Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
220 Results found
Human rights education: learning counts! Year of publication: 2006 Corporate author: UNESCO This poster was originally published in 2006 and reissued for UNESCO Works for Human Rights: a Poster Exhibition on the Street, held at UNESCO, Paris, 2 December 2008 to 27 February 2009. 
Global Citizenship Education infographic Year of publication: 2014 Corporate author: UNESCO In an increasingly interconnected world, global challenges cross national borders and concern us all. With issues like these threatening human and environmental well-being, we need to re-think the role and relevance of education. We need Global Citizenship Education. Global Citizenship Education is transformative. What are the barriers to this kind of education? What needs to change in education? What is UNESCO doing? What can you do? 
Global Citizenship Education (GCED) infographic Year of publication: 2015 Corporate author: UNESCO Which skills does Global Citizenship Education aim to develop? How can effectively implement Global Citizenship Education? Who are the key players? 
Exploring our roles as global citizens: an educator's guide (grades 3-5) Year of publication: 2013 Author: Elizabeth O. Crawford Corporate author: TeachUNICEF ‘Exploring Our Roles as Global Citizens’ is a four-lesson unit with extension activities and a student-led inquiry project that is designed to introduce the concept of global citizenship, including relevant knowledge, skills, values, and civic actions; to educate students about universal human rights outlined in the Convention on the Rights of the Child (CRC) and what their responsibilities are to ensure these rights are protected; to foster students’ skills in developing perspectives, critical and creative thinking, research, and decision-making about a chosen global issue using a student-led inquiry model; and to empower students to recognize and use their individual strengths to make a positive difference in their local communities. Lesson 1: What Is Global Citizenship? This lesson engages students in reflecting upon what it means to be a global citizen. Although students are often taught the concepts of citizenship and the characteristics of good citizenship during the elementary years, students may not have considered previously their roles as citizens in a global society. Using authentic examples of global citizenship among youth as a springboard for discussion, students determine how they are citizens at various levels. Afterward, students begin their inquiry of a chosen global issue about which they will take informed action at the end of the unit. Lesson 2: We Are Citizens of the World and We Have Rights! Building upon their prior learning about citizenship, students are introduced to human rights, or those rights to which all persons are entitled. Students learn about the Convention on the Rights of the Child (CRC) and create a concept map outlining categories and examples of human rights. Afterward, students relate human rights to contemporary global issues and how it is our responsibility to take action when the rights of others are violated. Lesson 3: Global Citizens Take Responsibility In this lesson, students learn about their individual and collective responsibility to protect human rights. Through analysis of authentic photographs depicting responsible citizenship, students explore the idea that global citizens are proactive when the rights of others are threatened. To demonstrate their learning, students role-play characteristics of global citizenship. Subsequently, in cooperative groups, students continue their global issue research and begin to consider how they will take informed action as global citizens. Lesson 4: Global Change Begins With Me In this culminating lesson, students reflect upon their learning about global citizenship and how they can be positive change agents in their communities. Students first explore how individuals take action to solve a problem or to improve conditions for others. Using these examples as inspiration, students determine how they, too, can be “changemakers.” As a final assessment, students synthesize what they have learned by creating a comprehensive definition of global citizenship, and develop an action plan to address the global issue they have researched. 
State Program on Countering Religious Extremism and Terrorism in the Republic of Kazakhstan for 2018 - 2022 Year of publication: 2018 Corporate author: Government of the Republic of Kazakhstan The document contains the main provisions of the State program on countering religious extremism and terrorism in the Republic of Kazakhstan for 2018 - 2022.The geopolitical changes taking place in the world initiate a new spectrum of challenges and risks in the field of national security, which is becoming more diverse and emanating from a greater number of sources of danger. This determines the complexity and relevance of the tasks within the framework of a systematic prevention of threats of religious extremism and terrorism.Under these conditions, the current national system of combating religious extremism and terrorism needs to be further improved in the context of creating a mechanism for reliable protection of individuals, society and the state from extremist manifestations of a violent nature and threats of terrorism. Global citizenship in primary and secondary education in the Netherlands Year of publication: 2012 Author: Lette Hogeling Corporate author: National Committee for International Cooperation and Sustainable Development (NCDO) NCDO has examined the opinions and methods of teachers and directors with regard to global citizenship, as well as the obstacles and opportunities they experience around global citizenship in education. More than 1,500 teachers and almost 300 directors have participated in the research. A large majority of the teachers in primary and secondary education think that global citizenship is an important subject for Dutch education. Also, the majority of the teachers are of the opinion that it is important that the lessons link up with current events. Nevertheless, only a minority of the teachers in primary and secondary education believe that global citizenship should be a compulsory part of the curriculum. It is mainly teachers of geography, economics, cultural and social subjects who are of the opinion that global citizenship is an important theme. Global citizenship: from public support to active participation Year of publication: 2012 Author: Christine Carabain | Shelena Keulemans | Marije van Gent | Gabi Spitz Corporate author: National Committee for International Cooperation and Sustainable Development (NCDO) This publication explores the concept of global citizenship by drawing on the most relevant, mainly scientific, literature. This exploration will in the coming years be the basis for NCDO’s programmes in the area of research, staff training, and knowledge sharing. NCDO has the important task of engaging people in these two major changes in perspective: what does it mean, how important is it to us, how can we contribute to it? NCDO considers it its responsibility to raise awareness amongst Dutch citizens of the growing connection and mutual dependency between people across the globe, as well as to make them aware of the opportunities they have to help tackle global issues. In other words: NCDO aims to advance the global dimension of citizenship in the Netherlands. But what exactly is that global dimension of citizenship? Despite growing awareness of the importance of global citizenship, a clear and broadly accepted definition of the concept is still lacking (Hart, 2011). To date the concept is often explained by using examples and focus areas. This publication will present the definition of global citizenship that NCDO will employ in the coming period. 
Inequidad de género en los logros de aprendizaje en educación primaria ¿Qué nos puede decir TERCE?; resumen ejecutivo Year of publication: 2016 Author: Denisse Gelber, Ernesto Treviño, Pamela Inostroza Corporate author: UNESCO Santiago This premise of work clearly establishes that promoting learning opportunities for all will be one of the priorities in the Education 2030. Within this framework, UNESCO Santiago has its own instrument that allows delivering diagnosis and analysis in depth about the learning inequality within the region; the Thrid Regional Comparative and Explanatory Study, TERCE - carried out by the Latin American Laboratory for Assessment of the Quality of Education, LLECE, body bringing together 15 countries and coordinated by our Office. 
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. Teaching respect for all: activity 2: mapping of existing materials and practices in cooperation with universities and research centres; final report Year of publication: 2013 Author: Peter G. Kirchschlaeger | Stefanie Rinaldi | Franziska Brugger | Tanja Mitrovic Corporate author: University of Teacher Education (Switzerland). Centre of Human Rights Education The constant rise of racism, xenophobia and intolerance despite the renewed commitments made by the international community is giving the United Nations Educational, Scientific and Cultural Organisation (UNESCO) a reason to consider education as key to strengthen the foundations of tolerance, reducing discrimination and violence and learning to live together. It is required to cultivate respect for all people regardless of colour, gender, descent or national, ethnic or religious identity. The project “teaching respect for all” aims at reducing intolerance, violence and discrimination trough education. The project is founded on the universal values and common core principles promoted by UNESCO, even though UNESCO is aware, that the countries differ from one another in dealing with issues related to anti-racism and tolerance in education according to each country’s history and culture.