Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
195 Results found
Good Practices in Education for Global Citizenship: XI Edition of the “Vicente Ferrer” National Prize for Education for Development Year of publication: 2021 Author: Rosa Elena Román Pajares | Concepción Aránzazu Vilor Barros | Jose Manuel de Frutos San Miguel | Lara Ormeño Vasco | Uxua Azpiroz Armendáriz | Susana Álvarez Martínez | Liliana Piñeiro Piñeiro | Silvia Lijó López | Clara Díaz-Salazar de la Flor | Susana Gómez Garzón | Encarnación Díaz Carmona | Isabel Santacruz Prieto | José Antonio Guillén Medina | Raquel Jiménez Gutiérrez | Josefa Mª Amorós Campos | Raimundo Fenoll Pellin | Mª Teresa García de Dios | Juan Antonio Pérez Orquín | Mª José Amorós Martínez | Mª Paz Ruiz Barrero | María Soledad Aneas Franco | Isabel Hermoso Lorente | José Julio Fuentes López | Mª Covadonga Villimer Sandoval | Luis Agudo Jiménez | David Jiménez Góme Corporate author: Spanish Agency for International Development Cooperation (AECID) | Spain. Ministry of Foreign Affairs, European Union and Cooperation (MAEUEC) This publication is part of the Collection of good practices in education for global citizenship that the MEFP and the AECID have been publishing since the first edition of the “Vicente Ferrer” National Education Award for development and includes, in this new format, the 15 winning proposals from the 11th edition of 2019. The “Vicente Ferrer” National Development Education Award aims to empower students so that the 2030 Agenda and the Sustainable Development Goals are the engine of change that the planet needs for its advancement and transformation, both on the social and environmental levels. The Award promotes the sense of global citizenship, respect and care for the environment, as well as the values of social justice, solidarity, equality, inclusion and peace. 
2022 SSAEM Conference: Final Report Year of publication: 2023 Corporate author: APCEIU | Korea R. Ministry of Education The 2022 SSAEM (Sharing Stories of Asia-Pacific Education Movements) Conference is a space for examining and sharing the educational outcomes of the participating teachers and schools of the programme. This conference, which has been held annually since 2014, aims to provide an excellent opportunity for the participants and stakeholders to showcase the impact of the programme and to explore methods for strengthening cooperation for further development of the programme. The main programme included the panel discussion of the Ministry representatives of the 8 countries, the presentation of 2022 programme participants, etc. 
Asia-Pacific Teacher Exchange for Global Education 2022: Final Report Year of publication: 2022 Corporate author: APCEIU | Korea R. Ministry of Education The Asia-Pacific Teacher Exchange for Global Education (APTE), which has been in place since 2012, marks its 10th anniversary this year. APTE had been conducted according to the existing programme execution system and flow chart until 2019. However, the Office of International Teacher Exchange (ITE) focused on online exchange due to the pandemic crisis. This year’s APTE programme followed last year’s online formula and presented a new direction for utilization even post-pandemic. These efforts are expected to enhance global educational competencies for a more sustainable Global Citizenship Education. 
2022 Youth Leaders’ Mentorship & Local GCED Projects: Activity Report Year of publication: 2022 Corporate author: APCEIU This report summarizes 15 GCED projects implemented in different parts of the world by the alumni of APCEIU’s Youth Leadership Workshop on GCED in 2022. Ranging from community advocacy for global citizenship to girls’ empowerment projects, 15 GCED initiatives have been taken by the team of 15 young leaders in their own communities in Asia, Europe, Africa, Latin America, and the Caribbean. APCEIU offers GCED training programmes targeting youth leaders around the globe to encourage them to achieve the SDGs through global citizenship and GCED. Since 2015, the Youth Leadership Workshop on GCED has been held every year in the Republic of Korea, inviting 50 young global leaders to take part in an intensive training programme where they share their actions, deepen their knowledge on global/local issues, enhance their motivation to take actions for a change, and establish the young leaders’ network on GCED. Since 2021, it has been shifted to a comprehensive training programme composed of online training workshops, mentorship, and local project implementation. 
21st Asia-Pacific Training Workshop on EIU GCED Mentorship Programme - Final Report Year of publication: 2022 Corporate author: APCEIU This report summarizes 18 GCED projects implemented in the Asia-Pacific region by the alumni of APCEIU’s 21st Asia-Pacific Training Workshop on EIU/GCED (2022).The Mentorship Programme consisted of two tracks.1) Track A: Individual Mentorship with APCEIU’s expert groups (Concretizing the GCED project with guidance from mentors)2) Track B: Developing GCED Training Programme using Design Thinking Strategy with APCEIU & Habi Education LabAsia-Pacific Training Workshop on EIU/GCED (APTW) is APCEIU’s flagship TOT (Training of Trainers) programme for educators and teacher trainers in the Asia-Pacific region, which benefitted more than 600 educators over the last 22 years. Since 2021, it has been shifted to a comprehensive training programme composed of online training workshops, mentorship, and local project implementation to further empower participants to bring changes in their local communities.In 2022, marking its 21st turn, APTW was virtually held from 30 May to 7 June with 52 passionate educators from 19 UNESCO member states in the Asia-Pacific region. This year with the theme of ‘Preparing educators for a post-pandemic world: GCED as a key to change’, the Workshop provided opportunities to explore the timely issues and pedagogies to prepare educators for the post-pandemic world. 
