Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
219 Results found
Human Rights: Back to the Future (The UNESCO Courier no. 4, October-December 2018) Year of publication: 2018 Corporate author: UNESCO Benedetto Croce, Aldous Huxley, Humayun Kabir, Harold J. Laski, Lo Chung-Shu, Salvador de Madariaga, Jacques Maritain, F.S.C. Northrop, Arnold Schoenberg, Pierre Teilhard de Chardin – these are some of the contributors to this issue of the Courier. To mark the seventieth anniversary of the Universal Declaration on Human Rights, adopted on 10 December 1948, we decided to take a detour into the past to enable us to better orient ourselves in the future. This explains the title of this issue: “Back to the Future”. Travelling back to 1946, when the world was grappling with the aftermath of the Second World War, “what kind of moral statement could the international community make that would adequately express its collective outrage and hope, however utopian, for a better future?” Mark Goodale discusses this massive international effort in his introductory article for our Wide Angle section, which he also guest-edited. The series of articles in this section uncovers a hitherto little-known part of the history of the Universal Declaration on Human Rights – the inquiry into the origins and philosophic bases of human rights. This initiative was decided upon during the first UNESCO General Conference (November-December 1946) and launched the following year by the Organization’s first Director-General, Julian Huxley. It was coordinated by the young French philosopher, Jacques Havet. For this project, UNESCO brought together leading intellectual figures of the post-war world, thus making an essential contribution to the reflection on human rights at the time. It remains amazingly relevant today. Equally relevant today are the drawings of Our Guest, the Peruvian artist Fernando Bryce, who derives his inspiration from this historic period “when the idea of progress was genuinely linked to a whole new perspective”. His series, The Book of Needs – which takes pages of the Courier between 1948 and 1954 and transforms them into works of art – is featured as a supplement in this issue. 
Measuring Global Citizenship Education: A Collection of Practice and Tools Year of publication: 2017 Corporate author: Center for Universal Education at Brookings | UNESCO | UN Global Education First Initiative - Youth Advocacy Group (YAG) The idea of global citizenship has existed for several millennia. In ancient Greece, Diogenes declared himself a citizen of the world,1 while the Mahaupanishads of ancient India spoke of the world as one family.2 Today, education for global citizenship is recognized in many countries as a strategy for helping children and youth prosper in their personal and professional lives and contribute to building a better world.This toolkit is intended to shed light on one aspect of operationalizing global citizenship education (GCED): how it can be measured. This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15–24).3 For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).This toolkit begins with a brief review of opinions on why GCED is important and the variety of definitions of GCED. We follow the report with a catalog of 50 profiles of assessment efforts, each describing practices and tools to measure GCED at the classroom, local, and national levels. Note that the survey does not represent an exhaustive list but may be regarded as a living document that will grow as the field of GCED itself grows around the world.Broadly speaking, the assessment efforts in this survey may be categorized across achieving three goals: (1) fostering the values/attitudes of being an agent of positive change; (2) building knowledge of where, why, and how to take action toward positive change; and (3) developing self-efficacy for taking effective actions toward positive change.Today, global challenges such as climate change, migration, and conflict will require people to do more than just think about solutions. They will require effective action, by both individuals and communities. Education for global citizenship is one means to help young people develop the knowledge, skills, behaviors, attitudes, and values to engage in effective individual and collective action at their local levels, with an eye toward a long-term, better future at the global level. We offer this toolkit to provide guidance for educators, policymakers, non-governmental organizations, civil society, and researchers, and to inform this conversation. 
[Video] Snapshot on Education - Global & Regional Perspectives on Progress and Current Challenges Year of publication: 2018 Corporate author: UNESCO The video is a snapshot of the reflection on progress and challenges for education. Taking into consideration the global and regional SDG4-Education 2030 consultations throughout 2018. More at https://en.unesco.org/themes/education/globaleducationmeeting2018 
Outcome Document of the Technical Consultation on Global Citizenship Education: Global Citizenship Education: An Emerging Perspective Year of publication: 2013 Corporate author: UNESCO This document draws on inputs to, and common perspectives emerging from, a Technical Consultation on Global Citizenship Education organized by UNESCO and the Republic of Korea (i.e., the Ministries of Foreign Affairs and of Education, and the Asia-Pacific Centre of Education for International Understanding) in Seoul on 9-10 September 2013 . Informing this draft document are: a) responses from the expert participants to a questionnaire circulated by UNESCO in advance of the consultation; b) presentations from experts during the consultation; c) discussions during the consultation; and d) reference material contributing to, and prepared for, the consultation. The final draft of this document was prepared by UNESCO’s Division of Education for Peace and Sustainable Development at Headquarters in Paris, with the assistance of a drafting team. 
