Ressources
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全球公民教育：困惑及其澄清 (比较教育研究; No. 3) Année de publication: 2019 Auteur: Rao Shuqi Auteur institutionnel: Beijing Normal University 全球公民教育的理念备受争议，究其原因，与人们对全球公民概念存在的三 重困惑有关。从公民身份即地位的角度而言，虽然全球政治共同体的缺失造成全球社会的 难以想象，但全球公民的合法地位源自紧密人际关系的保障，全球公民教育具备合法性 ； 从公民身份即权利的角度而言，虽然全球政治共同体的缺失导致公民身份实质意义的空洞， 但权利和义务更新了内涵版图，最基本的人权和义务充实全球公民教育的内容 ；从公民身 份即认同的角度而言，虽然全球认同潜藏着消弭国家认同的风险，但多元认同话语已获认 可，全球认同需建立在国家认同的基础上。对全球公民教育的理解不应囿于传统的民族国 家框架，它也并非国家公民教育的替代性存在。 
UNESCO GCED eNewsletter Issue 4 Année de publication: 2016 Auteur institutionnel: UNESCO Feature: Mobilizing support for global citizenship and sustainable development through Education Target 4.7 UNESCO 1974 Recommendation used to measure progress towards education target 4.7 Measuring progress towards 4.7 Gyeongju Action Plan: NGOs join UNESCO Global capacity-building workshop on GCED organized by APCEIU Southern Africa Regional Meeting on GCED convened in Johannesburg, South Africa UNESCO launches Teacher's Guide on the Prevention of Violent Extremism Expert meeting on the Prevention of Violent Extremism through Education European ministers back education for democracy to counter extremism and racaism UN discusses innovative solutions to prevent violent extremism through education UNESCO's YESPeace Network taps the power of youth worldwide to change the future GCED Topics and Learning Objectives available in seven languages. 
Inclusive Schools: Material Educativo (Inscool) Année de publication: 2019 Auteur: Sian Williams Auteur institutionnel: British Council | European Union (EU) Este kit de herramientas se diseñó para orientarle de una manera más flexible, con métodos adaptables a su centro educativo, en el inicio de un viaje hacia la inclusión: en este proceso se mejorarán los resultados personales y académicos de todos las/los menores y jóvenes poniendo el foco en su acceso a una educación de calidad y pertinente, y en su participación en ella. Un aspecto clave que cabe recordar respecto a este viaje es que no tiene un destino definitivo. Más bien, se trata de un cambio acumulativo que alberga, en su núcleo, un propósito constante de incluir a más niñas/os y jóvenes en el aprendizaje y en la vida cotidiana del centro educativo: «una escuela inclusiva es aquella que está siempre en un proceso de evolución». Inclusive Schools: Educational Pack (Inscool) Année de publication: 2019 Auteur: Sian Williams Auteur institutionnel: British Council | European Union (EU) Ce toolkit est conçu pour vous accompagner avec souplesse tout au long d’un voyage vers l’inclusion, d’une manière qui conviendra à votre école, dans le but d’améliorer les résultats personnels et scolaires de tous les enfants et de tous les jeunes, en mettant l’accent sur leur accès à l’éducation et sur leur participation à une éducation pertinente et de qualité. Un point essentiel à retenir de ce voyage est qu’il n’y a pas de destination finale. Il s’agit plutôt d’un changement cumulatif qui vise essentiellement à inclure davantage d’enfants et de jeunes dans l’apprentissage et dans la vie scolaire: «une école inclusive est une école en mouvement».” 
Journey to Peace Through the Lens of Youth in the Asia-Pacific: Photos From the 2006-2019 EIU Photo Class Année de publication: 2020 Auteur institutionnel: APCEIU | Seoul Selection Commemorating the 20th Anniversary of APCEIU in 2020, APCEIU published this photography book to reflect on the memorable moments of the EIU (Education for International Understanding) Photo Class. The book contains photos taken by the students and photographers of Asia and the Pacific who have taken part in the Class from 2006 to 2019. 
평화견문록: 평화와 공존을 위한 세계시민교육; 교과통합형 세계시민교육 수업자료집 Année de publication: 2019 Auteur: 강방식 | 강은하 | 김경훈 | 김웅 | 김준구 | 김지광 | 여지화 | 윤상철 | 임재민 | 정미선 | 정애경 Auteur institutionnel: 서울특별시교육청 민주시민생활교육과 본 자료는 학생들의 평화감수성 함양을 위해 학생들이 일상적인 삶에서 경험할 수 있는 소재를 활용한 세계시민교육 수업활동집이다. 학생들은 다양한 관점을 연결하는 교과통합형 세계시민교육을 통해 문제해결력과 비판적 사고를 함양할 수 있다. 
إطار سياسة التعليم الدامج في دبي Année de publication: 2017 Auteur institutionnel: Knowledge and Human Development Authority هذا الاطار لسياسة التعليم الدامج في إمارة دبي بهدف توفير كافة المعلومات المطلوبة عن الاجراءات والمعايير اللازمة لتحسين مقومات التعليم الدامج على مستوى الامارة، ولتعميم توجيهات وإرشادات محددة الى جميع المنشآت التعليمية في دبي، على النحو الذي يضمن تحقيق رؤية الامارة. Dubai Inclusive Education Policy Framework Année de publication: 2017 Auteur institutionnel: Knowledge and Human Development Authority The policy framework has been developed in partnership with a diverse range of stakeholders. It is based on international evidence of successful inclusive practices in education. It is also the culmination of an international benchmarking literature review, a participatory research process, based on extensive consultation with many stakeholders and an environmental scan of the enablers and barriers to inclusive education.Based on international best-practice and research, the policy framework purposefully offers definitions of key terms with the intention of informing a clear, common language and approach. This policy framework also takes into account the complexity and the uniqueness of the education landscape of Dubai, which hosts schools from all over the world, collectively delivering over 17 different curricula. This landscape is characterised by a diverse range of different education settings including schools, early learning centres, higher education providers and special education centres. 
دليل دمج الإعاقة Année de publication: 2017 Auteur institutionnel: United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) يوفر هذا الدليل الارشادي معلومات عن النهج الذي يوصى باتباعه في دمج الإعاقة داخل األونروا. والغرض من هذا الدليل هو: بناء فهم ثابت على نطاق الوكالة ككل لأهم مبادئ وممارسات دمج الاعاقة، وإسداء المشورة بشأن كيفية تعميم دمج الاعاقة في برامج األونروا وخدماتها. Disability Inclusion Guidelines Année de publication: 2017 Auteur institutionnel: United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) These Guidelines provide information about the recommended approach to disability inclusion within UNRWA. While this document does not provide tools for identifying the particular service provision needs of persons with disabilities in a given sector or context, staff can apply the principles and recommendations in this document to develop specific project- and programme- level actions to further enhance the inclusion of persons with disabilities in UNRWA programmes and services.