Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
9 Results found
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 1) Year of publication: 2021 Author: Shadreck Majwabe | Thomas Greiner | Taka Horio | Niveen Jouhar | Arjen Wals | Lynndina Essack | Didier Jourdan | James O’Higgins Norman | Bolorchimeg Dagva Corporate author: UNESCO | APCEIU Plenary session 1In this first plenary, countries shared their vision, practice and progress underpinning their understanding of “transformative education”. The impact of current practices related to learners’ behavior and the educational system was discussed, highlighting success indicators.Moderator: Ms Krista Pikkat, Director, UNESCO Almaty OfficeMr Shadreck Majwabe, Director of the Department of Curriculum Development and Evaluation, Ministry of Basic Education, BotswanaMr Thomas Greiner, Head of Subdivision, Lifelong Learning, Federal Ministry of Education and Research, GermanyMs Taka Horio, Assistant Secretary-General, the Japanese National Commission for UNESCO & ASP National Coordinator, Ministry of Education, Culture, Sports, Science and Technology, JapanMs Niveen Jouhar, Member of Directorate of Curricula, Ministry of Education, Jordan Concurrent sessions 1Following the plenary session, the concurrent sessions discussed the different components that need to be transformed in the education system, and how to bring about these changes and further advance. Session 1.1 – PolicyModerator: Ms Akpezi Ogbuigwe, Founder, Anpez Centre for Environment and Development, Nigeria Mr Arjen Wals, UNESCO Chair, Social Learning and Sustainable Development, University of Wageningen, Netherlands Ms Anna-Karin Johansson, Swedish National Commission for UNESCO, Ministry of Education, Sweden Mr Felipe de Souza Costa, São Paulo Municipal Secretariat of Education, Brazil Mr El Hadji Gueye, Founder, Banlieu UP, Senegal Session 1.2 – Curricula, pedagogy and assessmentModerator: Mr Yao Ydo, Director, UNESCO International Bureau of Education (IBE)Dr Esther Care, Professor, University of Melbourne, AustraliaMs Lynndina Essack, Senior Education Officer, Department of Education Services, Ministry of Education, SeychellesMr Daehoon Jho, Professor, Sungshin Women's University, Republic of KoreaDr Jinan Karameh Chaya, Principal, Al Manar Modern School (UNESCO Associated Schools Network member), Lebanon Session 1.3 – Learning environmentModerator: Mr Chris Castle, Chief of Section of Education for Health and Well-being, UNESCOProf Didier Jourdan, UNESCO Chair and Head of the World Health Organization (WHO) Collaborating Center "Global Health & Education"Prof James O’Higgins Norman, Director of the National Anti-Bullying Centre, the Dublin City University, Ireland & UNESCO Chair on Tackling Bullying in Schools and CyberspaceMs Bolorchimeg Dagva, Adolescents and HIV Specialist, UNICEF, Mongolia Links to Strand 2 & Special session / Strand 3 / Strand 4 
Guide on Human Rights Education Curriculum Development Year of publication: 2021 Author: Cecilia Decara | Carol Rask | Felisa Tibbitts Corporate author: Danish Institute for Human Rights This document aims to bring conceptual clarity on human rights education and curriculum development and provide concrete suggestions on how to build human rights curricula ft for 21st century human rights challenges, while contributing to the realisation of the SDG goals and targets set by the international community. 
Being and Becoming Global Citizens: Measuring Progress toward SDG 4.7 (Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region) Year of publication: 2023 Author: Rachel Parker | Jennie Chainey | Payal Goundar | Sarah Richardson | Anna Dabrowski | Amy Berry | Claire Scoular Corporate author: Australian Council for Educational Research (ACER) | APCEIU Since 2022, APCEIU and the Australian Council for Educational Research (ACER) have conducted a study to identify enhanced tools and resources for schools and systems in the Asia-Pacific region to monitor and evaluate GCED in line with SDG 4.7.The Report of the Research for Phase 1 is available in three forms: Full report; Summary; and Policy Brief. 
[Summary] Being and Becoming Global Citizens: Measuring Progress toward SDG 4.7 (Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region) Year of publication: 2023 Author: Rachel Parker | Jennie Chainey | Payal Goundar | Sarah Richardson | Anna Dabrowski | Amy Berry | Claire Scoular Corporate author: Australian Council for Educational Research (ACER) | APCEIU This is a summary report of the Being and Becoming Global Citizens: Measuring Progress toward SDG 4.7 (Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region), conducted by APCEIU and ACER in since 2022. 
[Policy Brief] Monitoring and Evaluating Global Citizenship Education in the Asia-Pacific Region Year of publication: 2023 Author: Payal Goundar | Rachel Parker Corporate author: Australian Council for Educational Research (ACER) | APCEIU This is a policy brief version of the reserach report, Being and Becoming Global Citizens: Measuring Progress toward SDG 4.7 (Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region), conducted by APCEIU and ACER in since 2022. 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
Establishing a Monitoring System for Global Citizenship Education in South Korea: A Preliminary Study with a Focus on Policy Area Year of publication: 2019 Corporate author: APCEIU The Asia-Pacific Centre of Education for International Understanding published a report titled "Establishing a Monitoring System for Global Citizenship Education in South Korea: A Preliminary Study with a Focus on Policy Area." The purpose of this research report is to provide implications for the development of indicators for Global Citizenship Education (GCED) which is the target 4.7 of the Sustainable Development Goals (SDGs) and the establishment of a Korean monitoring system for data accumulation. It is difficult for GCED to set up common indicators to monitor the implementation of each country, as it comprehensively deals with the direction and contents of education, whereas other targets of SDG4 are relatively clear targets and goals such as guaranteeing educational opportunities and improving educational conditions. For this reason, this study proposed Korean indicators based on domestic and international trends and analysis of issues concerning the development of SDG4.7.1 indicators and reviewed the domestic status in implementation based on them, thereby contributing to the development and consolidation of global indicators development and monitoring systems in the future. 
Envision 4.7: Bridge 47 Global Event; Helsinki, Finland 5–7 November 2019: Report Year of publication: 2019 Corporate author: Bridge 47 | Frinland. Ministry of Education and Culture | Finland. Ministry for Foreign Affairs Global event Envision 4.7 was held in Helsinki in November 2019. The event brought around 200 people together to discuss ways to take the SDG Target 4.7 forward. In this report you can find summaries of all the speeches, panel discussions, workshops and working groups that were held at the event, together with a summary of discussions around all the different topics. You can also find pictures and drawings from the event at the report. 
Guidelines for Implementing SEL in Schools Year of publication: 2022 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Schools that promote SEL help in their students’ academic and global learning. It enables learners to live peacefully with others in heterogeneous societies and build ‘tolerance’ and ethics in behaviour in terms of universal human traits that go beyond social, cultural and gender differences. SEL cultivates children’s wellbeing, and because schools are mirrors or microcosms of our larger and dynamic societies, it is vital that personal and social learning be mainstreamed in schools. The purpose of these guidelines is to share the latest research with policymakers, school leaders, and teachers looking to integrate SEL into school practices and present scientific evidence on creating school environments and recommending practices that are key to building peaceful and sustainable societies.