Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
161 Results found
Learning to live together: education for conflict resolution, responsible citizenship, human rights and humanitarian norms Year of publication: 2013 Author: Margaret Sinclair Corporate author: Education Above All (Qatar) Education cannot offer immediate remedies to the local and global problems that we see on the news screens every day, but it can contribute to solving them over the longer term. This book examines specifically the contribution that education for learning to live together can make, even in countries where teacher training and classroom resources are limited. Many countries have diverse populations (ethnic, linguistic, religious, etc) and seek to maintain harmony among the different groups. In some countries, however, especially where economic stress or climate change have intensified arguments over resources, tensions have led to armed conflict. This brings with it all the misery of death, injury, displacement and poverty, along with disruption of education systems. In some instances education itself has been a contributory factor to the outbreak of conflict, notably through unequal education opportunities for different groups, and through biased school curricula.Civil conflict has brought untold suffering in recent years, and in a globalised world it has negative spill-over effects to neighbouring and other countries. It is vital to develop education policies and curricular reforms that can help convey values and skills for learning to live together to young people, to help lessen tensions, within and between countries.Education policy-makers can help lay the foundations for a better future by adjusting the content and process of education to reflect skills and values for human rights, humanitarian norms, peaceful resolution of conflicts, sustainable development and other issues as elements of local, national and global citizenship.Education reform is not enough, of course, to resolve the numerous problems of our times. The focus of this volume is on the contribution that can be made through aligning the content of education to the goal of learning to live together. This work will have greater impact when it takes place within education systems and policies that are consistent with human rights values and of course when other sectors besides education make their respective contributions.This book shows that transformative education for conflict resolution and peace, for local, national and global citizenship, for human rights and humanitarian values can be implemented even under difficult conditions if there is a policy commitment to do so. Authors have provided examples and lessons learned from their own experiences as eminent practitioners in the field. 
Postcolonial Perspectives on Global Citizenship Education Year of publication: 2012 Author: Vanessa Andeotti | Lynn Mario T. Menezes de Souzz This volume bridges the gap between contemporary theoretical debates and educational policies and practices. It applies postcolonial theory as a framework of analysis that attempts to engage with and go beyond essentialism, ethno- and euro-centrisms through a critical examination of case studies and conceptual issues. The contribution of "study abroad" programs to Japanese internationalization Year of publication: 2009 Author: Takako Asaoka | Jun Yano “Study abroad” needs promoting, as it is an effective alternative for many Japanese university students to enhance their international experience and cross-cultural understanding, thus contributing to the internationalization of Japanese universities. To consider what has to be done to promote “study abroad” programs, this research attempts to ascertain (a) the characteristics of the “study abroad” program of Japanese university students, (b) what Japanese university students think about the “study abroad” program, (c) the factors discouraging them from studying abroad, and (d) suggestions made by university staff to promote “study abroad” programs. Online survey results of 173 Japanese university students, interview answers and monthly reports of 20 Japanese university exchange students, opinions of 15 JAFSA members, and the JASSO symposium reports from 2005 to 2007 were used as data for this study. Suggestions are made to enable Japanese university staff to further promote “study abroad” programs among their students. 
Address by Irina Bokova, Director-General of UNESCO, at the Global Education and Skills Forum: debate on the rise of populism, Dubai, 19 March 2017 Year of publication: 2017 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This address was presented by Irina Bokova, Director-General of UNESCO at the Global Education and Skills Forum. She debates on the Rise of Populism. 
Values Education thorugh Sports (infographics) Year of publication: 2016 Corporate author: UNESCO Repensar l'educacio: vers un bé comú mundial? Year of publication: 2015 Corporate author: UNESCO The changes in the world today are characterized by new levels of complexity and contradiction. These changes generate tensions for which education is expected to prepare individuals and communities by giving them the capability to adapt and to respond. This publication contributes to rethinking education and learning in this context. It builds on one of UNESCO’s main tasks as a global observatory of social transformation with the objective of stimulating public policy debate. It is a call for dialogue among all stakeholders. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity, and shared responsibility for a sustainable future. These are the fundamentals of our common humanity. This book enhances the vision provided by the two landmark UNESCO publications: Learning to Be: The world of education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure within (1996), the ‘Delors Report’. 
