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Indigenous Knowledge and practices in Education in Latin America: Exploratory Analysis of How Indigenous Cultural Worldviews and Concepts Influence Regional Educational Policy Année de publication: 2017 Auteur institutionnel: UNESCO Santiago This study presents a preliminary exploration of the approaches, processes and tools through which indigenous worldviews and concepts of knowledge and well-being can and have influenced education policies in Latin America. First, it addresses the principal theoretical approaches used in the area of indigenous knowledge and education policies, taking into account the persistence of an “epistemic otherness” and the need for a dialogue between the predominant approaches. Second, it addresses the normative framework and intercultural educational policies, emphasizing how and to what extent the countries in the region take indigenous knowledge into consideration and include it in their education policies and practices. Third, it presents a number of “relevant practices” in terms of dialogue with indigenous knowledge in education policies, taking into account the factors that favour the relevance of education to indigenous views and cultural practices, facilitating their replicability and sustainability. Furthermore, these practices respond to key criteria like recognizing learners as ‘carriers’ and producers of culture, valuing the use of schools as centres of social and cultural activities and favouring the inclusive learning of indigenous and non-indigenous students. Finally, the study unveils challenges for the advancement of the dialogue between indigenous knowledge and education policies, at the same time proposing key concepts to be approached in depth. Conocimiento Indígena y Políticas Educativas en América Latina: Análisis exploratorio de cómo las cosmovisiones y conceptos culturales indígenas de conocimiento inciden, y pueden incidir, en la política educativa en la región Année de publication: 2017 Auteur institutionnel: UNESCO Santiago El presente estudio explora la idea de una ‘alternativa epistémica’, construyendo desde el conocimiento y los valores que sustentan las prácticas sociales y educacionales indígenas de la región. En particular, explora cómo estos valores y formas de conocimiento han sido adoptados en las políticas educacionales de tres países de la región andina: Bolivia, Ecuador y Perú, que hace poco atravesaron reformas políticas y constitucionales con el fin de reconocer la composición de sus poblaciones multiculturales, multiétnicas y multilingüísticas. Esta publicación es una invitación a considerar el conocimiento indígena como una fuente legítima de inspiración para las políticas educacionales que puedan contribuir al bienestar de todos y a la sostenibilidad del planeta. 
Learning-service and Citizenship Education Année de publication: 2011 Auteur: Josep M.ª Puig Rovira | Mònica Gijón Casares | Xus Martín García | Laura Rubio Serrano Auteur institutionnel: Universidad de Barcelona The aim of this article is to present the methodology of service learning as an especially significant contribution to citizenship education. Service learning is an activity that combines community service and curricular learning. It is an educational setup in which a circular link is formed between participation in services created to meet a community need and the learning of knowledge and values. The project presents an initiative for education in values and citizenship based on experience, participation and critique. Service learning is at the same time an excellent instrument for making education more inclusive and for helping students develop a set of basic skills that can only be acquired through a comprehensive, contextualized activity. Through service learning, students acquire a real, committed engagement with the search for the common good; this acquisition of commitment is a key formative mechanism in achieving a complete education for citizenship. The article begins by analyzing the different elements that make up citizenship education and the pedagogical means required for their acquisition. The concepts of ‘practice’ and ‘citizenship practice’ are the basis for proposing service learning as an ideal methodology for educating participative citizens who can contribute to the common good. The rest of the article is devoted to analyzing each of the constitutive aspects of service learning. This portion of the article begins by presenting a more-precise definition of ‘service learning’ and continues with an analysis of the components of service learning: social needs, the learning of contents and competences, community service, partnerships between institutions and the required networking. The article concludes by reviewing the different levels at which service learning has an impact and identifying and organizing the various personal acquisitions and institutional achievements that this type of educational activity provides. Aprendizaje-servicio y Educación para la Ciudadanía Année de publication: 2011 Auteur: Josep M.ª Puig Rovira | Mònica Gijón Casares | Xus Martín García | Laura Rubio Serrano Auteur institutionnel: Universidad de Barcelona El objetivo de este artículo es presentar la metodología del aprendizaje-servicio como una aportación especialmente relevante para la Educación para la Ciudadanía. El aprendizaje- servicio es una actividad que combina el servicio a la comunidad con el aprendizaje curricular. Es una propuesta educativa que vincula de una manera circular la participación en servicios pensados para satisfacer alguna necesidad de la comunidad y el aprendizaje de conocimientos y valores. Con ella, la educación en valores se pone en práctica de una manera participativa y crítica. Al mismo tiempo, también es un buen instrumento para hacer una educación más inclusiva y para desarrollar un conjunto de competencias básicas que solo pueden adquirirse a través de un trabajo global y contextualizado. Incorporar la intervención real y comprometida de los educandos en la búsqueda del bien común es un mecanismo formativo imprescindible para lograr una completa Educación para la Ciudadanía. Para lograr este objetivo, el escrito empieza analizando los distintos aprendizajes que supone la Educación para la Ciudadanía, así como los medios pedagógicos para alcanzarlos. Los conceptos de práctica y de práctica de ciudadanía permiten proponer el aprendizaje-servicio como una metodología idónea para lograr la formación de una ciudadanía participativa y capaz de contribuir al bien común. A continuación, se analizan los aspectos constitutivos del aprendizaje-servicio. Se presenta primero una aproximación más exacta a su definición y luego se desglosan sus componentes: las necesidades sociales, el aprendizaje de contenidos y competencias, el servicio a la comunidad, el partenariado entre instituciones y el trabajo en red que requiere. Al final del artículo se muestran los distintos niveles en los que impacta el aprendizaje-servicio, y se señalan y ordenan las distintas adquisiciones personales y logros institucionales que proporciona este tipo de actividad educativa. 
