Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
4 Results found
A Study on the Monitoring Framework of GCED in South Korea Year of publication: 2020 Author: Hwanbo Park | Daehoon Jho | Kyunghee Park | Jeongmin Eom Corporate author: APCEIU The purpose of this study is to establish a feasible monitoring system for the implementation of Global Citizenship Education (GCED) in South Korea that can both align itself with the global indicator (SDG 4.7.1) and reflect the domestic context and feasibility. The study further builds upon previous studies carried out by the Asia-Pacific Centre of Education for International Understanding (APCEIU). Particularly, it aims to refine and validate the GCED indicator system for domestic monitoring as proposed in the previous studies, which are also in line with SDG 4.7.1, the global indicator to monitor the mainstreaming of GCED/ESD.To this end, the study involved a Delphi survey and expert consultation to build the refined list and classification of GCED related thematic areas and keywords contextualized in Korea, and aligned these with global indicators so that it could establish a set of sub-indicators for the South Korean context. Then, it pilot-tested the sub-indicators by codifying and statistically analyzing key policy documents and the curricula of Teacher Education Institutes (TEIs) to validate the sub-indicators and to examine the extent to which GCED is mainstreamed in the given domains of the Korean context. Case analyses with focused interviews for some TEI curricula were also added to enrich the study. Lastly, the study draws key implications and proposes some recommendations for the establishment of a feasible and sustainable GCED monitoring system in South Korea. Considering the importance of national input in initiating the SDG agenda, the research concluded with a proposal on how to manage the global citizenship indicators in South Korea. 
2021 Study on the Monitoring Framework of GCED in South Korea Year of publication: 2021 Author: Hwanbo Park | Daehoon Jho | Kyunghee Park | Sungho Park | Jeongmin Eom Corporate author: APCEIU The purpose of this study is to establish a feasible monitoring system for the implementation of Global Citizenship Education (GCED) in South Korea that can both align itself with the global indicator (SDG 4.7.1) and reflect the domestic context and feasibility. To this end, the study continues to examine the extent to which GCED is mainstreamed in education policies in Korea by utilizing the monitoring tool developed by the aforementioned 2020 study. In so doing, it aims to build sustaining and robust data in the area of GCED policies with the consistent monitoring tool developed. Second, the study explores enabling aspects as well as gaps between policies or programmes and how GCED is implemented on the ground by schools and teachers. Through this analysis, the study draws implications for further refining of the developed monitoring system. Third, the study surveys and analyzes existing monitoring tools developed by other fields and the data accumulated through those existing tools to assess learners' knowledge acquisition, values, skills and attitudes relevant to global citizenship competences, In so doing, it explores possibilities and makes recommendations for effectively monitoring learners’ competences by utilizing and modifying existing tools as well as developing new ones. 
Common Curriculum Guide for Peace Education in Northeast Asia Year of publication: 2023 Author: Sicong Chen | Kevin Kester | Jeongmin Eom Corporate author: APCEIU Inspired by the recommendations from the study, Peace Education in Northeast Asia: A Situational Analysis (APCEIU, 2021), APCEIU coordinated a project to develop a common curriculum for peace education in Northeast Asia. This initiative was undertaken in partnership with UNESCO Multisectoral Regional Office for East Asia, UNESCO Chair on Peace Studies at Nanjing University, UNESCO Chair on Education for Peace, Social Justice and Global Citizenship at Kyushu University, Peace Education Commission of the Peace Studies Association of Japan, Japan Association for International Education, and Korean Society of Education for International Understanding. This guide serves as a framework for supporting peace education in diverse communities across Northeast Asia. Its primary function is to aid in the design and development of peace education programs tailored to various contexts within the region. It is our sincere hope that this guide will serve as a catalyst, encouraging and assisting more teachers and practitioners in the region to actively participate in our collective efforts to foster peace in and through education. 
A study of the middle school social studies and moral education curriculum to foster global citizenship Year of publication: 2009 Author: Geunho Lee | Deokgeun Kim | Byungsu Min | Hyunjeong Oh | Hyojeong Kim | Junsik Park | Jeongmin Eom Corporate author: Korea Institute for Curriculum and Evaluation (KICE) This study was conducted to analyze the determinants (i.e. multicultural acceptability, national identity, and moral values) influencing global citizenship in order to examine the construct of global citizenship as well as to find the moral education about global citizenship for teacher education. Hierarchical regression was used to analyze the survey of 116 college students in university of education. The results are following. Firstly, The hierarchical regression analysis of ModelⅢ with influencing three factors to global citizenship explained 25% of the variance in student’s global citizenship, and it was found common good among moral values and experience of living a life in the foreign countries as important factors in the model. Second, They regressed into the variance of moral values even though a few ones of multi-cultural acceptability and national identity were influential factors before modelⅢ. Contrary to theoretical expectations, they are turned into be a half of influential factors to global citizenship. Based on the results, we suggested that to solve the global problems need to be strengthen in the developing the education curriculum for global citizenship. Furthermore, future research with stratified sampling will be conducting to generalize the result of this study.