un outil pour «faire en sorte que tous les apprenants à acquérir les connaissances et les compétences nécessaires pour promouvoir le développement durable». Les ambitions sont grandes, mais la compréhension concrète de L'éducation à la citoyenneté mondiale(ECM) et ses implications diffèrent largement. Est-il juste un autre concept abstrait? Quel sens le mot citoyenneté peut avoir si elle ne se réfère pas à une nation spécifique? Qu'est-ce que les gens dans les différentes parties du monde comprennent par la citoyenneté mondiale? Comment l'éducation à la citoyenneté mondiale(ECM) peut-elle être mise en pratique? Education des adultes et développement ont décidé de participer au débat et a invité les auteurs de différentes régions, milieux et disciplines à partager leurs réflexions et expériences sur le sujet et les questions connexes telles que l'identité, la migration, la paix, le sens de la citoyenneté, la mondialisation et le développement durable. Irina Bokova, Directrice générale de l'UNESCO, explique la compréhension de l'organisation de l'éducation à la citoyenneté mondiale, et pourquoi l'éducation des adultes et de «l'apprentissage au-delà des salles de classe" sont cruciales en matière de promotion de la citoyenneté mondiale. L'auteur et journaliste canadien Doug Saunders ( «La ville d'arrivée: comment la plus grande migration dans l'histoire remodèle notre monde») parle des défis et des opportunités de ce qu'il appelle la dernière grande migration humaine, celle des campagnes aux villes et Sur le rôle positif que l'éducation des adultes peut jouer au cours de cette transition. Dans la section «La voix des citoyens», des gens du monde entier parlent de ce que la citoyenneté mondiale signifie pour eux et de la manière dont ils se perçoivent comme des citoyens du monde. Et le photographe Viktor Hilitksi a parcouru la Biélorussie et a capturé avec sa caméra comment les villages redécouvrent leurs traditions et cultures locales. 
Éducation des adultes et développement: l’éducation à la citoyenneté mondiale (no 82, 2015) Year of publication: 2015 Corporate author: DVV International Issue 82/2015 of the international journal Adult Education and Development (AED) explores the topic global citizenship education. In the international debates, we are witnessing a growing interest in the concept of global citizenship education. It is one of the three pillars of the Global Education First Initiative (GEFI) launched by the United Nations Secretary-General in 2012 and is being internationally promoted by the work of UNESCO. According to the GEFI, education that fosters global citizenship “must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies”. The 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in September 2015, refers to global citizenship as one tool to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development”. The ambitions are high, but the concrete understanding of global citizenship education and its implications differ widely. Is it just another abstract concept? What meaning can the word citizenship have if it does not refer to a specific nation? What do people in different parts of the world understand by global citizenship? And how can global citizenship education be put into practice? Adult Education and Development decided to engage in the debate and invited authors from different regions, backgrounds and disciplines to share their thoughts and experiences on the topic and related questions such as identity, migration, peace, the meaning of citizenship, globalisation and sustainable development. Irina Bokova, Director-General of UNESCO, explains the organisation’s understanding of global citizenship education, and why adult education and “learning beyond the classrooms” are crucial when it comes to promoting global citizenship. Canadian author and journalist Doug Saunders (“Arrival City: How the Largest Migration in History Is Reshaping Our World”) talks about the challenges and opportunities of what he refers to as the last great human migration, that from the countryside to the cities, and about the positive role adult education can play during this transition. In the section “Citizens’ voices” people from all over the world talk about what global citizenship means to them and in what ways they see themselves as global citizens. And photographer Viktor Hilitksi travelled through Belarus and captured with his camera how villages rediscover their local traditions and cultures.