Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
371 Results found
One World, One People, One Future: Imagine a World that Understands, Embraces & Practices Peace and Sustainable Development Year of publication: 2014 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) One World, One People, One Future: Imagine a World that Understands, Embraces & Practices Peace and Sustainable Development 
Developing the global dimension in primary schools Year of publication: 2009 Author: Sian Higgins Corporate author: Centre for Global Education (CGE) ‘Developing the Global Dimensions in Peterborough Schools’ was a two year project co-funded by the Department for International Development (DfID) and The Leprosy Mission to engage six primary schools in development issues and support children to become effective global citizens. Using the writer's perspective of the project as Head of Programmes Coordination at The Leprosy Mission, it will be reflected on the importance of the Global Dimension in primary education and explore how these primary schools developed their curriculum, policies and ethos to ensure children are better prepared for the global world in which we live. Développer la dimension mondiale dans les écoles primaires Year of publication: 2009 Author: Sian Higgins Corporate author: Centre for Global Education (CGE) «Développer la dimension mondiale dans les écoles de Peterborough» était un projet de deux ans co-financé par le Département pour le Développement International (DpDI) et la Mission Lèpre d'engager six écoles primaires dans les questions de développement et de soutenir les enfants à devenir des citoyens du monde efficaces. Utilisation de la perspective de l'auteur du projet en tant que responsable des programmes de la coordination à la Mission Lèpre, il sera réfléchi sur l'importance de la dimension mondiale dans l'enseignement primaire et d'explorer la façon dont ces écoles primaires ont développé leurs programmes, les politiques et l'éthique afin que les enfants sont mieux préparés pour le monde global dans lequel nous vivons. Education à la citoyenneté mondiale: préparer les apprenants aux défis du XXIe siècle Year of publication: 2015 Corporate author: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives. The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. 
التقرير الجامع عن تنفيذ توصية عام ١٩٧٤ بشأن التربية من أجل التفاهم والتعاون والسلام على الصعيد الدولي والتربية في مجال حقوق الإنسان وحرياته الأساسية Year of publication: 2013 Corporate author: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. Consolidated Report on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms Year of publication: 2013 Corporate author: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. Informe de síntesis sobre la aplicación por los Estados Miembros de la Recomendación de 1974 sobre la Educación para la Comprensión, la Cooperación y la Paz Internacionales y la Educación relativa a los Derechos Humanos y las Libertades Fundamentales Year of publication: 2013 Corporate author: UNESCO Background: In accordance with 34 C/Resolution 87, 177 EX/Decision 35 (I) and 184 EX/Decision 20, the Executive Board has monitored the implementation of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. Pursuant to 192 EX/Decision 20 (III), the Director-General hereby submits the consolidated report on the implementation by Member States of the Recommendation.Purpose: This document reports on the results of the Fifth Consultation on the Implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (covering the period 2009-2012). The analysis was prepared on the basis of 55 national reports from Member States received by the Secretariat. 
Regional Consultation Meeting on SDG4-Education 2030: Europe and North America Region, Paris, 24-25 October Year of publication: 2016 Corporate author: UNESCO Réunion de consultation régionale sur l'ODD 4: Education 2030, Etats d'Europe et d'Amérique du Nord, Paris, 24-25 octobre 2016 Year of publication: 2016 Corporate author: UNESCO 
التربية العالمية (الدولية) وتدريس المواد الاجتماعية: تطبيقات ونماذج من أبحاث ودراسات سابقة Year of publication: 2018 Author: Asmaa Al-Ahdal | Iman Eida Corporate author: King Abdulaziz University محاضرة من أحد الجامعات السعودية، تتطرق لماهية التربية الدولية كعلم، وتطبيقاتها في مناهج الدراسات الاجتماعية. يناقش الماحضران مفهوم التربية الدولية وخصائصها وتأريخ نشأتها كعلم.