Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
109 Results found
Promotion and implementation of global citizenship education in crisis situations Year of publication: 2017 Author: Robiolle Moul, Tina Corporate author: UNESCO Crisis situations affect the realization of human rights of many people and communities across all regions of the world. Within UNESCO’s relevant areas of work, GCED is a powerful approach to education that can empower people to recover from crises and transform their communities into peaceful and sustainable societies. UNESCO commissioned a desk study that aimed at reviewing existing research on the promotion and implementation of GCED and related programs in countries affected by crisis situations, with particular attention to initiatives benefiting the refugee population. This study unveils the key challenges these programs encounter in such contexts, as well as promising practices that can guide the design and implementation of future GCED in crisis situations.This report is a synthesis of this desk study and supports the evidence that, after analyzing the context and the available means, GCED and related programs can and should be systematically adapted and implemented in crisis situations, including in response to refugee crises. 
Ensuring Learning Outcomes (SangSaeng no. 46 Fall 2016) Year of publication: 2016 Corporate author: APCEIU The 46th issue of SangSaeng, “Ensuring Learning Outcomes,” has been released. With the Education 2030 Agenda emphasizing the role of measuring quality education outcomes, this fall edition of SangSaeng reviews the current assessment systems and introduces the ongoing struggles and endeavors in developing better measuring tools. 3 Director’s Message4 Special ColumnLearn to Live Together: Pillars of Education Start with Learn8 Focus: Ensuring Learning Outcomes8 Preparing Learners for a Different Future: Monitoring Education for Sustainable Development and Global Citizenship in the New Education Era14 Monitoring Knowledge for Better Learning Outcomes: The Southeast Asia Primary Learning Metrics’ Contribution to Global Citizenship and Its Measurement18 Competences for Democratic Culture: A Council of Europe Project for Teaching and Assessing the Democratic Competence of Student24 From 21st Century Competences to Global Citizenship and Global Competences 28 Special ReportExperiences and Difficulties of a Society: Developing Socio-cultural Skills of Kyrgyzstan Students34 Best Practices34 Embracing Sustainability: You Can Make a Difference39 Student Empowerment through Values in Action (SEVA): Training Students to Express Opinions, Reflect, Critically Evaluate,and Appreciate One’s Own Values and Those of Others44 LetterBe Global with a Compassionate Heart46 Peace in My MemoryFood for Peace in the 21st Century50 APCEIU in Action 
Peace Education in Northeast Asia: A Situational Analysis Year of publication: 2021 Author: Soonwon Kang | Cheng Liu | Ketei Matsui | Batbaatar Monkhooroi | Boyoung Park | Muyu Huang | Oyuntsetseg Dugarsuren Corporate author: APCEIU Being central to education for international understanding and global citizenship, peace education has always been an important theme in UNESCO. For effective delivery of peace education, it is critical to examine and understand the relevance of peace education and its key issues and approaches at a given juncture. With this in mind, in 2020, APCEIU conducted a study on peace education in South Korea to review its current state and suggest some policy recommendations. Following up on this study, APCEIU initiated in 2021 a research project on peace education in Northeast Asia in order to identify how peace education is interpreted and practised in the countries of the region and explore possibilities of cooperation among peace educators, researchers, and practitioners in the region. Building on this research, APCEIU hopes to develop and carry out joint projects for peace education in the region. 
Peace Education in the 21st Century: An Essential Strategy for Building Lasting Peace Year of publication: 2024 Corporate author: UNESCO This report provides an overview of the importance of peace education, highlighting the challenges and opportunities for using it in efforts to bring about lasting global peace. It reviews key research and is heavily inspired by the discussions held in the context of the revision process of the 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms. More specifically, this report draws from the following notes developed by UNESCO in 2022: “Current understandings, and threats to lasting peace”, “New understandings of education’s contributions to peace”, and “The role of non-state actors in the promotion of peace through education”. 
Trust me Year of publication: 2016 Corporate author: Childnet International The main aim of this resource is to educate young people about inaccurate and pervasive information that they might come across online. This resource is intended to stimulate and facilitate discussions around online risk.Developed in partnership with the London Grid for Learning (LGfL) Safeguarding Board, the resource contains lesson plans for both primary and secondary level that aim to empower educators to discuss how to think critically around the areas of content, contact, and propaganda material that may seek to persuade or change their views. 
