Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Study on measures taken by municipalities and recommendations for further action to challenge racism through education Year of publication: 2006 Author: Klaus Starl Corporate author: European Training and Research Centre for Human Rights and Democracy (Austria) Commitment 8 of the Ten-Point Plan of Action of the European Coalition of Cities against Racism requires the measures “Challenging Racism and Discrimination through Education”. This point aims to improve the access to and enjoyment of all forms of education, as well as the promotion of education in mutual tolerance and understanding. To reach this goal, the members of the coalition have been called to undertake activities, elaborate strategies and establish relevant institutions to influence society and train attitudes, behaviour and skills within the population. They are called to find out causes for racist tendencies among their population and to involve all stakeholders, particularly parents and school officials. As an external expert, the European Training and Research Centre for Human Rights and Democracy in Graz, Austria, (ETC Graz) was commissioned by UNESCO to carry out a study on the measures against racism already in place at a local level and serve as good illustration of “Commitment 8”. A major source of information was the written material provided by the selected cities. Additional or missing information could be obtained through direct exchanges and/or interviews with officers responsible for the municipalities and some NGOs. The material should not to be considered as complete. On the basis of the contributions sent in by the participating cities, the ETC assessed whether these actions/activities meet the objectives of Commitment 8. The authors used the following criteria to make this assessment: Does the action undertaken contribute to a) the improvement of access to education and promote equal opportunities; b) the impact of educational measures on individuals (potential victims and offenders) and on the atmosphere at school and in society. The following recommendations are derived from the eight selected measures documented in Chapter II, and the analysis on their “replicability” in Chapter III. The 12 recommendations explicitly or implicitly refer to the replicable documented measures. Where “replicability” requires specific conditions, or it is recommended to fulfil these conditions firstly, i.e. structural and institutional conditions, these are stated. The 12 recommendations are addressed to municipalities in Europe irrespective of their current membership in the European Coalition of Cities against Racism. As already mentioned the recommendations focus on meeting the requirements of Commitment 8, challenging racism through education. 
EIU Best Practices Series No. 11: Challenging Racial Prejudices, Promoting International Understanding Year of publication: 2008 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.11 introduces a case study of the SMA Taman Harapan High School in Indonesia, conducted to explore prevalent issues of racial prejudices and devise methods to reduce racism. Research revealed that students held a degree of racist perception against people of certain heritage. Activities were conducted thenceforth, allowing participants to have direct and extended interactions with people of different cultures. Despite the short timeframe of the activity, perception on stereotypes did not change altogether, yet progress was evident in students’ understanding of the severity of the issue. As educators also learned ways to help alleviate the problem of racism, the case is an exemplary example of increasing cultural awareness and international understanding. 
EIU Best Practices Series No. 6: Practical Research on Current Issues: Studies on Global Perspectives in Schools in Japan Year of publication: 2007 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.6 is a research undertaken on two schools of Japan and Korea, in which students were tasked to conduct research on bilateral conflict issues and devise suggestions for peaceful resolution. Besides classroom discussions and presentations, student exchange visit further allowed active learning and engaging of issues, historical awareness and perception, and mutual understanding as global citizens. 
EIU Best Practices Series No. 2: Promoting Racial Integration through Co-Curricular Activities Year of publication: 2006 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.2 introduces a program in which Malaysian students of varied racial and ethnic backgrounds engaged in a dancing co-curricular activity to understand and embrace other cultures. Students were tasked to prepare cultural dances, while learning local history and customs. The successful program shows that racial integration can be promoted as a co-curricular activity, encouraging students to respect and overcome differences to create a harmonious community. 
EIU Best Practices Series No. 20: Education for International Understanding through In-service Training: Uzbekistan Experience Year of publication: 2010 Author: Mukhamadjon Aliyev 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.20 introduces EIU projects undertaken by the Avloni In-Service Teacher Training Institute in Uzbekistan. The programme integrates EIU concepts into the public education through in-service training programs, promotes EIU concepts in different subjects and projects, and broadcasts good practices in the field of global citizenship education nationwide. Although it is still in the process of improvement, the programme is expected to raise awareness of EIU and empower education managers, principals and teachers in Uzbekistan. 
What parents want: the role of schools in teaching about the wider world Year of publication: 2011 Corporate author: Think Global | Development Education Association This report presents the findings from a YouGov survey of parents’ attitudes towards their children’s education. The results show that parents of schoolage children think it is vital that schools teach about the wider world. At Think Global we know that many schools and teachers already prioritise such teaching, recognising how important it is to prepare their pupils to live in a globalised world and the positive contribution this can make to pupil attainment and behaviour. This report details the high level of support for schools that decide to prioritise this work; we hope it will provide schools and teachers with the information they need to expand this area of their teaching. Proceedings of the international congresses of: education for shared values for intercultural and interfaith understanding, (and) religion in peace and conflict: responding to militancy and fundamentalism Year of publication: 2005 Corporate author: UNESCO The results of this conference, and its direct linkages with the Associated Schools Project Network in your region, will support efforts to mould education so that it becomes more conducive to the development of world citizens, proud of their identities and able to contribute to a sustainable and peaceful future for the world’s peoples. 
Improving the quality of teacher education in Sub-Saharan Africa: lessons learned from a UNESCO-China Funds-in-Trust project Year of publication: 2018 Corporate author: UNESCO The booklet describes how the project started, the choice of beneficiary countries, the implementation strategies and its achievements. The different sections numbered one to four describe particular aspects of the project, using country cases to illustrate how the success of the project was due to strong country ownership and leadership. UNESCO, in partnership with the Government of the People’s Republic of China, initiated the project to enhance the institutional capacity and the professional development of teacher educators through ICT-supported learning, teaching and research. This technology aided the transformation of capacity teacher training through digitalization of instructional materials. 
School-related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE): synthesis report on China, the Philippines, Thailand and Viet Nam Year of publication: 2018 Corporate author: UNESCO Bangkok School related violence and bullying is a problem in all countries. UNESCO is committed to ensuring that all children and young people have access to safe, inclusive, health-promoting learning environments as part of its strategy on education for health and well-being. This synthesis report on school related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE), covering China, the Philippines, Thailand and Viet Nam, was developed to broaden awareness and understanding about this issue, while also identifying best practices and policies. It also aims to mobilize support for advocacy among educators, research institutions, policy makers and activists at the national and regional levels. 
Two concepts, one goal: education for international understanding and education for sustainable development Year of publication: 2007 Corporate author: UNESCO Bangkok | APCEIU EIU and ESD are not dogmas but evolving concepts that can contribute to social learning and transformation. EIU and ESD share many common issues, supporting each other’s scope of work and focus. This series of information sheets has been prepared to highlight key complementary areas and synergies.