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Orientaciones generales para la implementación de la cátedra de la paz: En los establecimientos educativos de preescolar, básica y media de colombia Année de publication: 2016 Auteur: Enrique Chaux | Ana María Velásquez Auteur institutionnel: Colombia. Ministerio de Educación Nacional En este documento se presentan las orientaciones generales para que las comunidades educativas de Colombia puedan llevar a cabo sus proyectos de educación para la paz en el marco de la cátedra para la paz. 
A Pedagogical Guide on Global Citizenship Education in Korean Context Année de publication: 2015 Auteur institutionnel: 유네스코 아시아태평양 국제이해교육원 APCEIU has published a pedagogical guide on Global Citizenship Education (GCED) for Korean readers, which is the Korean adaptation of the UNESCO pedagogical guide, GCED: Topics and Learning Objectives (a.k.a. TLOs).Following the recently launched Korean translation of the TLOs, this Korean adaptation contextualizes the TLOs in Korean education, aligns its terminologies with Korean curriculum, and provides further explanations for Korean readers. This guide was developed by professors in the field of teacher education, primary and secondary school teachers, and curriculum developers with special expertise in GCED/EIU.It is hoped that this guide will help Korean educators and key stakeholders better understand GCED as a new pedagogy and also reflect on traditional teaching-learning experiences in various respects. Éducation Mondiale à la citoyenneté: Sujets et objectifs d'apprentissage Année de publication: 2015 Auteur institutionnel: 유네스코 아시아태평양 국제이해교육원 APCECI a publié un guide pédagogique sur l'éducation à la citoyenneté Mondiale (ECM) pour les lecteurs coréens, qui est l'adaptation coréenne du guide pédagogique de l'UNESCO, ECM: Sujets et objectifs d'apprentissage (TLO) alias.Après la traduction coréenne a récemment lancé le TLO, cette adaptation coréenne contextualise les TLO dans l'éducation coréenne, aligne ses terminologies avec curriculum coréen, et fournit d'autres explications pour les lecteurs coréens. Ce guide a été élaboré par des professeurs dans le domaine de la formation des enseignants, les enseignants des écoles primaires et secondaires, et les développeurs de programmes d'études avec une expertise particulière dans ECM / ECI.Il est à espérer que ce guide aidera les éducateurs coréens et les principaux intervenants de mieux comprendre ECM comme une nouvelle pédagogie et de réfléchir également sur les expériences d'enseignement et d'apprentissage traditionnelles à divers égards. 세계시민교육 교수학습 길라잡이: 「Global Citizenship Education: Topics and Learning Objectives」 한국판 해제본 Année de publication: 2015 Auteur institutionnel: 유네스코 아시아태평양 국제이해교육원 이 책은 유네스코가 2015년에 발간한 세계시민교육 교수·학습 지침서 『세계시민교육: 학습 주제 및 학습 목표 Global Citizenship Education: Topics and Learning Objectives(이하 유네스코 지침서)』를 한국 교육현장의 맥락과 독자의 이해를 고려하여 필요한 설명을 덧붙인 한국판 해제본이다. 주로 학교교육과 국가교육과정을 염두에 두고 구성된 이 해제본은 유네스코 지침서의 내용을 한국 교육과정 용어에 맞게 풀어쓰고 맥락화하였으며, 개발 과정에는 세계시민교육/국제이해교육 분야의 전문성을 갖춘 교대와 사범대학 교수, 초·중·고 전현직 교사, 교육과정 전문가 등이 참여하였다. 이 해제본을 바탕으로 교육정책 및 현장의 관계자들이 세계시민교육에 대한 이해를 넓히고 기존의 전통적인 교수·학습 경험을 다각적으로 성찰해보는 기회를 가질 수 있길 기대한다. 
