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Иcпользование живого наследия в учебном процессе в азиатскотихоокеанском регионе: комплект методических материалов Año de publicación: 2022 Autor corporativo: UNESCO Bangkok | Азиатско-Тихоокеанский центр образования для международного понимания (APCEIU) | International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region (ICHCAP) Использование концепций и практики живого наследия в учебном процессе может повысить качество образования, способствовать оживлению учебного процесса для учащихся и учителей и способствовать сохранению такого наследия для нынешнего и будущих поколений. Кроме того, как показала продолжающаяся пандемия COVID-19, живое наследие может играть важную роль в обеспечении благополучия и жизнеспособности человеческих сообществ. ЮНЕСКО призывает страны сохранять живое наследие посредством формального и неформального образования. С конца 2019 по начало 2022 года ЮНЕСКО совместно со своими партнёрами реализовала пилотный проект «Преподавание и обучение с использованием элементов живого наследия в школах» в шести странах Азиатско-Тихоокеанского региона — Камбодже, Казахстане, Кыргызстане, Непале, Южной Корее и Таиланде. Более 1900 учащихся из 21 школы получили возможность принять участие в этих инновационных занятиях. В ходе этого проекта 86 учителей, из которых более двух третей — женщины, разработали и опробовали 101 план уроков и мероприятий. Данный комплект методических материалов содержит пошаговое руководство и основные сведения, позволяющие понять важность и научиться интегрировать концепции и практику живого наследия в учебные и внеклассные мероприятия в школах. Кем бы вы ни были — сотрудником директивных органов, директором школы, учителем, учеником, родителем, практикующим носителем живого наследия — вам предстоит сыграть жизненно важную роль в этом процессе. 
Potential Influence of World Heritage Sites over the Global Citizenship Education in the Republic of Kazakhstan: Manual for Teachers of General Secondary and High school Education Programmes Año de publicación: 2017 Autor: Baipakov K.M. | Voyakin D.A. | Massanov M.N. | Sarsenova E.A. | Shaigozova Z.N. Autor corporativo: APCEIU | National World Heritage Committee (Kazakhstan) Present publication is a manual for teachers for of general secondary and high school education programmes of the Republic of Kazakhstan and Central Asia. It aims to raise awareness of teachers and students on the issue of local cultural and natural heritage, and Global Citizenship Education Concept, and to introduce World Heritage and Global Citizenship Education topics to the general secondary and high school education programmes of Kazakhstan. For Kazakhstan and Central Asian, it is a first attempt to understand the potential contribution of UNESCO World Heritage Sites to the Global Citizenship Education.This publication can be separated in three parts. First part presents general description of UNESCO and its cooperation with the Republic of Kazakhstan. It pays particular attention to each Kazakhstan’s site from the UNESCO World Heritage list. Second part covers Global Citizenship Education concept, and main international trends in field of school education in the world. Third part of this publication provides practical guide on the ways that Kazakhstan’s teachers of general secondary and high school education programmes can use World and Intangible Heritage for promotion of global citizenship concept among their students. All three examples of education courses were made as much different from each other as possible in order to provide to Kazakhstan’s teachers a wider choice for preparation of their own classes dedicated to the World Heritage sites and Global Citizenship Education. 
[Video] What is Global Citizenship Education? Año de publicación: 2019 Autor corporativo: APCEIU Here we introduce a fast, fun, and friendly way of learning GCED.The series of bite-sized animation will take you on a journey to GCED in minutes! [Vidéo] Qu'est-ce que l'Éducation à la Citoyenneté Mondiale? Año de publicación: 2019 Autor corporativo: Centre Asie-Pacifique d'éducation pour la compréhension internationale (APCEIU) Regardez la vidéo pour apprendre sur l'éducation à la citoyenneté mondiale et contruisons ensemble un monde plus pacifique et plus juste! 
