الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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A Critically Informed Teacher Education Curriculum in Global Citizenship Education: Training Teachers as Field Experts and Contributors to Assessment and Monitoring of Goals (Journal of International Cooperation in Education; Vol.22-2/23-2) سنة النشر: 2020 المؤلف: Susan Wiksten المؤلف المؤسسي: CICE Hiroshima University A global market of education development has grown since the 1990s. As the circumstances and contexts of education change globally, there is both a need for shared references in teacher education as well as good reasons for contesting unitary efforts to implement policy goals. Specifically, shared global references for teacher education that can be used by teacher education programs, NGOs and civil society for responding to target 4c. of SDG 4.7 are needed. Accordingly, this article proposes guiding principles and outlines a teacher education curriculum for Global Citizenship Education (GCED) that can be adapted to low-income country contexts as well as high-income contexts. Some of the challenges, possibilities and limitations in the preparation of teachers with the skills needed for supporting the development of the next generation of global citizens are described. The analysis presented draws on data from the UNESCO Institute for Statistics, the OECD teacher survey, indicators developed by the World Bank, and policy efforts to develop a definition of global competence, among other sources. The concluding discussion proposes that an important possibility presents itself in efforts to involve teachers in the monitoring and evaluation of education development goals. 
Reimagining Education: The International Science and Evidence Based Education Assessment; Summary for Decision Makers (SDM) سنة النشر: 2022 المؤلف: Anantha Kumar Duraiappah | Nienke M. van Atteveldt | Joanne Marieke Buil | Kriti Singh | Rongxiu Wu المؤلف المؤسسي: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large scale assessment of knowledge of education. 
GCED Learning and Assessment: An Analysis of Four Case Studies in Asia سنة النشر: 2020 المؤلف المؤسسي: APCEIU | UNESCO Bangkok “GCED Learning and Assessment: An Analysis of Four Case Studies in Asia” is a result report of research jointly led by UNESCO Asia-Pacific Regional Bureau for Education, the Asia-Pacific Centre of Education for International Understanding (APCEIU) and the Asia-Pacific Regional GCED Network. The report encompasses four case studies of GCED Learning in the region and its assessment. Four leading researchers in the field of GCED, Satya Bushan from the National Council of Educational Research and Training (NCERT), India; Sayaka Matsukura of Ageo Oishi Junior High School, Japan; Dawon Kim from Gwangju National University of Education, Republic of Korea; and Le Anh Vinh from the Vietnam National Institute of Educational Science (VNIES), Viet Nam, contributed to this research. Through presenting and sharing the cases of India, Japan, Republic of Korea and Viet Nam, the publication is expected to shed light on the assessment on how GCED is implemented in the region and further inspire and encourage the GCED practitioners on the ground to take another step forward to reflect GCED in their respective educational systems. <List of Contents>ForewordAcknowledgementsAcronymsExecutive summaryChapter 1: IntroductionChapter 2: Schoollevel approaches at integrating GCEDChapter 3: Assessment of GCED learning Chapter 4: Reflections on GCED learning assessment Chapter 5: Conclusions and recommendations References 
Envisioning the Future of Assessment in Transformative Education: A Synthesis Report of the Expert Meeting on Evaluation and Assessment for Transformative Education: Towards and Beyond 2030 سنة النشر: 2025 المؤلف: Esther Care المؤلف المؤسسي: APCEIU Transformative education calls for learning that nurtures not only knowledge, but also the values, attitudes, and behaviours essential for inclusive, just, and sustainable societies. Recent global discussions, including UNESCO’s Reimagining Our Futures Together: A New Social Contract for Education and the Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, emphasise learning that fosters critical thinking, empathy, cooperation, and action-oriented engagement. Within this vision, assessment needs to evolve from primarily measuring achievement to supporting a process of learning that actively enables and evidences learners’ reflection, growth, and empowerment. Traditional approaches, which prioritise standardisation and summative outcomes, are insufficient for capturing the complex competencies at the heart of transformative education, such as socio-emotional development, critical reflection, ethical reasoning, and responsible action. These limitations raise fundamental questions about not only how transformative learning outcomes can be assessed across diverse systems and contexts, but also what purposes assessment should serve.To examine these issues, APCEIU convened the Expert Meeting on Evaluation and Assessment for Transformative Education: Towards and Beyond 2030, held in Seoul, Republic of Korea, on 2–3 July 2025. The meeting brought together global experts, researchers, and policymakers to discuss current challenges, share emerging practices, and consider strategic directions for reimagining assessment in support of transformative education.Building on these rich discussions, this report synthesises the key reflections and forward-looking perspectives shared during the meeting. Part I presents analytical insights and strategic considerations for advancing assessment in transformative education, while Part II documents the meeting proceedings, including presentations and collaborative discussions.