Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
62 Results found
Le Risposte del settore educativo al bullismo omofobico Year of publication: 2014 Corporate author: UNESCO This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. 
GCED Meets Teachers: GCED Teacher Workshop Guidebook Year of publication: 2015 Author: 김종훈 | 이양숙 | 엄정민 | 정경화 | 이지홍 | 이대훈 | 자넷 필라이 | 우딤 수바 | 박상용. Corporate author: APCEIU APCEIU published the GCED teacher workshop guidebook “GCED meets teachers.” This guidebook will be used at GCED workshops for teachers of 17 metropolitan and provincial offices of education carried out by GCED Lead teachers. The contents include the concept and the background of GCED, main contents, implementing methods at school. This GCED workshop manual provides teachers with opportunities to search for the ways to implement GCED at the schools, experience learning methods, and understand the main issues and themes of GCED through workshops. This guidebook is composed of 7 workshop sessions(refer to list below). Teachers and teacher educators planning GCED workshop can use this guidebook which includes the contents of the sessions, consultation to help plan and implement workshops based on participation and communication of the participants. “Global Citizenship Education meets teachers” GuidebookSession 1. Importance of World Education Forum and Global Citizenship EducationSession 2. Concept of GCED and its backgroundSession 3. Learning the contents and the theme of GCEDSession 4. Understanding the complexity and interrelationship of the issuesSession 5. Discussion class for cooperative communicationSession 6. Implementing GCED through Project Based LearningSession 7. Setting GCED action plans Preparing teachers to educate for 21st century global citizenship:envisioning and enacting Year of publication: 2014 Author: Linyuan Guo Corporate author: Centennial College The changing educational landscape in the global context and the increasing interconnectedness and interdependence of the world have placed unprecedented demands on teacher education programs in preparing teachers to educate for 21st century global citizenship in K-12 schools. To chart the course of preparing global educators for an interconnected world, the Faculty of Education at the University of Prince Edward Island (UPEI) and UNICEF Canada have collaboratively developed an undergraduate course, entitled Educating for Global Citizenship. It focuses on preparing educators to teach for 21st century global citizenship and has been integrated into UPEI’s teacher preparation program as a compulsory course. This paper is based on a three-year study examining teacher candidates' experiences in learning to educate for global citizenship, the changes of their perceptions on global citizenship education, and the challenges and achievements they experienced in educational practices. Findings from this study indicate the unique opportunities and challenges teachers face in learning to educate for global citizenship and suggest the necessity of integrating global citizenship education in teacher education programs through a holistic approach. Inclusion from the start: guidelines on inclusive early childhood care and education for Roma children Year of publication: 2014 Corporate author: UNESCO | Council of Europe Inclusion from the start: guidelines on inclusive early childhood care and education for Roma children (Guidelines hereafter) is a joint contribution by the Council of Europe and UNESCO to improving access to quality early childhood services for Roma children. They are a concrete follow-up to the recommendations arising from an expert meeting, organised by the two organisations in 2007.1 Recognising that quality early childhood experience is an important stepping stone toward inclusive participation in school and society, the Guidelines address the challenges specifc to Roma children in the early years and transition to primary education. They provide guidance on key themes, such as the conceptualisation of early childhood care and education (ECCE) services, agenda-setting, stakeholders’ responsibilities, curricular and pedagogical approaches, staf training and professional development, assessment and transition to primary education. The Guidelines primarily address formal ECCE services – such as kindergartens and preschools – which typically cater for children from ages 3-6 years. The reason for this focus is that providing care and education experience prior to primary school entry is crucial for supporting Roma children’s school readiness and for facilitating an equal start in their frst year. This being said, the Guidelines also acknowledge the critical importance of the years pre-natal to age 3, and consider health and nutrition interventions and non-formal ECCE programmes (e.g. community-based childcare, parenting education) as essential services in deprived neighbourhoods and settlements. Integrating education for sustainable development & education for international understanding: conceptual issues and pedagogical principles for teacher education to address sustainability Year of publication: 2006 Author: Swee-Hin Toh Corporate author: UNESCO Bangkok It is in this spirit that this essay seeks to “integrate” two active and expanding fields of 2 educational innovation and transformation worldwide, namely ESD (education for sustainable development or sustainability) and EIU (education for international understanding). The key conceptual issues and themes of both of these movements will be clarified and shared values and understandings highlighted. It will also be argued that both ESD and EIU , in order to effectively fulfill their goals of building a peaceful, just and sustainable world order, rests on some key common pedagogical principles and processes. Another introductory caveat is also essential here, namely the question of paradigm. Among policy-makers, theorists and practitioners, there may well be and often are distinct differences in conceptualization according to their paradigmatic interpretations, with consequently alternative implications for policies and practices. 
