Recursos
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The Sustainable Development Goals and Youth: Resource Pack Año de publicación: 2015 Autor: Valerie Duffy | Leo Gilmartin | Fionn Scott Autor corporativo: National Youth Council of Ireland (NYCI) | Irish Aid This resource encourages young people and those who work with young people to learn about the new Sustainable Development Goals (SDGs) and think about how these Goals can be incorporated into our everyday lives. It supports the exploration of key local, national and global issues to see and understand how we are linked together. 
Trop de déchets dans l’eau: Kit EDD; Cycle 1 Año de publicación: 2018 Autor: Mirko Saam | Pierre-André Magnin Autor corporativo: Éducation 21 Cela vous aide à intégrer l'éducation en vue d'un développement durable (EDD) dans votre enseignement. Pour l‘enseignement, cette suggestion pédagogique aborde le thème de l’eau de multiples manières en fonction des différents degrés scolaires. 
L’eau, utilisée et domptée: Kit EDD; Cycle 2 Año de publicación: 2018 Autor: Mirko Saam | Pierre-André Magnin Autor corporativo: Éducation 21 Cela vous aide à intégrer l'éducation en vue d'un développement durable (EDD) dans votre enseignement. Pour l‘enseignement, cette suggestion pédagogique aborde le thème de l’eau de multiples manières en fonction des différents degrés scolaires. 
An Introduction to Global Learning: Guidance for Schools Año de publicación: 2017 Autor corporativo: Global Learning Programme (GLP) | Centre for Global Education (CGE) This document aims to provide guidance to schools on how to enhance global learning as a whole school approach in primary, post primary and special schools through curriculum teaching and learning. 
A Whole School Approach to Global Learning: Guidance for Schools Año de publicación: 2017 Autor corporativo: Global Learning Programme (GLP) | Centre for Global Education (CGE) This guidance document has been created to follow on from the ideas provided in the previous publication, An Introduction to Global Learning: Guidance for Schools. This document focuses on whole school approaches to global learning which connect learning and reveal interconnections between issues, concepts and realities in our world. Whole school approaches move beyond the dedication of one or two motivated teachers and arrive at a team approach, involving both teaching and non-teaching staff and the wider school community. Evidence from best practice suggests this approach will achieve the greatest global learning outcomes across the school and will better support wider school improvement. 
The Global Learning Programme: Celebrating Achievement; A Selection of Case Studies and Quotes from England, Northern Ireland, Scotland and Wales Autor corporativo: Global Learning Programme (GLP) The Global Learning Programme has achieved unprecedented success in its reach to schools across the United Kingdom, with over 10,000 schools registered, and more than 40,000 teachers and 500,000 pupils involved. A high proportion of schools that engaged with the programme had not been involved with global learning previously, and there is a high percentage of positive impact recorded in schools all across the UK. Each of the programmes, in England, Northern Ireland, Scotland and Wales, has a range of case studies and other evidence from schools on their websites. Here is gathered together a small selection of these and a range of quotes that show glimpses of what has been achieved, the diversity of the schools, and the benefits and impact of global learning. 
주요 외국의 환경교육 비교 연구 Año de publicación: 2018 Autor: 김찬국 | 이선경 | 김남수 | 민경석 | 황세영 | 이은주 | 김태연 | 강진영 Autor corporativo: 대한민국 환경부 | 한국환경교육학회 이 연구는 유엔 지속가능발전교육 10년(UN DESD: 2005~2014)이 종료된 시점에서 국제기구와 주요 외국의 환경교육 분야에서 최근 나타나는 변화에 대한 종합적인 이해가 필요한 상황에서 시작되었다.특히 최근 환경교육 분야의 축적된 경험과 논의를 바탕으로 각국의 환경 및 교육상황에 부합하여 환경교육 법·제도 등을 정비하려는 노력이 국제 사회에서 이루어지고 있다는 점에 주목하였다. 이 조사 연구는 아시아, 유럽, 북미와 남미에 위치한 10개국(일본, 중국, 대만, 싱가포르, 호주, 영국, 독일, 미국, 캐나다, 브라질)을 대상으로 환경교육 현황을 조사하고 비교분석과 발전방향을 제시한다. 아울러 국제기구인 UNEP와 UNESCO의 환경교육 정책과 실행 방식도 함께 살펴보았다. Part I에는 주요 외국 10개국의 환경교육 상황과 UNESCO, UNEP의 환경교육 정책을 수록하였고, Part II에서는 각국의 환경교육을 비교 분석하고 있다. 
Fair enough? Talking about aid and development Año de publicación: 2017 Autor corporativo: Oxfam | Christian Aid This resource aims to introduce to learners the concepts of aid and development and how these differ; how a limited development budget might be most effectively spent; critically evaluating media stories around development spending and the Global Goals for Sustainable Development. There are four session plans. Each includes an outline of the session with activity description, background information, photocopiable resource sheets for learners and links to online articles and video. 
다문화시대 평생교육 관점에서의 세계·민주시민교육 과제 및 실천 방향 Año de publicación: 2018 Autor: 옥일남 Autor corporativo: 국가교육회의 | 서원대학교 산학협력단 본 연구는 이제까지의 국내외 민주시민교육의 정책 동향을 검토하고, 다문화사회의 특수성과 평생교육의 관점에서 새롭게 요청되는 민주시민교육의 정책 방향과 주요 과제를 제시하는데 목적이 있다. 이러한 연구 목적을 달성하기 위해 현재 우리 사회가 처해있는 세계화·다문화 맥락을 이해하고, 해외의 주요 정책 사례들을 살펴보고자 한다. 그리고 거버넌스 개념을 활용하여 민주시민교육을 세계시민교육과 연계해 세계화·다문화 시대의 시민교육을 위한 정책 방향과 실천 방안을 제시할 것이다. 
Delivering Education at Home in African Member States Amid the Covid-19 Pandemic: Country Status Report Año de publicación: 2020 Autor corporativo: Association for the Development of Education in Africa (ADEA) Since its emergence in late 2019, the coronavirus disease 2019 (COVID-19) has evolved into a pandemic, heavily affecting the lives of billions of people across the world with an anticipated huge impact on the global economy and Africa in particular. Education is one of the sectors heavily affected, with the closure of learning institutions in many African countries likely to negatively affect the education quality.In order to obtain a clearer view of the status of learning during this period, and to better support countries in the immediate, short and long term, ADEA engaged some of the most affected African countries in March 2020 to map the national situation in the education sector. The foregoing is a synopsis of the feedback from Burkina Faso, Côte d’Ivoire, Egypt, Ghana, Kenya, Mauritius, Morocco, Rwanda, Senegal, South Africa, Tunisia, and Zambia in terms of national strategies, platforms and tools or applications, gaps and challenges, partner engagement, good practices and lessons learnt with some recommendations.