Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
62 Results found
Peace education in formal schools of West Africa: an implementation guide Year of publication: 2012 Corporate author: West Africa Network for Peacebuilding (WANEP) This guide, first and foremost, seeks to bring hope and provide opportunity for practitioners to use tried and tested techniques to develop capacities of young people to build requisite knowledge and skills to become credible and responsible leaders. It provides both a conceptual and practical framework of peace education and confirms the potential benefits of Peace Education, particularly in the formal sector. It has been developed based on the extensive experience of WANEP’s Peace Education programme across West Africa and this experience has been outlined in great detail throughout the manual. The guide lays emphasis on entry points for developing and initiating Peace Education programmes in schools and provides practical tools for engaging various stakeholders and the wide range of potential roles they can play. In terms of the content of a peace education programme, guidelines are provided on developing a comprehensive programme that integrates effectively key concepts such as Gender and Human Rights. Critical issues of sustainability, resource mobilisation and monitoring and evaluation are covered using practical case studies based on the WANEP experience. The concluding chapter is devoted to addressing some Frequently Asked Questions. This laudable initiative and recommend this guide for adoption by West African states and institutions especially the educational sector as a tool for inculcating a culture of peace and nonviolence amongst children.The guide is divided into six chapters.Chapter 1 consists of introduction and the conceptual definition of basic philosophy that influenced the peace education program of WANEP. It also examines the role of peace education on the psycho social behaviour of youths in West Africa.Chapter 2 highlights WANEP’s guiding principles to the development of its peace education in the sub region and also the basic steps it took to implement its program in the seven (7) pilot states.Chapter 3 looks at how to mobilise resources to sustain the peace education program especially within the context of West Africa.Chapter 4 highlights the challenges that WANEP encountered in implementing the program.Chapter 5 emphasises the importance of monitoring and evaluation for impact and success of a peace education program.Chapter 6 deals with frequently asked questions by interested stakeholders. 
Teaching respect for all: implementation guide Year of publication: 2014 Corporate author: UNESCO Teaching Respect for All is a joint UNESCO-United States of America-Brazil project launched in January 2012 to counteract discrimination both in and through education. Acknowledging that discrimination is on the rise worldwide, Teaching Respect for All promotes an educational response to counter discrimination and violence through strengthening the foundations of mutual tolerance and cultivating respect for all people, regardless of colour, gender, class, sexual orientation, national, ethnic, or religious orientation/identity. Teaching Respect for All has chosen to focus efforts on the formal and informal classroom, targeting learners of 8-16 years old, and aims to build curiosity, openness, critical thinking and understanding among youth learners, thus equipping them with the awareness, knowledge, and skills to cultivate respect and stop discrimination on all levels. The project is founded on the universal values and core principles of human rights, while acknowledging each country has its own history and mechanism for addressing the issue of discrimination in education. Climate change starter's guidebook: an issues guide for education planners and practitioners Year of publication: 2011 Author: Alejandro Deeb | Amber French | Julia Heiss | Jason Jabbour | Dominique LaRochelle | Arkadiy Levintanus | Anna Kontorov | Rummukainen Markku | Gerardo Sanchez Martinez | Rosalyn McKeown | Nicolay Paus | Antoine Pecoud | Guillaume Pénisson | Daniel Puig | Vanessa Retana | Serban Scrieciu | Morgan Strecker | Vimonmas Vachatimanont | Benjamin Witte | Noriko Yamada. Corporate author: United Nations Environment Programme (UNEP) The Climate Change Starter’s Guide provides an introduction and overview for education planners and practitioners on the wide range of issues relating to climate change and climate change education, including causes, impacts, mitigation and adaptation strategies, as well as some broad political and economic principles. The aim of this guide is to serve as a starting point for mainstreaming climate change education into school curricula. It has been created to enable education planners and practitioners to understand the issues at hand, to review and analyse their relevance to particular national and local contexts, and to facilitate the development of education policies, curricula, programmes and lesson plans. The guide covers four major thematic areas: 1. the science of climate change, which explains the causes and observed changes; 2. the social and human aspects of climate change including gender, health, migration, poverty and ethics; 3. policy responses to climate change including measures for mitigation and adaptation; and 4. education approaches including education for sustainable