Roundtable of the Group of Friends for Solidarity and Inclusion with GCED: "Art Education Fostering Global Citizenship" Year of publication: 2023 Author: Hyunmook Lim Corporate author: APCEIU This report shares the overview of the Roundtable of the Group of Friends for Solidarity and Inclusion with GCED: “Art Education Fostering Global Citizenship”, held on Friday, 16 June 2023. The event was co-organized by the Permanent Delegation of the Republic of Korea to UNESCO and the Asia-Pacific Centre of Education for International Understanding (APCEIU) in partnership with the Group of Friends for Solidarity and Inclusion with GCED (Afghanistan, Armenia, Austria, Bangladesh, Canada, Colombia, Italy, Jordan, Kenya, Kuwait, Philippines, Republic of Korea, Saudi Arabia, Senegal, Serbia, Nigeria and Oman). This report shares the summary of the event, particularly the presentations on GCED activities through arts education by experts from Finland, Lebanon, the Republic of Korea and Nigeria to promote the values and initiatives of GCED through arts education. 
[Summary] Global Citizenship Education Forum: Sharing Stories of Empowering Citizens to Tackle Global-Local Challenges Year of publication: 2022 Corporate author: Permanent Delegation of the Republic of Korea to UNESCO | Group of Friends for Solidarity and Inclusion with Global Citizenship Education | APCEIU This report shares the overview of the Global Citizenship Education Forum held under the theme ‘Sharing Stories of Empowering Citizens to Tackle Global-Local Challenges’ on Friday, 13 May 2022. The event was co-organized by the Permanent Delegation of the Republic of Korea to UNESCO and the Asia-Pacific Centre of Education for International Understanding (APCEIU) in collaboration with the Group of Friends for Solidarity and Inclusion with GCED (Afghanistan, Armenia, Austria, Bangladesh, Canada, Colombia, Italy, Jordan, Kenya, Kuwait, Philippines, Republic of Korea, Saudi Arabia, Senegal and Serbia). This report shares the summary of the event, particularly the presentations on GCED activities implemented by practitioners from Armenia, Austria, Colombia, Jordan, Kenya and the Philippines to influence more GCED programmes/initiatives on various contexts and backgrounds. 
Promotion and implementation of global citizenship education in crisis situations Year of publication: 2017 Author: Robiolle Moul, Tina Corporate author: UNESCO Crisis situations affect the realization of human rights of many people and communities across all regions of the world. Within UNESCO’s relevant areas of work, GCED is a powerful approach to education that can empower people to recover from crises and transform their communities into peaceful and sustainable societies. UNESCO commissioned a desk study that aimed at reviewing existing research on the promotion and implementation of GCED and related programs in countries affected by crisis situations, with particular attention to initiatives benefiting the refugee population. This study unveils the key challenges these programs encounter in such contexts, as well as promising practices that can guide the design and implementation of future GCED in crisis situations.This report is a synthesis of this desk study and supports the evidence that, after analyzing the context and the available means, GCED and related programs can and should be systematically adapted and implemented in crisis situations, including in response to refugee crises. 
ПЕРЕОСМЫСЛИМ НАШЕ БУДУЩЕЕ Year of publication: 2021 Corporate author: International Commission on the Futures of Education | UNESCO Наше человечество, наша планета находятся в опасности, пандемия лишь подтвердила нашу хрупкость и взаимозависимость, чтобы изменить ход вещей и переосмыслить наше будущее, необходимы неотложные совместные действия; в этом докладе Международной комиссии по перспективам образования подтверждается способность образования к осуществлению коренных изменений. Перед нами стоит двойная задача – выполнить невыполненное обещание обеспечить право на качественное образование для каждого ребёнка, молодого человека и взрослого и полностью реализовать преобразующий потенциал образования, способного проложить путь к устойчивому коллективному будущему. Для этого нам нужен новый общественный договор в области образования, который сможет устранять проявления несправедливости, преобразуя будущее.Этот новый общественный договор должен основываться на принципах прав человека, недопущения дискриминации, социальной справедливости, уважения жизни, человеческого достоинства и культурного разнообразия. Он должен включать в себя этику заботы о людях, взаимности и солидарности. Он должен укреплять позиции образования как общественного дела и общего блага.Этот доклад, который готовился два года на основе глобального процесса консультаций с участием миллиона человек, предлагает правительствам, учреждениям, организациям и гражданам всего мира разработать новый общественный договор в области образования, который поможет нам построить мирное, справедливое и устойчивое будущее, отвечающее всеобщим интересам.Представленные здесь концепции, принципы и предложения являются лишь отправной точкой. Их воплощение в практику в конкретных условиях – это коллективная работа. Уже есть много положительных моментов, и в настоящем докладе предпринята попытка их отразить и развить. Это не инструкция и не план, а начало жизненно важного разговора. 
Peace Education in the 21st Century: An Essential Strategy for Building Lasting Peace Year of publication: 2024 Corporate author: UNESCO This report provides an overview of the importance of peace education, highlighting the challenges and opportunities for using it in efforts to bring about lasting global peace. It reviews key research and is heavily inspired by the discussions held in the context of the revision process of the 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms. More specifically, this report draws from the following notes developed by UNESCO in 2022: “Current understandings, and threats to lasting peace”, “New understandings of education’s contributions to peace”, and “The role of non-state actors in the promotion of peace through education”.