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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. 
Femmes et mouvement populaire d’habitation au Brésil: Vers une féminisation des luttes pour le droit au logement ? (Économie et Solidarités; Vol. 43, No. 1-2) Año de publicación: 2013 Autor: Charmain Levy | Marianne Carle-Marsan | Anne Latendresse Autor corporativo: Centre interdisciplinaire de recherche et d’information sur les entreprises collectives (CIRIEC)‑Canada Au Brésil, depuis la fin des années 1990, des actions collectives ont lieu autour du droit à la ville, en particulier pour le droit au logement. Alors qu’il existe des centaines, voire des milliers de bâtiments vacants dans le centre-ville de Rio de Janeiro et São Paulo, notamment, des organisations populaires occupent des bâtiments publics vides en vue d’obtenir le droit d’y résider et, éventuellement, de les transformer en logement public. Deux études ont mis en lumière la présence majoritaire de femmes qui, issues du milieu des sans-abri, des taudis et des favelas, jouent un rôle important dans les occupations. Dans cet article, nous proposons une analyse de la trajectoire de ces femmes afin de voir comment leur engagement à l’intérieur du mouvement urbain a changé leur vie sur les plans individuel et collectif. En d’autres termes, nous allons nous pencher sur le processus de construction du sujet politique opéré par des femmes de milieux précaires, actives au sein du mouvement pour le droit au logement. Par ailleurs, en nous penchant sur leur rôle au sein de ce mouvement, nous tenterons de voir dans quelle mesure ces femmes l’influencent et, en nous inspirant des travaux de Lefebvre et de Castells (1980), dans quelle mesure elles contribuent à la production de la ville. 
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. 
SDG 4 - Policies for flexible learning pathways in higher education: Taking stock of good practices internationally (IIEP-UNESCO Working Papers) Año de publicación: 2020 Autor: Michaela Martin | Ana Godonoga Autor corporativo: UNESCO International Institute for Educational Planning (IIEP) This paper draws on country examples across different UNESCO regions to illustrate policy-relevant as well as practical approaches to developing flexible learning pathways in higher education. It shows that policies can facilitate flexible learning pathways include legislative and regulatory frameworks, articulation and transfer policies, and lifelong learning policies. It also presents a number of supportive policy instruments that can serve to bridge policy and practice, such as national qualifications frameworks, quality assurance and accreditation, credit accumulation and transfer systems, and information and guidance services. Finally, apart from discussing system-wide approaches, this paper also gives examples of more decentralized, institution-led practices that contribute to flexible learning pathways. This paper concludes that well-designed policy frameworks and instruments and targeted measures can create an enabling environment for flexible learning pathways, but their effectiveness requires strong administrative capacity and coordination, as well as the involvement of all relevant stakeholders, including those who design, implement, and benefit from policies. It is also essential that policies, instruments, and practices are in alignment with one another and work towards a common objective. Therefore, a holistic approach, comprising an adequate and well-coordinated mix of policies, instruments, and targeted measures, is required, in order to translate flexible learning pathways from a national priority into an institutionalized practice that reaches its intended beneficiaries. 
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. 
Imagining a Post-COVID-19 Global Citizenship Education Año de publicación: 2020 Autor: Marta Estelles | Gustavo E. Fischman Autor corporativo: State University of Ponta Grossa The COVID-19 pandemic has created unprecedented conditions in all areas of social life and as the suspension of schooling became “the new normal,” numerous experts and opinion-makers rushed to voice their recommendations to overnments and educational organizations for normalizing schooling operations. In light of this worldwide crisis, we re-evaluate proposals to expand the model of Global Citizenship Education (GCE) that have received increasing attention and support from both international organizations, governments, and scholars.In this article, we argue that the predominately redemptive nature of GCE models and proposals since the mid-1990s cannot handle global problems associated with the current pandemic such as the restriction of citizen’s privacy rights or the strengthening of exclusionary nationalistic messaging. Instead, more realistic models of GCE are needed. This paper concludes with new questions to strengthen the debate and alternatives for imagining a non-redemptive and more realistic GCE. Imaginando una educación para la ciudadanía global después del Covid-19 Año de publicación: 2020 Autor: Marta Estelles | Gustavo E. Fischman Autor corporativo: State University of Ponta Grossa La pandemia del Covid 19 ha creado condiciones sin precedentes en todas las áreas de la vida. A medida que la suspensión de las actividades escolares se ha convertido en "la nueva normalidad", numerosos expertos y formadores de opinión se han apresurado a lanzar sus recomendaciones a gobiernos y organizaciones educativas para normalizar las operaciones escolares. En este contexto novedoso, analizamos las propuestas para expandir el modelo de Educación para la Ciudadanía Global (ECG) que está siendo cada vez más apoyada por organizaciones internacionales, gobiernos y académicos.En este artículo, sostenemos que la orientación redentora que los modelos y propuestas de ECG han desarrollado en las últimas décadas resulta muy limitada para entender y resolver problemas actuales como la restricción de derechos de privacidad de la ciudadanía o el fortalecimiento de los nacionalismos excluyentes. En cambio, se necesitan modelos más realistas de ECG. Este documento concluye con nuevas preguntas para robustecer el debate y las alternativas para imaginar una ECG realista y no redentora. Palabras clave: Educación para la ciudadanía global. Pandemia de Covid-19. Pedagogía redentora. 
Uzbekistan Expresses Concerns about School Bullying Año de publicación: 2018 Autor: Дарина Солод Autor corporativo: Central Asian Bureau for Analytical Reporting (CABAR) Psychologists will appear in secondary schools in Uzbekistan. The author asks if they will be able to influence the solution of this complex social problem among children. В Узбекистане озаботились проблемой травли в школах Año de publicación: 2018 Autor: Дарина Солод Autor corporativo: Central Asian Bureau for Analytical Reporting (CABAR) В средних школах в Узбекистане появятся психологи. Автор задается вопросом, смогут ли они повлиять на решение этой сложной социальной проблемы среди детей. 
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.