development, disaster reduction and sustainable lifestyles. A selection of key resources in the form of publication titles or websites for further reading is provided after each of the thematic sections. The United Nations Educational, Scientific and Cultural Organization (UNESCO) provides its expertise and know-how in areas such as education, culture, and the social sciences. In particular, UNESCO emphasises the role of education in support of climate change adaptation and mitigation in providing skills and capacities but also through shaping the values, attitudes and behaviours needed to put the world on a more sustainable path. The United Nations Environment Programme (UNEP) works with countries to strengthen their ability to adapt to climate change, move towards low-carbon growth, reduce emissions from deforestation and forest degradation, improve understanding of climate science, and raise public awareness of the changing climate. UNEP is supporting countries to seize the opportunities of moving towards low-carbon growth, while improving human health and well-being, generating green jobs and moving towards a green economy. With this publication, the two organizations have embarked on a collaboration on climate change education that we are committed to building upon and expanding in the period ahead. COMPASS: a manual on human rights education with young people Year of publication: 2012 Author: Patricia Brander Corporate author: Council of Europe Compass was first published in 2002 within the framework of the Human Rights Education Youth Programme of the Directorate of Youth and Sport of the Council of Europe. The programme was created because human rights education – meaning educational programmes and activities that focus on promoting equality in human dignity – was and remains of incalculable value in shaping a dimension of democratic citizenship for all young people and in promoting a culture of universal human rights.Compass has become a reference manual for many young people involved in value-based youth work and non-formal education. It is currently available in more than 30 languages, ranging from Arabic and Japanese to Icelandic and Basque. In some countries it has become part of the resources for human rights education in schools and in some others it is not possible to use it in schools. The adventures of Compass across Europe often mirror the contrasted reality of human rights education: promoted here and combated there, praised by some and despised by others.The success of Compass has been followed by its younger sibling, Compasito – a manual for human rights education with children is already available in several languages and on the way to becoming another bestseller for human rights education. More importantly, Compass and its publication in various language versions has been the medium through which human rights education has been brought onto the agenda of youth work and into the programme of many schools. National networks for human rights education have been created in several countries, where they reinforce the work done by human rights organisations and educational professionals in making the right to human rights education a reality to more children and young people across Europe. The forum on human rights education with young people, Living, Learning, Acting for Human Rights, held in Budapest in 2009, stressed the importance of human rights education today. 
Global education guides Year of publication: 2009 Corporate author: Global Education Network of Young Europeans (GLEN) This document was written as an introduction to global education and as a practical support tool for planning, managing and evaluating global education projects. It is addressed to members of GLEN, the Global Education Network of Young Europeans, as well as to other global educators. The following pages are the result of numerous discussions that have occurred during the last five years both within GLEN and with external global education practitioners and academics. Many of these discussions crystallised at the European Global Education Days (EGED), a five-day seminar that GLEN organised on the occasion of the network’s fifth anniversary in November 2008. The EGED brought together more than 70 global education activists, practitioners and academics from 15 European countries, with the aims of exchanging experiences and good practices of global education, discussing how to evaluate global education projects and measure impact; reflecting on the potential of global education as a tool for activists and how it relates to concepts such as citizenship or development; and using the results of these discussions for the future work of our network: planning global education projects and further engaging with other stakeholders. The world is currently going through a period of accumulated crises: the ecological crisis, the financial and economic crisis, the food crisis. And this on top of all the other problems: hunger, poverty, unequal distributions of resources, violent conflict, etc. The challenges which humankind is facing seem to be greater than ever. However, the Greek word ‘crisis’ does not mean downfall, but decision. We, as human beings and as citizens of this world, can decide to contribute our share for bringing about more just political and economic structures; and more sustainable, democratic, peaceful and inclusive ways of living together. If we do