Asia-Pacific Regional Education Conference, Bangkok, Thailand, 6-8 August 2014: Asia-Pacific Statement on Education Beyond 2015, Bangkok Statement Year of publication: 2014 Corporate author: UNESCO This document is an outcome of the Asia-Pacific Regional Education Conference (APREC) on August 6 -8, 2014, attended by Ministers of Education, high-level government officials and representatives of civil society organizations, teachers’ organizations, United Nations (UN) agencies, development partners, and members of academia and the private sector, gathered in Bangkok, Thailand. Having taken stock of the progress made in the region in achieving the six Education for All (EFA) goals, having examined the remaining challenges, and having reflected on future priorities and strategies for the Asia-Pacific region to achieve the emerging post-2015 education agenda, the deliberations were made based on the national EFA reviews, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), and the Outcome Document of the UN General Assembly Open Working Group for Sustainable Development Goals. The statement fully endorses the vision, principles and targets laid out in the Muscat Agreement, noting that the overarching goal to ‘ensure equitable and inclusive quality education and lifelong learning for all by 2030’ reflects the aspiration of the region for education and development. 
UNESCO and Education Year of publication: 2017 Corporate author: UNESCO Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. 
Shaping the future we want: UN decade of education for sustainable development (2005-2014); final report; summary Year of publication: 2014 Author: Carolee Buckler | Heather Creech Corporate author: UNESCO This summary for policy- and decision-makers provides a brief overview of the key findings and trends, a synopsis of highlights, challenges and actions across all levels and areas of education, and steps for scaling up actions presented in the UNESCO 2014 Global Monitoring and Evaluation Final Report, Shaping the Future We Want – UN Decade of Education for Sustainable Development (2005-2014). The Final Report provides an assessment of progress towards embedding education for sustainable development (ESD) into education systems and into sustainable development efforts. Building on the findings of the past two DESD Global Monitoring and Evaluation reports, and based upon Member States’ and other stakeholders’ assessments of the current state of ESD, the Final Report maps the achievements and challenges of a decade of progress and action on ESD at the global, national, regional and local levels, and within all areas and levels of education. The Final Report concludes that a solid foundation has been laid for ESD at the end of the DESD, achieved by raising awareness, influencing policies and generating significant numbers of good practice projects in all areas of education and learning. At the end of 10 years of work, 10 key findings and trends have emerged that will guide ESD into the future. The report also shows that despite the successes, a full integration of ESD into education systems has yet to take place in most countries. 
Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All Year of publication: 2016 Corporate author: UNESCO The Incheon Declaration articulates the collective vision and commitment of the international community on global education. The 2030 Framework for Action provides guidance for the implementation of Sustainable Development Goal 4. 
Collection des meilleures pratiques en éducation pour une citoyenneté mondiale en Afrique centrale Year of publication: 2015 Corporate author: UNESCO This collection of best practices in human rights education in Central Africa and Ethiopia was prepared in order to respond to UNESCO’s demand to promote such initiatives and to ensure a multiplier effect considering human rights education in the region. The objective is to support the concept of UNESCO’s ‘Global Citizenship Education’ in the field of human rights education in identifying its best practices. In order to identify the best practices, UNESCO’s activities in the field of human rights education in the region were mapped out. This mapping out has shown big differences in implementing the initiatives focused on achieving global citizenship education through human rights education, particularly in primary and secondary education, as indicated in the first phase of the World Programme for human rights education. Nevertheless, various initiatives collected are either conducted/supported by UNESCO or not, in terms of three themes: citizenship education, intercultural dialogue, and the peace and security which are considered to be relevant to Africa in general and particularly to Central Africa, in order to address the main theme of global citizenship education. The selected best practices deal with the tertiary level and are in line with the second phase of the World Programme for human rights education, covering the period between 2009 and 2014 and focusing on higher and vocational education. The practices include 1) citizenship education which supports the principles set out in the Universal Declaration of Human Rights and which is reiterated in the two phases of the World Programme for human rights education, 2) the intercultural dialogue which supports education for understanding and evaluating unity in diversity, and which fits well with the objectives of the UN Decade of Education for Sustainable Development proclaimed by the UN General Assembly and managed by UNESCO, and 3) education for peace and security.It is obvious that many linkages exist among the three subjects mentioned above. Therefore, the examples presented in this collection can affect one or several problems. Each example is presented with the following sequence: identification, background, implementation, and results. 
Reaching the Unreached: Indigenous Intercultural Bilingual Education in Latin America Year of publication: 2009 Author: Luis Enrique López Corporate author: UNESCO The paper focuses on the educational situation of the most marginalized children and adolescents in Latin America: those belonging to indigenous homes and communities. To illustrate indigenous marginalization and exclusion as well as the development of intercultural bilingual education (IBE) six countries have been chosen: Bolivia, Ecuador, Guatemala, Mexico, Paraguay and Peru.