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World Development Report 2018 and Its Policy Implications for Education Development in China 발행 연도: 2018 저자: Liu Ji 2018 comprehensively describes a crisis that is looming worldwide: Schooling does not equalize learning. Drawing on key insights from the report, this study provides a high—level summary and relates the findings to common and critical issues that China is today. Specifically, this study highlights five important policy implications for education development in China: Education quality monitoring, adaptive policies, evidence-based decision, expanding human capital investments, and building stronger ties with international organizations. 如何应对全球学习危机——世界银行((2018世界发展报告》述评 발행 연도: 2018 저자: Liu Ji 作为世界银行最重要的旗舰报告，《世界发展报告》四十年来首次以教育为题，深入探讨如何应对全球学习危机、提高教育质量、优化人力资本结构、应对人类发展重要难题。从政策理念上看，世行教育策略的革新代表着世行在人力资本政策上较大的方向性改变：由关注教育投入转向教育产出和学习结果。同时，《2018世界发展报告》总结了适用于各教育阶段的大量实证研究和国际成功政策经验，对全球教育政策具有风向标的重要意义、对我国发展新时期的教育与人才策略有积极启示。本文通过对报告结论详细梳理，结合我国国情提出五点政策建议。 
Interrupting Extremism by Creating Educative Turbulence 발행 연도: 2014 저자: Lynn Davies 단체 저자: Curriculum Inquiry This article begins from the premise that it is important to explore how people unlearn, as well as learn, specifically in terms of extremist or violent attitudes. Three different country examples are given of intergroup encounters that interrupt rigidities in attitudes: working across ethnic groups in Sri Lanka, tackling religious divides in Northern Ireland through shared classes, and initiatives to prevent violent extremism in the United Kingdom. Pedagogical implications of unlearning involve working with the four Ds of deradicalization, debiasing, disengagement and desistence. Interrupting Extremism by Creating Educative Turbulence 발행 연도: 2014 저자: Lynn Davies 단체 저자: Curriculum Inquiry Cet article développe l'idée qu'il est important d'analyser les processus de désapprentissage, autant que d'apprentissage, qui conduisent un individu à adopter des attitudes extrémistes ou violentes. Des exemples tirés de trois pays sont mobilisés pour montrer comment des rencontres intergroupes conduisent à infléchir des comportements rigides : le travail entre groupes ethniques au Sri Lanka, la lutte contre les divisions religieuses en Irlande du Nord à l'aide de classes mixtes, et des initiatives visant à prévenir l'extrémisme violent au Royaume-Uni. Les implications pédagogiques d'une approche par le "désapprentissage" nécessitent de mobiliser les quatre "D": déradicalisation, désubjectivation, désengagement et désistance. 
Beyond Bali Education Package 발행 연도: 2012 저자: Lily Taylor | Saul Karnovsky The Beyond Bali Project funded by Building Community Resilience (BCR) aims to develop and produce an education resource for secondary school students (years 8/9) on the Bali bombings and the Bali Peace Park. The resource is designed to build social resilience to violent extremism by: - providing students with the skills and tools to critically analyze and challenge violent extremism, its causes and consequences - raising awareness and education on the social impacts of violent extremism - encouraging students to think about how societies can resist the influence of violent extremism - engaging students through activities and discussion about the Bali Peace Park as social resistance to terrorism. Beyond Bali Education Package 발행 연도: 2012 저자: Lily Taylor | Saul Karnovsky Le projet Beyond Bali financé par Building Community Resilience (BCR) a pour objectif l’élaboration d’une ressource pédagogique pour les collégiens (de 5ème et 4ème) qui porte sur les attentats survenus à Bali et le Bali Peace Park. Cette ressource est conçue afin de renforcer la résilience sociale à l’extrémisme violent. Pour ce faire, elle :- Fournit aux étudiants les compétences et les outils nécessaires pour analyser de façon critique et remettre en question l’extrémisme violent, ses causes et ses conséquences,- Sensibilise aux impacts sociaux de l’extrémisme violent- Encourage les étudiants à réfléchir sur les façons dont les sociétés peuvent résister à l’influence de l’extrémisme violent- Propose aux étudiants de participer à des activités et à engager des discussions autour du Bali Peace Park. 
[Video] Learning to live together in peace through Global Citizenship Education 발행 연도: 2016 단체 저자: UNESCO The UNESCO video on “Learning to live together in peace through Global Citizenship Education” explains the importance of Global Citizenship Education (GCED) in a globalized and increasingly interconnected and interdependent world. GCED is key to understand the interconnections between the local and the global and nurture a sense of belonging to a common humanity. It builds motivation to assume active roles to contribute to a more just, peaceful, tolerant and sustainable world. The video also illustrates how GCED can be delivered in and outside of schools. [Vidéo] Apprendre à vivre ensemble dans la paix par l’éducation à la citoyenneté mondiale 발행 연도: 2016 단체 저자: UNESCO La vidéo de l'UNESCO sur le thème "Apprendre à vivre ensemble dans la paix par l’Éducation à la Citoyenneté Mondiale", explique l'importance de l'Éducation à la Citoyenneté Mondiale (ECM) dans un monde globalisé et de plus en plus interconnecté et interdépendant. ECM est essentiel de comprendre les interconnexions entre le local et le global et à favoriser un sentiment d'appartenance à une humanité commune. Il construit la motivation à assumer un rôle actif pour contribuer à un monde plus juste, pacifique, tolérante et durable. La vidéo montre également comment ECM peut être livré dans et à l'extérieur des écoles. 
Learning to Live Together Sustainably: Addressing the Challenge of UN Sustainable Development Goal Target 4.7 발행 연도: 2019 저자: Margaret Sinclair | Jean Bernard 단체 저자: Protect Education in Conflict and Insecurity (PEIC) | Spectacle Learning Media The practical advice and guidelines in this book help support learning to live together, conflict transformation and peace at the individual, group and community levels. The framework for developing widely accessible, high quality learning materials supports the UN Sustainable Development Goals and is relevant to formal and non-formal education activities and projects. This document also raises important issues about the professional responsibilities of policy-makers at global and national level, who determine what content is addressed in the classroom. In particular, it addresses the need for education materials that support cross-cutting issues such as learning to live together, global citizenship education, and education for sustainable development.