Recursos
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Learning to Live Together Sustainably: Addressing the Challenge of UN Sustainable Development Goal Target 4.7 Año de publicación: 2019 Autor: Margaret Sinclair | Jean Bernard Autor corporativo: Protect Education in Conflict and Insecurity (PEIC) | Spectacle Learning Media The practical advice and guidelines in this book help support learning to live together, conflict transformation and peace at the individual, group and community levels. The framework for developing widely accessible, high quality learning materials supports the UN Sustainable Development Goals and is relevant to formal and non-formal education activities and projects. This document also raises important issues about the professional responsibilities of policy-makers at global and national level, who determine what content is addressed in the classroom. In particular, it addresses the need for education materials that support cross-cutting issues such as learning to live together, global citizenship education, and education for sustainable development. 
한반도 세계시민 담론 연구: 사례와 대안 모색 Año de publicación: 2020 Autor: 김귀옥 | 김성민 | 박준규 | 송영훈 | 이우영 | 최진우 Autor corporativo: 유네스코한국위원회 2019년에 이어 발간한 '한반도 세계시민 담론' 연구는 분단이라는 특수한 상황 속에서 점차 다문화사회로 변해가는 한국사회의 현실을 직시하면서 그 과정에서 세계시민을 어떻게 맥락화할지에 대한 구체적인 사례를 제시한다. 더불어, 세계시민으로서 확장된 정체성과 성숙한 시민 의식을 만들어 나가기 위한 연구와 제언을 담고 있다. 
Global Kids Online: Comparative Report Año de publicación: 2019 Autor: Sonia Livingstone | Daniel Kardefelt-Winther | Marium Saeed Autor corporativo: UNICEF Innocenti The internet is often celebrated for its ability to aid children’s development. But it is simultaneously criticized for reducing children’s quality of life and exposing them to unknown and unprecedented dangers. There is considerable debate about when or how children’s rights – including the rights to expression, to privacy, to information, to play and to protection from harm, as set out in the United Nations Convention on the Rights of the Child – may be realized or infringed in the digital age.With more children around the world going online every day, it is more important than ever to clarify how the internet can advance children’s opportunities in life while safeguarding them from harm or abuse. This requires evidence, from children themselves, that represents the diversity of children’s experiences at the national and global levels. By talking to children, we are better able to understand not only the barriers they face in accessing the internet, but also the opportunities they enjoy and the skills and competences they acquire by engaging in these activities.This allows us to enquire about children’s exposure to online risks and possible harms, and about the role of their parents as mediators and sources of support. In bringing children’s own voices and experiences to the centre of policy development, legislative reform and programme and service delivery, we hope the decisions made in these spheres will serve children’s best interests. 
The United Nations Matters: Teacher’s Handbook Año de publicación: 2012 Autor corporativo: United Nations Association - UK (UNA-UK) | UK National Commission for UNESCO This resource pack has been created to support Key Stage 3 and 4 Citizenship (England) and Education for Sustainable Development and Global Citizenship (Wales). It is also relevant to Learning for Life and Work (Northern Ireland), One Planet and Sustainable Development (Scotland), as well as Geography; History; Local and Global Citizens; Personal, Social, Health and Economic Education; Politics; and Religious and Moral Education. The pack supports the ‘Global Dimension’ in all parts of the UK.This resource aims to develop students’ awareness and understanding of the United Nations (UN) system and the global issues it tackles. It encompasses five lessons that can either be run as a full scheme of work or used independently. 
Learning About Human Rights in the Primary School Año de publicación: 2017 Autor corporativo: Amnesty International UK This booklet from Amnesty International UK provides a set of 10 interactive lessons for primary schools. It helps provide pupils with an understanding of their own human rights and the values and attitudes that underpin them. It will help to foster attitudes of respect and an appreciation of the uniqueness of each individual. Pupils will also develop skills to enable them to take action to defend human rights. 
La Educación transforma la vida Año de publicación: 2013 Autor corporativo: UNESCO Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives. To unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school. And access to schooling is not enough on its own: education needs to be of good quality so that children actually learn. Given education’s transformative power, it needs to be a central part of any post-2015 global development framework. L'Education transforme nos existences Año de publicación: 2013 Autor corporativo: UNESCO Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives. To unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school. And access to schooling is not enough on its own: education needs to be of good quality so that children actually learn. Given education’s transformative power, it needs to be a central part of any post-2015 global development framework. 
Right to Pre-Primary Education: A Global Study Año de publicación: 2021 Autor corporativo: UNESCO Early childhood care and education is increasingly recognized as an essential element in realizing a wide range of educational, social and economic rights. Children from vulnerable households and communities stand to gain most from access to quality early learning opportunities. With about 50 per cent of children globally not yet enrolled in pre-primary education, enabling their inclusion remains a central question for education policymakers, stakeholders and parents.This Study provides a global overview and an analysis of the adoption of legal provisions for free and compulsory pre-primary education at national level. By offering a rights-based perspective to the implementation of pre-primary education, it aims to complement existing literature on SDG Target 4.2, which focuses mainly on policy outcomes.The results show that pre-primary education is a well determined and defined right in too few countries. Yet, the benefit of free and compulsory education observed is that children appear to have higher rates of early childhood well-being.In light of the research conducted and its main conclusions, a set of levers to promote the inclusion of early childhood and pre-primary education as a human right within long-term education and development objectives are presented in terms of governance and financing, legal framework, societal expectations, monitoring and evaluation and early childhood development overall. Prioritizing the needs of young children and the fulfilment of their right to free and compulsory pre-primary education is a critical opportunity for governments to make positive differences in children’s lives and to achieve broader national, social and economic goals. Education Transforms Lives Año de publicación: 2013 Autor corporativo: UNESCO Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives. To unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school. And access to schooling is not enough on its own: education needs to be of good quality so that children actually learn. Given education’s transformative power, it needs to be a central part of any post-2015 global development framework. 
In Solidarity With Girls: Gender and Education in Crisis (Policy Brief Series) Año de publicación: 2020 Autor corporativo: United Nations Girls' Education Initiative (UNGEI) In Solidarity With Girls: Gender and education in crisis is the first policy brief series led and developed by young women and girls, to be published by UNGEI. The policy brief series draws on a series of intergenerational dialogues held in 2020, which covered different issues on gender, education and COVID-19. This includes school reopening, the gender digital divide, the "shadow pandemic" and youth-led activism in the time of COVID-19.