Raising a Child for Sustainable Development: Problems and Solution Année de publication: 2019 Auteur: Fathy Mohamed Auteur institutionnel: Assiut University This paper aims to study the problems that hinder raising a child for sustainable development. After discussing the problems, the paper ends with a vision to activate education for sustainable development in kindergarten institutions. تربية الطفل من أجل التنمية المستدامة: المشكلات والحل Année de publication: 2019 Auteur: Fathy Mohamed Auteur institutionnel: Assiut University تهدف هذه الورقة لدراسة المشكلات التي تعوق تربية الطفل من أجل التنمية المستدامة. بعد مناقشة المشكلات تنتهي الورقة بوضع رؤية لتفعيل التربية من أجل التنمية المستدامة في مؤسسات رياض الأطفال. 
Developing Adult Education and Training Policies for Sustainable Development: A Case Study of the State of Kuwait Année de publication: 2017 Auteur: Sabika Hussain Bursli Auteur institutionnel: Tanta University In this article, the author presents the case of Kuwait in relation to adult education. The article analyzes the current Kuwaiti policies related adult education in light of sustainable development requirements. تطوير سياسات التعليم والتدريب لتعليم الكبار من أجل تنمية مستدامة: دراسة حالة دولة الكويت Année de publication: 2017 Auteur: Sabika Hussain Bursli Auteur institutionnel: Tanta University في هذه المقالة ، يعرض المؤلف حالة الكويت فيما يتعلق بتعليم الكبار. يحلل المقال السياسات الكويتية الحالية المتعلقة بتعليم الكبار في ضوء متطلبات التنمية المستدامة. 
Embracing Peace through UNESCO World Heritage Année de publication: 2024 Auteur: 장정아 | 김민성 | 김수진 | 김원호 | 안치영 | 오성희 | 오창현 | 이성영 | 이현경 | 전원희 Auteur institutionnel: Korean National Commission for UNESCO This resource kit is the product of long labor by 10 researchers consisting of scholars on UNESCO heritage and teachers working in schools that belong to the UNESCO Associated Schools Network (ASPnet). It is distinct from existing educational resources in several ways. First, this kit goes beyond introducing the variously inscribed World Heritage properties one after another, to explain the rich significance of the heritage properties through keywords such as peace, cultural diversity, and sustainability. We also sought to overcome misconceptions about World Heritage and presented the content through various interesting cases for easy, hands-on application in classroom settings. In 2024, KNCU has pilot-tested the teaching materials presented in this resource kit in Korean middle and high schools belonging to UNESCO ASPnet. An online teacher training course based on this book has also been provided in June this year. 유네스코 유산, 평화를 품다 Année de publication: 2024 Auteur: 장정아 | 김민성 | 김수진 | 김원호 | 안치영 | 오성희 | 오창현 | 이성영 | 이현경 | 전원희 Auteur institutionnel: 유네스코한국위원회 이 책은 유네스코 등재유산을 연구해온 학자, 유네스코학교 담당 교사 등 10명의 연구진이 오랜 기간동안 고심해서 만들어낸 결과물로 각종 유네스코 등재유산에 대한 정보를 '평화, 문화다양성, 지속가능성' 등의 키워드를 중심으로 이들 유산이 갖는 의미들을 담아내고자 하였다. 또한 다양한 사례를 중심으로 학교 현장에서 참여형 수업을 통해 손쉽게 활용할 수 있도록 내용을 구성했으며 이 책을 기반으로 국내 중/고등 유네스코학교에서 시범수업을 실시하는 한편 2024년부터는 교사들이 활용할 수 있도록 교원연수용 온라인 콘텐츠를 제공할 예정이다.