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Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Teaching Controversial Issues Year of publication: 2006 Corporate author: Oxfam GB Young people frequently face making decisions about a wide range of issues on which there are many different views. Issues like sexuality, religion, bullying, and war can evoke complicated emotions, both in and out of the classroom.Young people need to develop skills that allow them to discuss and come to their own views about these types of issues. Having a chance to engage with controversial topics in a constructive environment will help young people to develop as global citizens, and teachers have a key role to play in enabling this.This guide explores what controversial issues are, why they should be taught, and includes classroom strategies, existing guidance and practical teaching activities. Teaching Controversial Issues Year of publication: 2006 Corporate author: Oxfam GB Les jeunes sont souvent confrontés à des prises de décisions dans de nombreux domaines. Des sujets tels que la sexualité, la religion, le harcèlement scolaire et la guerre peuvent susciter des émotions compliquées, que ce soit au sein des salles de classe ou ailleurs.Il est nécessaire que les jeunes développent des compétences leur permettant d’échanger sur ces sujets et de se forger leur propre opinion. Avoir la possibilité d’échanger sur des sujets controversés dans un environnement constructif peut aider les jeunes à devenir des citoyens mondiaux ; les enseignants ont un rôle primordial à jouer dans ce processus.Ce guide s'interroge sur la nature des questions controversées et la nécessité d'en parler ; il comprend des conseils et des activités pratiques d'apprentissage. 
Global Education Monitoring Report, 2016: Planet: Education for Environmental Sustainability and Green Growth Year of publication: 2016 Corporate author: UNESCO PLANET: Education for environmental sustainability and green growth, a publication taken from the full 2016 Global Education Monitoring Report, explores the knowledge and skills needed for sustainable and inclusive economic growth that does not damage our planet.This publication demonstrates how education can help people understand and respond to environmental issues and climate change. Environmental education can increase green knowledge and build sustainability practices. The publication warns that while education contributes to economic growth, education systems must be careful not to encourage unsustainable lifestyles and all learners must acquire the knowledge and skills needed to promote sustainable development.It also argues that we must continue to learn throughout our lives in order to make production and consumption sustainable, and to provide green skills for green industries. Creating green industries relies on high-skill workers with specific training, yet by 2020 there could be 40 million too few workers with tertiary education relative to demand. Higher education and research should also be oriented towards green innovation and growth; innovation depends on cooperation in higher education and investment in research and development to transform production in vast swaths of the economy.It also recognises that education must change in order to keep up with the changing face of work. Green and transferable skills should be taught in both school and the workplace. The greening of industries requires not only the production of more high-skill workers, but the continued training and education for low and medium skill workers, often on the job. “To ensure the Sustainable Development Goals are implemented, everyone involved needs to think, to work, to organise, to communicate and to report in ways that are completely different from what has been done up till now. Education truly is key to a wide appreciation not just of the SDGs but the new ways of thinking and working that are going to be necessary to fulfil them. So the challenge to all of us is to re-learn, and that does not just apply to educators, but it applies to all of us.” 
Address by Irina Bokova, Director-General of UNESCO on the occasion of the Plenary Session: Education for Intercultural Citizenship, AoC Third Global Forum; Brazil, 29 May 2010 Year of publication: 2010 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This is an address by Irina Bokova, Director-General of UNESCO on the occasion of the plenary session for Education for Intercultural Citizenship in Brazil, on 29 May 2010. She insisted the importance of education for 'Learning to Live together'. She also highlited education for inter-cultural understanding as an important theme for the 21st centry. 
Address by Irina Bokova, Director-General of UNESCO on the occasion of the Plenary Session: Education for Intercultural Citizenship, AoC Third Global Forum; Brazil, 29 May 2010 Year of publication: 2010 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This is an address by Irina Bokova, Director-General of UNESCO on the occasion of the plenary session for Education for Intercultural Citizenship in Brazil, on 29 May 2010. She insisted the importance of education for 'Learning to Live together'. She also highlited education for inter-cultural understanding as an important theme for the 21st centry. Discours de Mme Irina Bokova, Directrice générale de l'UNESCO à l'occasion de la session plénière: Education à la citoyenneté interculturelle, AoC Troisième Forum mondial; Brésil 29 Mai 2010 Year of publication: 2010 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) Ceci est une adresse par Irina Bokova, Directrice générale de l'UNESCO à l'occasion de la session plénière de l'éducation à la citoyenneté interculturelle au Brésil, le 29 mai 2010. Elle a insisté sur l'importance de l'éducation pour «Apprendre à vivre ensemble». Elle a également highlited éducation pour la compréhension inter-culturelle comme un thème important pour le 21e centry. 
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. 
Controversial Issues - Teachers' attitudes and practices in the context of citizenship education Year of publication: 2004 Author: Christopher Oultona | Vanessa Dayb | Justin Dillon | Marcus Graced A survey of the literature suggests that the principles and methods relating to the teaching of controversial issues are themselves controversial. This irony is more relevant to teachers now than ever before. This paper explores the issue of teachers' readiness to use controversial issues in the classroom, and reports on research involving focus groups and questionnaires. We suggest that many teachers are under‐prepared and feel constrained in their ability to handle this aspect of their work. Controversial Issues - Teachers' attitudes and practices in the context of citizenship education Year of publication: 2004 Author: Christopher Oultona | Vanessa Dayb | Justin Dillon | Marcus Graced Une analyse de la littérature portant sur cette question montre que les principes et les méthodes relatifs à l'enseignement des questions controversées sont eux-mêmes controversés. Cette situation absurde concerne plus que jamais les enseignants. Cet article porte sur la formation des enseignants à l’utilisation des questions controversées dans la salle de classe, et publie les résultats de la recherche effectuée auprès des groupes cibles et par le biais de questionnaire. Il s’avère que de nombreux enseignants sont loin d’être formés et qu’ils ne sont pas prêts à gérer cet aspect de leur travail. 
Terrorism, Religious and Ethnic Intolerance Issues in the Syllabuses and Textbooks of Bengali and English Medium and Madrasah Education in Bangladesh an Appraisal Year of publication: 2014 Author: NM Sajjadul Hoque The author argues that education is a catalyst for social change and a powerful instrument for overcoming social and security problems. In other words, the author believes that syllabuses and textbooks of both the general and madrasa education streams of Bangladesh have a significant role in educating people to counter terrorism as well as religious and ethnic intolerance. This paper attempts, however, by reviewing the current syllabuses and textbooks of general and madrasa education streams, and also by assessing peoples’ opinions in Bangladesh, to know whether the syllabuses and text books are adequately addressing, or not, the issues of terrorism and religious and ethnic intolerance.