ACER-APCEIU 세계시민교육 모니터링 가이드: 교사, 학교 관리자, 교육행정가를 위한 안내서 Año de publicación: 2025 Autor: Rachel Parker | Amy Berry | Payal Goundar | Karena Menzie-Ballantyne Autor corporativo: 호주교육연구위원회 | 유네스코 아시아태평양 국제이해교육원 『ACER-APCEIU 세계시민교육 모니터링 가이드: 교사, 학교 관리자, 교육행정가를 위한 안내서』는 APCEIU와 ACER가 2022년부터 2024년까지 3년에 걸쳐 호주, 라오스, 필리핀, 한국의 파트너들과 함께 수행한 공동연구의 결과물인 『ACER-APCEIU Global Citizenship Education Monitoring Toolkit for Teachers, Schools and System Leaders』를 한국의 맥락에 맞게 번역한 국문판이다.이 가이드는 다양한 수준의 교육 이해관계자가 세계시민교육에서 자신의 위치를 진단하고 목표와 계획을 수립하며, 실행과 평가를 지속적으로 이어가도록 설계된 탐구 순환 모형을 제시하며, 이를 각자의 맥락에 맞게 실천할 수 있도록 구체적인 지침과 방법을 안내한다.이 가이드의 주요 활용자는 정책 입안자, 교육부 및 교육청 등 유관 기관의 교육행정가, 학교장과 학교감 등 교육 리더십을 가진 이들뿐 아니라 정규·비정규 교육 전반에서 세계시민교육을 실천하는 모든 교사를 포함한다. 
Educator's Guide to Global Citizenship Education: From Asia-Pacific Perspectives Año de publicación: 2025 Autor: Athapol Anunthavorasakul | Keith C. Barton | Sicong Chen | Suzanne S. Choo | Thippapan Chuosavasdi | Li-Ching Ho | Aigul Kulnazarova | Mousumi Mukherjee | Mousumi Roy | Tania Saeed | Tanya Wendt Samu | Kyujoo Seol | Jun Teng Autor corporativo: APCEIU Educators’ Guide to Global Citizenship Education from Asia-Pacific Perspectives is designed to translate rich discussions from Rethinking Global Citizenship Education from Asia-Pacific Perspectives (2024) into a more accessible resource for educators. This Guide supports educators by presenting scholarly insights in practical and actionable ways. Serving as a bridge between theory and practice, it helps educators grasp key ideas of global citizenship education (GCED) from Asia-Pacific perspectives, reflect on their relevance to their own contexts, and apply them through concrete activities, stories, cases examples, and instructional strategies. This Guide, which is grounded in the diverse philosophies, religions, and lived realities of the Asia-Pacific region, is intended to serve as a practical companion that helps educators understand GCED from a decolonial perspective, adapt its ideas to their own contexts, and translate it all into meaningful learning experiences for their learners. It is our sincere hope that this Guide fosters ongoing dialogue, experimentation, and collaboration, and that it contributes to nurturing learners who think critically, act with empathy and justice, and participate responsibly in shaping a more harmonious and sustainable world. 
Asia-Pacific Living Heritage Lesson Plan 2023 Año de publicación: 2023 Autor corporativo: APCEIU | UNESCO Bangkok | International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region (ICHCAP) In partnership with UNESCO Bangkok and ICHCAP (International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region), APCEIU (Asia-Pacific Centre of Education for International Understanding) carried out “Bringing Living Heritage to the Classroom in the Asia-Pacific” since 2020. As a part of this multi-year project, the UNESCO Asia-Pacific Living Heritage Lesson Plan Contest 2023, co-organized by UNESCO Bangkok, APCEIU, and ICHCAP was launched and 18 lesson plans from 10 countries – Bhutan, China, India, Indonesia, the Republic of Korea, Malaysia, Nepal, The Philippines, Singapore, and Viet Nam - were selected as follows. - Saykha Offering (Subject: English), Tsirangtoe Central School, Bhutan- Setting Up a Herbarium, Learning about Medicinal Herbs and their Cultural and Traditional Uses in the Community (Subject: Science/Grades 7–9), Zilukha Middle Secondary School, Bhutan- Shamanistic Worship and Propitiation to the Spirits (Subject: Bhutan History and Civics and Citizenship Education/Grade 8), Bajothang Higher Secondary School, Bhutan- Beauty of Intangible Cultural Heritage (Subject: Foundations of College Art Education/ Freshman Year), Anhui Medical University, China- The Folk Custom of Building the Peace Kiln for the Mid-Autumn