global education, it is in order to address exactly these issues; it is to empower people to become agents of change in view of this vision. So, in this spirit, let us use the present momentum and make the current ‘crisis’ a turning point. A teaching resource kit for mountain countries: a creative approach to environmental education Year of publication: 2010 Author: Thomas Schaaf Corporate author: UNESCO Entitled: A Teaching Resource Kit for Mountain Countries, it is a new environmental education kit similar to the Teaching Resource Kit for Dryland Countries published by UNESCO in 2008. It is based on the same innovative approach appealing to the creativity and artistic sensibility of pupils aged around 10 to 15, and is intended for secondary-school (and late primary-school) teachers and their pupils, this time living in mountain ecosystems, where climate and environmental conditions are harsh, often varying between extremes, and which are subject to the problems of erosion. As an educational tool, the kit offers a practical and attractive way of helping teachers and their pupils towards a better understanding of the environmental problems of their region and to stimulate their quest for possible solutions. In this respect, its content is a further contribution to the United Nations General Assembly’s resolution proclaiming 2002 the International Year of Mountains and is also consistent with the activities developed as part of the United Nations Decade of Education for Sustainable Development (2005-2014), the promotion of which is UNESCO’s responsibility. Inter-agency peace education programme: skills for constructive living; overview of the programme Year of publication: 2005 Author: Antonella Verdiani Corporate author: UN. Office of the United Nations High Commissioner for Refugees (UNHCR) | Inter-agency Network for Education in Emergencies (INEE) This manual is one of the components of the “Inter-Agency Peace Education Programme”. The programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government. The implementation structure is based on the experience acquired over the eight years the programme has been in use, from 1998 to 2005. The programme has been evaluated by external experts and the new revised materials (2005) incorporate both the suggestions made in the evaluation and the feedback from the specialists who implemented it in the field. 
Education for Sustainable Devleopment: Sourcebook Year of publication: 2013 Corporate author: UNESCO The target audiences for the Education for Sustainable Development Sourcebook are primary and secondary teachers and mid-level decision-makers, who have responsibility for primary and secondary education. Another primary audience is teacher educators who work with pre-service and in-service primary and secondary school teachers. The purpose of the publication is to describe ways in which education for sustainable development (ESD) can be integrated into primary and secondary schooling. This collection of briefs is designed to complement other ESD materials published by UNESCO. The topics for the briefs were selected in consultation with UNESCO Field Offices and Institutes. The briefs for primary and secondary teachers are specifically written for professional educators who work in formal education settings. The briefs for teachers as well as those for decision-makers address “gaps” in the UNESCO ESD literature. Media as partners in education for sustainable development: a training and resource kit Year of publication: 2008 Author: Eleanor Bird | Richard Lutz | Christine Warwick Corporate author: UNESCO Media as Partners in Education for Sustainable Development addresses issues that are being discussed on the social, economic and environmental fronts. It does not pretend to know all the answers, but draws on existing experience and recommends resources for further inquiry and research. It encourages the media to engage in public participation and to debate improvements that can lead to sustainable development. It also seeks to contribute to media awareness and understanding of sustainability, as outlined by the Agenda 21 Plan of Action for all nations endorsed at the 1992 Earth Summit in Rio de Janeiro. Teachers' guide for education for sustainable development in the Caribbean Year of publication: 2008 Author: Gillian Cambers | Grace Chapman | Paul Diamond | Lorna Down | Anthony D. Griffith | Winthrop Wiltshire Corporate author: UNESCO Santiago The publication “Teachers’ Guide for Education for Sustainable Development in the Caribbean” is geared towards regional teacher-trainers and teachers active at every level of education. Its purpose is two-fold: contribute to the integration of education for sustainable development into teaching practices through education initiatives, originally implemented in the Caribbean that may be feasible to replicate in the various classrooms, schools and communities; promote reflection, discussion and creation of innovative practices that involve all teachers in Decade activities and contribute to the making of sustainable societies. This document illustrates how different wills can come together moved by a desire to materialise common projects. Thus, this effort represents the work of regional specialists working in close cooperation with UNESCO Regional Bureau for Education in Latin America and the Caribbean, as well as the financial support of the Government of Japan.