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我国终身教育立法公民学习权保障路径探析 Année de publication: 2019 Auteur: Lan Lan Auteur institutionnel: 河北师范大学 文章讨论了中国对终身教育立法的诉求，以保障公民学习权，尤其是一些弱势群体，如老年人、农民、残疾人、少数民族等。 
The Disputes and Integration of Ideas of Western Citizenship Education Année de publication: 2014 Auteur: Feng Jianjun Auteur institutionnel: Educational Science Research This paper discusses the different schools of thought on citizenship in the West, including republicanism, liberalism, communitarianism, and multiculturalism etc. The paper also discusses how the different thoughts are distinct from each other and how they have intergrated with each other. 西方公民教育思想的论争与弥合 Année de publication: 2014 Auteur: Feng Jianjun Auteur institutionnel: Educational Science Research 文章讨论了西方公民思想的不同流派，包括共和主义、自由主义、社群主义、多元文化主义等，并讨论了诸多思想流派之间的融合与分歧。 
Nation Construction, Politics of Ethnic Intergration and Citizenship Education Année de publication: 2014 Auteur: Wang Zongli Auteur institutionnel: Northwest Normal University This paper discusses ethnic relations in nation construction project. It argues that civic identity and citizenship educastion is the key for nation construction in multi-ethnic countries. 国家建构、族际政治整合与公民教育 Année de publication: 2014 Auteur: Wang Zongli Auteur institutionnel: Northwest Normal University 文章从民族关系的视角出发，讨论多民族国家建构的议题，并认为公民身份认同与公民教育是多民族国家实现国家建构的关键。 
Addressing language of instruction issues in education: recommendations for documenting progress Année de publication: 2016 Auteur: Carol Benson Auteur institutionnel: Columbia University (USA). Teachers College This paper offers evidence-based recommendations for documenting international progress towards addressing language issues in education. The focus is on adapting the school language(s) of instruction to the home language(s) of learners. The paper begins by defining terms like L1 and explaining the concepts underlying multilingual education (MLE). Next there is a discussion of how to capture relevant linguistic and educational information from policy documents and linguistic sources, with examples from lowincome countries. This is followed by a set of questions that can and should be asked of any program to evaluate progress in addressing instructional language issues, focusing on the approach/methodology, teacher languages and skills, learner assessment, and program management, monitoring and evaluation. The paper concludes with some possible global indicators and suggestions for further research. 
Sustainable Development in the European Union: Monitoring Report on Progress Towards the SDGs in an EU Context (2021) Année de publication: 2021 Auteur institutionnel: 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 Année de publication: 2016 Auteur: Holly Dustin | Helen Mott | Nicola Waterworth | Gillian Cowell | Janet Veitch Auteur institutionnel: 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 Année de publication: 2011 Auteur: Wang Zhaojing | Bai Shangzhen Auteur institutionnel: 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 Année de publication: 2011 Auteur: Wang Zhaojing | Bai Shangzhen Auteur institutionnel: 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。