Festival in Jingdezhen (Subject: Mathematics/Grade 7), Jingdezhen No.13 Secondary School, China - When Xiabu Meets Batik (Subject: Art/Grade 5–6), ChongQing Shuren Primary School, China- Agricultural Practices (Subject: Biology/Grade 8), Paramita Heritage School, India- Living Heritage – Quilting in the Kalbelia Community of Rajasthan (Subject: Social Science/Grade 9), St. Stephen's Senior Secondary School, India- My City: Varanasi (Subject: Environmental Studies/Grade 2), Sunbeam School Lahartara, India - Bringing Back the Javanese Saka Calendar through Ethnomathematics (Subject: Mathematics/Grade 7–12), Binus School Bekasi, Indonesia- Song, Play, and Dance (Subject: Interdisciplinary for Indonesian Language, Balinese Culture, Music and Physical Education/Grade 3), Green School Bali, Indonesia- Teaching Sound Wave with Sundanese Traditional Instruments (Subject: Physics/Grade 8), Binus School Bekasi, Indonesia- Wau – The Malays Traditional Kite: Introduction, Wau Bulan Appreciation, Wau Making and Flying Workshop and Wau Corner (Subject: Traditional Games/Grades 4–5), SMU (A) Tarbiah Islamiah (SABK), Malaysia- Himalayan Aromatic Incense-Making and Meditation Workshop (Subject: Economics and Social Studies/ Grades 8–9, 11–12), Pragati Pathshala, Nepal- Influence of Biodiversity on the Stability of Ecosystems (Subject: Science/Grade 10), Philippine Normal University Mindanao, The Philippines- Understanding the Nature of Religion: From the Perspective of the Tripeople (Christians, Muslims, & Lumads) of Kidapawan City, North Cotabato (Subject: Humanities and Social Sciences/Grade 12), Kidapawan City National High School, The Philippines- Bongsan Talchum that Helps the Community Become More Sustainable (Subject: Korean Language and Literature, Social Studies, P.E., Arts/Grade 6), Kimje Buk Elementary School, Republic of Korea- Exploring Community Gardens – How and why are they so precious to humans? (Subject: Geography/Grade 9), Admiralty Secondary School, Singapore 무형유산을 통해 키우는 세계시민성: 2023 아태지역 무형유산 교수학습계획안 Año de publicación: 2023 Autor corporativo: 유네스코 아시아태평양 국제이해교육원 | UNESCO Bangkok | 유네스코아태무형유산센터 유네스코 아태교육원은 2020년부터 유네스코 방콕사무소와 유네스코아태무형유산센터(ICHCAP)와 협력하여 「아시아태평양 교실에서 만나는 무형유산 사업」을 수행하였다. 이 사업의 일환으로, <2023 아태지역 무형유산 교수학습계획안 공모전 >을 개최하였으며, 총 10개국(네팔, 말레이시아, 베트남, 부탄, 싱가포르, 인도, 인도네시아, 중국, 필리핀, 한국)의 18개 교수학습계획안을 모범사례로 최종 선정하였다. 다음은 수상작 목록이다. - Saykha Offering (Subject: English), Tsirangtoe Central School, Bhutan- Setting Up a Herbarium, Learning about Medicinal Herbs and their Cultural and Traditional Uses in the Community (Subject: Science/Grades 7–9), Zilukha Middle Secondary School, Bhutan- Shamanistic Worship and Propitiation to the Spirits (Subject: Bhutan History and Civics and Citizenship Education/Grade 8), Bajothang Higher Secondary School, Bhutan- Beauty of Intangible Cultural Heritage (Subject: Foundations of College Art Education/ Freshman Year), Anhui Medical University, China- The Folk Custom of Building the Peace Kiln for the Mid-Autumn Festival in Jingdezhen (Subject: Mathematics/Grade 7), Jingdezhen No.13 Secondary School, China - When Xiabu Meets Batik (Subject: Art/Grade 5–6), ChongQing Shuren Primary School, China- Agricultural Practices (Subject: Biology/Grade 8), Paramita Heritage School, India- Living Heritage – Quilting in the Kalbelia Community of Rajasthan (Subject: Social Science/Grade 9), St. Stephen's Senior Secondary School, India- My City: Varanasi (Subject: Environmental Studies/Grade 2), Sunbeam School Lahartara, India - Bringing Back the Javanese Saka Calendar through Ethnomathematics (Subject: Mathematics/Grade 7–12), Binus School Bekasi, Indonesia- Song, Play, and Dance (Subject: Interdisciplinary for Indonesian Language, Balinese Culture, Music and Physical Education/Grade 3), Green School Bali, Indonesia- Teaching Sound Wave