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
Participatory Diagnosis of Youth Perceptions and Attitudes Towards Hate Speech and Denialism of Gender Violence and Rights of Migrants From the Approaches of Global Citizenship Education Year of publication: 2024 Author: Bárbara Biglia | Aloe Cubero Corporate author: InteRed | Agencia Española de Cooperación Internacional para el Desarrollo (AECID) This diagnosis seeks to respond to the need to explore the perceptions and attitudes of youth regarding hate speech, specifically those that deny gender violence and the rights of migrants. We wanted to carry out this process recognizing the agency of young people and therefore we seek to generate collective and mobilizing reflections that increase their commitment as agents of change in our society. To this end, we place ourselves within the framework of Feminist Activist Research (IAF) using photovoice as a research strategy. 
Global Citizenship Education in Australian Elementary Schools(Journal of Ethics; Vol. 137, No 1) Year of publication: 2022 Author: 한은영 | 추병완 Corporate author: 한국윤리학회 Global citizens think and act about the world as a universal community of borderless members who care for each other and are dedicated to taking care of the earth. Considering these visions and moral ideals, global citizenship education is an important goal and content of moral education. However, at present, we do not have a framework for dealing with global citizenship education in moral education. In this regard, Australia is the country we should pay attention to. Australia declared a national statement for global citizenship education in 2002. Since 2009, it has been reflected in the Australian curriculum. This article examines the historical development of global citizenship education in Australia, analyzes the current systems of global citizenship education system in primary schools, and investigates what Australia's approach to global citizenship education suggests for elementary moral education in Korea. In conclusion, we proposed three things. First, we must develop and apply a framework for the practice of global civic education in moral education. Second, we should emphasize the aspects of knowledge and understanding, skills and processing, behavior and participation as well as values and attitudes. Third, we must seek a balance between moderate global citizenship education and critical global citizenship education. 
Historical efforts to implement the UNESCO 1974 Recommendation on Education in light of 3 SDGs Targets Year of publication: 2017 Corporate author: UNESCO This paper presents an analytical overview of historical efforts by Member States of the United Nations Educational, Scientific and Cultural Organization (UNESCO) to implement the 1974 Recommendation concerning education for international understanding, cooperation and peace education relating to human rights and fundamental freedoms. The author of the review was hired in April 2016 to undertake an analysis of Member States’ progress reports submitted for the fourth (2008) and fifth (2012) consultations on implementation of the 1974 Recommendation. The main purpose of the review was to provide a historical overview of efforts to achieve Sustainable Development Goal (SDG) Targets 4.7, 12.8 and 13.3 and their proposed measurement indicators, based on states’ historical reporting on the Recommendation. A total of 94 country reports were reviewed for the exercise: 37 from the 4th Consultation (2008); and 57 from the 5th Consultation (2012). The coding involved retrofitting the content of reportsto conceptsthat may have been developed at a later date for the Sustainable Development Agenda and coding for data that was not explicitly requested in the Consultations. Following the coding, a quantitative and qualitative analysis was undertaken and is presented in the following report. 
Unpacking Sustainable Development Goal 4 Education 2030: Guide Year of publication: 2017 Corporate author: UNESCO This guide, organized around a set of questions and answers to “unpack” SDG4, provides overall guidance for a deeper understanding of SDG4 within the 2030 Agenda for Sustainable Development, in order to support its effective implementation. The guide outlines the key features of SDG4-Education 2030 and the global commitments expressed in the SDG4 targets as articulated in the Incheon Declaration and the Education 2030 Framework for Action. The guide also examines the implications of translating these global commitments within, and through, national education development efforts. This guide supplements the UNESCO technical guidelines (2016) for Mainstreaming SDG4-Education 2030 into sector-wide policy and planning. It was developed by Sobhi Tawil, Margarete Sachs-Israel, Huong Le Thu, and Matthias Eck of the UNESCO Section of Partnerships, Cooperation and Research (PCR) within the Division for Education 2030 Support and Coordination. 
EIU Best Practices Series No. 42: Little Circle Foundation Teaching and Inspiring Class Year of publication: 2016 Corporate author: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No. 42 introduces a programme called “Little Circle Foundation Teaching and Inspiring Class”, a great example of young people taking action to improve the quality of education in their community in Bali, Indonesia. The activities presented in this case are solely organized by youth for youth themselves. This proves that young people are not only recipients of education, but also active participants and providers of education. 
EIU Best Practices Series No. 43: Embracing Sustainability: You Can Make a Difference Year of publication: 2016 Corporate author: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No. 43 introduces a programme called “Embracing Sustainability: You Can Make a Difference”, designed by a teacher in New Zealand to allow his students to think about sustainability from a global perspective. The programme has been successful in engaging disengaged youth by giving them a sense of self-worth and helping them to understand sustainability and see their place in the global society. The valuable insights provided in this case will also be able to inform those who intend to embed EIU/GCED principles in the existing curriculum. 
Reconceptualising global education from the grassroots: the lived experiences of practitioners Year of publication: 2015 Corporate author: DEEEP This research aims to conceptualise and reflect on DEEEP's understanding of Globalcitizenship Education(i.e., GE) in a way that is practice-led and rooted in practitioners’ experiences. We argue that the strategies practitioners use to negotiate the institutional and conceptual challenges of GE should be more systematically engaged with and central to our understanding of GE, and provide critical lessons for how practitioners can be supported, but also how we can understand the GE that results. 
세계시민을 위한 국제이해교육 Year of publication: 2003 Corporate author: APCEIU International Commission on Education for the Twenty-first Century of UNESCO proposed “Learning to Live Together” as the worldwide educational goal at the twenty-first century. Also, as many countries have become multiethnic or multicultural societies due to increasing interdependences, globalization and ICT, the necessity and importance of Education for International Understanding (EIU) on how to live in harmony with others is growing. In Korea, EIU was included as a selective subject for creative experience activities in the seventh national curriculum and the number of schools teaching EIU on the ground has been increasing since 2000. However, in many cases what to teach was left up to teachers’ discretion owing to the lack of clear guidelines or materials. This book is comprised of systematized educational goals and contents in accordance with primary and secondary school curricula, and was developed by Asia-Pacific Centre for Education for International Understanding (APCIEU) under the auspices of UNESCO for its first three years since its establishment in 2000. EIU as a school subject aims to provide students with knowledge, values and ethical attitudes needed for the people of global society to move beyond the borders of ethnicity, culture and religion into a life of peaceful coexistence. Within the frame of EIU, students learn about cultural relativity and universal values. Based on holistic perspective, this book is designed with the following five units - multicultural understanding, issues of globalization, respect for human rights, a peaceful world, and sustainable development - to be utilized for learning at the level of primary and secondary level students. 
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. 
Herritartasun globalerako hezkuntza: Eztabaidak eta erronkak Year of publication: 2009 Author: Miguel Argibay | Gema Celorio | Juanjo Celorio Corporate author: Hegoa This publication is divided in four parts. The first part is a summary of the history of global citizenship and its role in education. It focuses on the education strategies put forth by the European Union to promote internal cohesion and responsible citizenship. The second part deals with education for development. It briefly describes the evolution of the concept and how in its last stage is a key element in the promotion of global citizenship. The third part presents an analysis on the specific requirements for Education for Global Citizenship, examples of experiences and implementation methods of pedagogical material on the subject. The last part proposes a regional study on formal, non formal and informal education in the Basque region.