Recommendation on Education for Peace, Human Rights and Sustainable Development: An Implementation Guide Year of publication: 2025 Corporate author: UNESCO There is no peace without education. With conflicts rising on so many fronts, there has never been a more urgent need for a transformed education geared towards building and sustaining peace.The Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, adopted by all 194 Member States of UNESCO in 2023, articulates a humanistic and transformative vision of education that can help address contemporary and future affronts to peace. These challenges range from the resurgence of conflicts driven by systemic inequalities and injustices, the rise and spread of hate speech, racism and discrimination particularly online, to the adverse effects of digital technologies and the existential threat of climate change.UNESCO has developed this Guide as the first of several tools to assist Member States in unpacking and fully implementing the 2023 Recommendation. The Guide elaborates its contents, integrating the 2023 Recommendation’s transdisciplinary lens to connect key concepts and issues. It also provides concrete ideas and curated resources for action at different levels and types of education, while calling for a multi-stakeholder and whole-of-society approach that includes everyone and builds on existing positive efforts.The Guide is a timely addition to the pool of available collective resources to fully implement the 2023 Recommendation and foster an education that is transformative for a just and peaceful world. 
Does vicarious experience of suffering affect empathy for an adversary? The effects of Israelis’ visits to Auschwitz on their empathy for Palestinians Empathy for the adversary is part of peace education. Does the vicarious experience of suffering affect empathy towards the suffering of an adversary? Specifically, does the visit of Israeli youth to Auschwitz affect their empathy toward the Palestinians? Three hundred and nine high school students participated in the study: One half went on the journey, while the other, comparable half, served as a control group. Findings tended to support the hypotheses. The journey increased empathy among participants with initially more positive attitudes toward the Palestinians but it also decreased empathy among those with initially more negative ones. The choice of nationalistic lessons about the holocaust affected feelings of pride and identification with the victims but not empathy. The choice of universalistic lessons affected feelings of fear and helplessness and contributed to increased empathy. Conclusions are drawn pertaining to peace education programs aiming at increasing empathy toward an adversary. (By the author) 
Peace the Best Way Year of publication: 2017 Corporate author: Lesotho Distance Teaching Centre (LDTC) The storybook titled “Peace, the Best Way (Ngoan’a Khotso Ha a Lebale Tsa Khotso)” is an end-product of Workshop in Lesotho on GCED: Teacher Training on Peace Education & GCED Learning Material Development held between 12 and 14 of July 2017. During the workshop, participants created learning materials on peace and conflict transformation based on what they have learned throughout the sessions.The authors share their stories of conflicts that they encounter in their everyday lives and further identify ways of managing and resolving the conflicts in a peaceful manner to let everyone live in harmony. They hope to instill the importance of peace not only to the adults reading the book, but also to the younger generation who learn from their parents and adults of the community.The book published in English as well as Sesotho, will be used as teaching and learning resources for learners and also be disseminated to public locations including schools, community centers and libraries.For more information on the Workshop, Please click here. 
Education: Still Searching for Utopia? (The UNESCO Courier no. 1, January-March 2018) Year of publication: 2018 Corporate author: UNESCO At a time of heightened global tension, when human rights, freedom of speech, peace and the future of the planet itself may seem challenged as never before, the transformational power of education is of critical importance.In Learning: The Treasure Within, the landmark Report to UNESCO by the International Commission on Education for the Twenty-first Century in 1996, Jacques Delors, then Chairman of the Commission (1992 to 1996), spoke of education as “the necessary Utopia” and “an indispensable asset in its attempt to attain the ideals of peace, freedom and social justice.”Education was held up as neither miracle nor magic, but rather the best means to foster a climate where humanity would be improved −. and where the rich potential for learning, inherent in every individual, would be tapped. Our humanity is confronted with a very strange paradox: the world’s population has never been better educated, and yet, according to the UNESCO Institute for Statistics, 263 million children and young people are out of school, 617 million children and adolescents worldwide do not meet the minimum threshold for literacy and mathematics, at least 750 million adults are illiterate, and girls remain more likely than boys to never set foot in a classroom. Yet education is still called upon to address inequalities, poverty, terrorism and conflict. It is seen as one of the keys to global citizenship and sustainable development, two of UNESCO’s fields of action. The Organization is also mandated to lead the Education 2030 global agenda with a special focus on ensuring that no one is left behind. Under the title, “Education: Still searching for Utopia?”, the UNESCO Courier evaluates the state of global education and explores how it responds to some of the main challenges we face. 
Thinkpiece on education and conflict Year of publication: 2009 Author: Lynn Davies Corporate author: UNESCO This paper looks first at the learning sites generally (violent schools, schools as a weapon of war, curriculum and textbooks). It then focuses on specific groups in conflict – gender, language, refugees, child soldiers. Thirdly it discusses education policy and donor intervention; and finally talks of the role of research. All these overlap hugely. This is not a prescription for how the Global Monitoring Report should be structured, but identification of themes and lessons learned that seem the most significant.