Recursos
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Introducing the Global Goals Autor corporativo: United Nations Children's Fund (UNICEF) Learners can explain what the Global Goals for Sustainable Development are, why they are important and how they relate to the learner her/himself. 
The global goals debate Autor corporativo: United Nations Children's Fund (UNICEF) Learning outcomes: To encourage critical debate about the Global Goals for Sustainable Development, so that young people are aware of the Goals, have critically evaluated them in their own minds and have drawn their own conclusions 
Sustainable Development in the European Union: Monitoring Report on Progress Towards the SDGs in an EU Context (2021) Año de publicación: 2021 Autor corporativo: European Union (EU) Sustainable development is firmly anchored in the European Treaties and has been at the heart of European policy for a long time. The 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs), adopted by the UN General Assembly in September 2015, have given a new impetus to global efforts for achieving sustainable development. The EU is fully committed to playing an active role in helping to maximise progress towards the Sustainable Development Goals. This publication is the fifth of Eurostat’s regular reports monitoring progress towards the SDGs in an EU context. The analysis in this publication builds on the EU SDG indicator set, developed in cooperation with a large number of stakeholders. The indicator set comprises 102 indicators and is structured along the 17 SDGs. For each SDG, it focuses on aspects that are relevant from an EU perspective. The monitoring report provides a statistical presentation of trends relating to the SDGs in the EU over the past five years (‘short-term’) and, when sufficient data are available, over the past 15 years (‘long-term’). The indicator trends are described on the basis of a set of specific quantitative rules. This 2021 edition also shows some of the early impacts of the COVID-19 pandemic that are visible in Eurostat’s official statistics. 
Gender Equality and Empowerment of Women and Girls in the UK: Meeting the Challenge of the Sustainable Development Goals Año de publicación: 2016 Autor: Holly Dustin | Helen Mott | Nicola Waterworth | Gillian Cowell | Janet Veitch Autor corporativo: British Council This research provides the first stocktake of gender equality in the UK from the perspective of the UN’s Sustainable Development Goals (SDGs), the 17 goals adopted by world leaders in 2015 in order to end poverty, protect the planet and ensure prosperity for all.It focuses on the UK’s successes towards achieving gender equality, as well as gaps and priorities for further action in five key areas: participation, power and leadership; education; economy; justice and violence against women and girls and culture (including arts, sports and technology). There are many examples of good practice from the UK, such as strong legislation, data gathering and structures. However, the research also concludes that women and girls continue to lag behind men and boys on key rights, opportunities and well-being, with men over-represented in almost all positions of power and decision-making. It also explores the impact of international linkages and collaboration to determine whether as the UK’s cultural relations organisation, there is a role for the British Council in this. 
Nation Construction, Politics of Ethnic Integration and Citizenship Education Año de publicación: 2011 Autor: Wang Zhaojing | Bai Shangzhen Autor corporativo: Social Science Front This paper discusses the core issues of citizenship education in the West in the context of globalisation. It also elaborates the key elements of the two issues respectively. 西方公民教育发展的展望 Año de publicación: 2011 Autor: Wang Zhaojing | Bai Shangzhen Autor corporativo: Social Science Front 文章讨论了全球化背景下西方公民教育的核心议题，即培养爱国主义精神与世界公民意识，并分别探讨了二者的核心要素。 
Social and Emotional Learning Manual on Family Activities Año de publicación: 2020 Autor corporativo: China. Ministry of Education | United Nations Children's Fund (UNICEF) This material is a guide for schools to promote family-school cooperation and for family to carry out social and emotional learning at home. It provides guidances for family to organise parent-child activities to facilitate children's social and emotional development. 社会情感学习家庭活动指导手册 Año de publicación: 2020 Autor corporativo: China. Ministry of Education | United Nations Children's Fund (UNICEF) 该材料为推进社会情感学习家校合作、指导家庭教育提供指导，包括为家长提供科学的指导，通过亲子活动等帮助学生发展社会情感能力。 
School Closures and Regional Policies to Mitigate Learning Loss due to COVID-19: A Focus on the Asia-Pacific Año de publicación: 2021 Autor corporativo: UNESCO Institute for Statistics (UIS) Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options. Greater economic insecurity among families may also affect school enrolment as many struggle to pay school fees, or require children to work to supplement family income. Ultimately, this will lead to rising dropout rates, estimated to be as much as 4% in a region where 128 million children and young people were already out of school before COVID-19. The largest number of learners at risk reside in South and West Asia.Together, the education and economic fallout from the pandemic threaten progress toward the Sustainable Development Goal for education (SDG 4). Even prior to the COVID-19 disruptions, progress towards SDG 4 was lagging in many countries in the Asia-Pacific and without significant contributions to education finance, the pandemic threatens to push the region even further behind.This report breaks down the effects of school closures. It considers, for example, how many schools were closed, and when, across the Asia-Pacific, and the effects on different levels of education from early childhood education, through to primary and secondary school. The report analyses country efforts to implement remote learning, and strategies to mitigate learning losses as the proportion of students expected to fall below minimum proficiency levels is expected to rise.To achieve SDG 4, all children and young people, and especially those in marginalized groups, need support to get the education they need and deserve. 
Social and Emotional Learning Teacher's Manual Año de publicación: 2020 Autor corporativo: China. Ministry of Education | United Nations Children's Fund (UNICEF) This material provides an overview and guidance for teachers to carry out social and emotional learning. It discusses the role of teachers in social and emotional learning, and it also covers methods and tools that teachers can use to implement social and emotional learning.