with Sundanese Traditional Instruments (Subject: Physics/Grade 8), Binus School Bekasi, Indonesia- Wau – The Malays Traditional Kite: Introduction, Wau Bulan Appreciation, Wau Making and Flying Workshop and Wau Corner (Subject: Traditional Games/Grades 4–5), SMU (A) Tarbiah Islamiah (SABK), Malaysia- Himalayan Aromatic Incense-Making and Meditation Workshop (Subject: Economics and Social Studies/ Grades 8–9, 11–12), Pragati Pathshala, Nepal- Influence of Biodiversity on the Stability of Ecosystems (Subject: Science/Grade 10), Philippine Normal University Mindanao, The Philippines- Understanding the Nature of Religion: From the Perspective of the Tripeople (Christians, Muslims, & Lumads) of Kidapawan City, North Cotabato (Subject: Humanities and Social Sciences/Grade 12), Kidapawan City National High School, The Philippines- Bongsan Talchum that Helps the Community Become More Sustainable (Subject: Korean Language and Literature, Social Studies, P.E., Arts/Grade 6), Kimje Buk Elementary School, Republic of Korea- Exploring Community Gardens – How and why are they so precious to humans? (Subject: Geography/Grade 9), Admiralty Secondary School, Singapore 
ACER-APCEIU Global Citizenship Education Monitoring Toolkit: For Teachers, Schools and System Leaders Año de publicación: 2024 Autor: Rachel Parker | Amy Berry | Payal Goundar | Karena Menzie-Ballantyne Autor corporativo: Australian Council for Educational Research (ACER) | APCEIU The APCEIU-ACER GCED Monitoring Toolkit was developed and informed by research conducted from 2022-2024 in collaboration with partners in Australia, Lao PDR, Philippines, and South Korea. The toolkit aims to assist education stakeholders to embed GCED within policy and practice in alignment with local, regional, and international frameworks. Target users of this toolkit include policy makers, education department and ministry personnel, leaders, and educators at all levels in both formal and non-formal education sectors.The toolkit explores effective GCED including how to conceptualise and define, plan, enact and monitor implementation, and how to measure success. By guiding educators and leaders to align their enactment and monitoring efforts to international guidance, research, theory and practice, this toolkit supports a robust and evidence-informed process for enacting GCED in ways that nurture learners as proactive and empowered global citizens.Phase I Report (Link): https://www.unescoapceiu.org/post/4995Phase II Report (Link): https://www.unescoapceiu.org/post/5184 
Common Curriculum Guide for Peace Education in Northeast Asia Año de publicación: 2023 Autor: Sicong Chen | Kevin Kester | Jeongmin Eom Autor corporativo: APCEIU Inspired by the recommendations from the study, Peace Education in Northeast Asia: A Situational Analysis (APCEIU, 2021), APCEIU coordinated a project to develop a common curriculum for peace education in Northeast Asia. This initiative was undertaken in partnership with UNESCO Multisectoral Regional Office for East Asia, UNESCO Chair on Peace Studies at Nanjing University, UNESCO Chair on Education for Peace, Social Justice and Global Citizenship at Kyushu University, Peace Education Commission of the Peace Studies Association of Japan, Japan Association for International Education, and Korean Society of Education for International Understanding. This guide serves as a framework for supporting peace education in diverse communities across Northeast Asia. Its primary function is to aid in the design and development of peace education programs tailored to various contexts within the region. It is our sincere hope that this guide will serve as a catalyst, encouraging and assisting more teachers and practitioners in the region to actively participate in our collective efforts to foster peace in and through education.