EIU Best Practices Series No. 19: Culture-Based Education Programme for Indigenous Children & Youth in the Philippines Année de publication: 2010 Auteur: Benjamin David Abadiano Auteur institutionnel: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.19 introduces the Pumulaan program, a successful culture-based education programme for indigenous children and youth in the Philippines. The program is similar to that of Tugdaan, a widely recognized education program that promote learning for the Indigenous people. The Pumulaan program focuses on providing culturally sensitive, appropriate, and relevant education to students in Mangyan Tribe in Mindoro and the Matigsalog Tribe in Mindanao, incorporating values of peace, harmony, and diversity within the education programs. 
S’engager en faveur de l’élaboration inclusive de politiques d’éducation physique de qualité: Note de politique Année de publication: 2021 Auteur: Nancy McLennan Auteur institutionnel: UNESCO Cette note de politique, fondée sur des faits, présente les avantages à investir dans l’élaboration inclusive de politiques d’Éducation Physique de Qualité (EPQ). Le contenu s’inspire directement des résultats issus d’interventions menées dans quatre pays, qui démontrent l’intérêt des partenariats intersectoriels dans le développement des politiques d’EPQ et de la mise en œuvre de programmes d’EPQ à faible coût/à fort impact qui devraient accélérer les efforts de rétablissement post-COVID. Cette note contient une sélection de recommandations pratiques à destination des acteurs publics et privés de l’écosystème sport-éducation, ainsi que des ressources pour soutenir la mise en œuvre de ces recommandations. 
The Symbiosis Relationship Between Ethnic Identity and National Identity in School Education Field: A Case Study Of Axi Yi High School Students in Yunnan (Journal of Research on Education for Ethnic Minorities; Vol. 28, No. 141) Année de publication: 2017 Auteur: Chen Yukui Auteur institutionnel: Minzu University of China This paper uses educational anthropolog to examine and analyse ethnic identity and national identity of ethnic Axi Yi high school students. It finds that they have both very strong ethnic and national identities, and there is a moderate positive correlation between the two identities. This shows that the two identities can coexist harmoniously for ethnic minorities. This paper also finds that the symbiosis relationship between students’ ethnic identity and national identity is built on common foundations, such as common territorial awareness, common consanguinity，common historical memory，common heroic characters and common national symbols. This paper argues that schools are the important place where those common foundations are built. 学校教育场域中民族认同与国家认同的共生：云南彝族阿细中学生的个案研究 (民族教育研究; 第28卷, 总第 141 期) Année de publication: 2017 Auteur: Chen Yukui Auteur institutionnel: Minzu University of China 应用教育人类学方法考察分析云南彝族阿细中学生的民族认同与国家认同，结果发现: 阿细 中学生具有强烈的国家认同和民族认同，且两种认同之间呈正相关关系，说明少数民族的国家认同与民族认 同可以和谐共生; 他们的国家认同与民族认同具有同构性、差异性和层次性; 两种认同的基础既有共性也有差 异。阿细中学生的民族认同与国家认同之间的共生关系是建立在共同的国土意识、共同血缘、共同历史记忆、 共同的英雄人物、共同的国家象征符号等共同基础之上，而学校教育场域是构筑这些共同性基础的重要场所。 
International Human Rights Law & Sexual Orientation & Gender Identity Année de publication: 2017 Auteur institutionnel: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Free & Equal What are human rights? What is international human rights law? Is it ever legal to discriminate against lesbian, gay, bisexual, transgender or intersex people? What are some of the most common forms of human rights violations affecting LGBT people? What have the UN General Assembly and Human Rights Council said on this subject? What practical steps does international law require States to take in order to safeguard the rights of LGBT people? 国际人权法与性取向和性别认同 Année de publication: 2017 Auteur institutionnel: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Free & Equal 什么是人权？什么是国际人权法？歧视男女同性恋、双性恋、变性者或双性人是否合法？侵犯男女同性恋、双性恋、变性者人权的一些最常见形式是什么？联合国大会及人权事务委员会对该主题有何表述？各国在尊重男女同性恋、双性恋和变性者方面有哪些法律义务？