Non-formal and Informal Programs and Activities that Promote the Acquisition of Knowledge and Skills in Areas of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) Year of publication: 2016 Author: Ashley Stepanek Lockhart Corporate author: UNESCO This study will examine the nature of, and how, non-formal and informal programs and activities contribute to the acquisition of knowledge and skills for children, adolescents, youth and adults in precise areas of Target 4.7. This will be done by highlighting different definitions, conceptual approaches and history, along with policies of GCED and ESD and non-formal education and informal learning, comparing attempts to operationalize GCED and ESD to indicators for measurement and monitoring and challenges therein, and by identifying relevant sample programs and activities from around the world to analyze and consider using as data sources. How non-formal and informal provision related to GCED and ESD links to formal education will be considered, along with its connection to the larger notion of lifelong learning. 
Towards the development of an international module for assessing learning in Global Citizenship Education (GCE) and Education for Sustainable Development (ESD): a critical review of current measurement strategies Year of publication: 2016 Author: Bryony Hoskins Corporate author: UNESCO The aim of the study is to support the development of an indicator for target 4.7 of the UN sustainable development goals (STG). The study provides a conceptual framework for measuring the competences from global citizenship education (GCE) and education for sustainable development (ESD) from a review of the literature and then an audit of the different aspects of these competences. The study establishes the extent that these competences can be measured using existing data. The results of this analysis show that most dimensions of GCE can to some extent be measured by the existing IEA ICCS 2009 and 2016 datasets and an outline of how this data can be used to develop an initial indicator or set of indicators for target 4.7 is given. However, in contrast, the study finds that existing data is much more limited on measuring ESD and the existing data does not provide enough coverage for indicator development at the moment. The study recommends that in order to provide a more comprehensive measure of both these competences it would be necessary to develop a new module on GCE and ESD. After considering the options, it is concluded that the most realistic option is for this module to be attached to the existing IEA ICCS survey. The study concludes that an indicator of all citizens across the whole world is probably unrealistic considering the challenges faced, but what could be achievable is an indicator covering some countries from each region from around the world. To make this a reality considerable political effort and search for funding would be required to engage new regions to the ICCS survey, for example, from Africa and the Middle East 
Developing a Monitoring Instrument to Measure Extracurricular and Non-formal Activities which Promote Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) Year of publication: 2016 Author: Bassel Akar Corporate author: UNESCO The goal on Education is 1 of 17 Sustainable Development Goals that comprises a target to ensure all learners around the world have an opportunity to develop the competencies to promote sustainable approaches to living, including appreciating of cultural diversity, non-violence, and gender equality. Extracurricular activities and non-formal education (ENA) provides a non-traditional space for learning global citizenship and sustainable development. Around the world, communities have organized education programs and activities for youth outside school to learn the values and practices of being global citizens. Research shows, however, that most efforts to review and improve ENA for global citizenship and sustainable development have focused on summative evaluations with little attention to formative approaches of monitoring. Drawing on basic principles of action research, sustainable professional development, and education quality enhancement, a monitoring framework emerges to support organizations around the world in measuring progress towards education for global citizenship and sustainable development. This framework also suggests (1) inclusive monitoring spaces like internal reviews and online social networking platforms, (2) roles of stakeholders like donor agencies in institutionalizing monitoring practices, (3) instruments and measurable scales to facilitate dialogues that review program objectives and action plans, and (4) challenges in inclusive and sustainable monitoring tools and approaches. 
Education for Global Citizenship Education & Sustainable Development: Content in Social Science Textbooks Year of publication: 2016 Author: Patrica Bromley | Julia Lerch | Jeremy Jimenez Corporate author: UNESCO In times of violence and egregious destruction of human lives and the natural world, our recognition of the need for education that promotes peace and justice becomes particularly pressing. This background report reviews the state of existing research and data on relevant sustainable development content in social science education in countries around the world. Specifically, it examines the extent to which textbook content could help learners acquire the knowledge, skills, and values needed to meet goal 4.7 of the United Nation’s Sustainable Development Goals: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” It reviews relevant literature and analyzes three cross-national, longitudinal databases containing information coded from textbook content to assess the current state of knowledge. The paper concludes by indicating where future research efforts are most needed, identifying geographic and substantive needs, and considering monitoring mechanisms that could encourage on-going evaluation and monitoring of textbook content.