Citizenship education at school in Europe Year of publication: 2005 Corporate author: Eurydice. European Unit This comparative analysis is based on country descriptions supplied by the Eurydice National Units.To collect information for them, a Guide to Content, including common guidelines and definitions, was prepared by the Eurydice European Unit (EEU) in consultation with the National Units at the beginning of 2004.The aim of the Guide to Content was to ensure that the country descriptions were drafted in accordance with a common structure to facilitate subsequent cross-country comparison of the information provided. The role of education and training in sustainable development: social, economic and environmental dimensions Year of publication: 2006 Author: Mohammad Jabir Ali | Abdallah AmboSaeedi | Jilani Lamloumi | Sulieman Sulieman Corporate author: UNESCO Beirut Education, Training and Sustainable Development are three fields for life were selected to be the topic in the Regional Workshop on the Role of Education and Training in Sustainable Development (Manama - Kingdom of Bahrain, 19-21 September 2005), as part of TVET-UNEVOC programme for 2004-2005, and follow-up on Bonn Declaration issued at the end of the International Expert Meeting on “Learning for Work, Citizenship and Sustainability”, Bonn, 25-28 October 2004. Thirty five (35) officials, experts and specialists from thirteen (13) Arab countries, UNESCO Offices in Beirut and Doha, and the International Centre for TVET - Bonn Centre took part in Bahrain Workshop. The Organizing Committee for the Workshop had highlighted the social, economic and enviromental dimensions of sustainable development, according to the plan of action of the UN Decade on Education for Sustainable Development (2005-2014). The main working papers discussed in the Workshop were developed into a reference study in TVET-UNEVOC Searies to reflect on future orientations in the fields related to Sustainable Development in the Arab countries. 
Incorporating education for sustainable development into world heritage education: a teacher's guide Year of publication: 2010 Corporate author: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific This publication, A Teacher’s Guide: Incorporating Education for Sustainable Development into World Heritage Education, represents the collective efforts of workshop participants to produce a practical tool for teachers to modify available curricula and incorporate ESD concepts and principles into WHE. It has taken a long time for the guide to be available in print. Nonetheless, the content of the guide remains practical and relevant in incorporating Education for Sustainable Development into World Heritage Education. 
Human rights education in the school systems of Europe, Central Asia and North America: a compendium of good practice Year of publication: 2009 Corporate author: Council of Europe | OSCE. Office for Democratic Institutions and Human Rights | UNESCO | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) “Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice” is a compilation of 101 examples of good practice in human rights education in primary schools, secondary schools and teacher training institutions in the Organization for Security and Co-operation in Europe (OSCE) area, which is also covered by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Office of the United Nations High Commissioner for Human Rights (OHCHR) and, partially, the geographical mandate of the Council of Europe (CoE).The term “human rights education” is often used in this resource in a broader sense, to also include educationfor democratic citizenship and education for mutual respect and understanding, which are all based on internationally agreed human rights standards. These three areas are seen as interconnected and essential within educational systems in order to prepare youth to be active, responsible and caring participants in their communities, as well as at the national and global levels.Human rights education has been defined as education, training and information aimed at building a universal culture of human rights. A comprehensive education in human rights not only provides knowledge about human rights and the mechanisms that protect them, but also imparts the skills needed to promote, defend and apply human rights in daily life. Education for democratic citizenship focuses on educational practices and activities designed to help young people and adults to play an active part in democratic life and exercise their rights and responsibilities in society. Education for mutual respect and understanding highlights self-respect, respect for others, and the improvement of relationships between people of differing cultural traditions.This book aims to support quality teaching in these areas and to inspire educational policymakers (those working in education ministries and local school boards) and administrators, teachers, teacher trainers, non-formal educators and all other interested actors, as well as to facilitate networking and the exchange of experience among education professionals. 
Teacher Training for Multicultural Education in Favour of Democracy and Sustainable Development: the Territorial Approach Year of publication: 1995 Author: Raúl Galiardi | Paula Bernadini Mosconi Corporate author: UNESCO This publication is part of the book Teacher Training and Multiculturalism: National Studies. This book presents the outcomes concerning the initial training systems of teachers in eight countries at different levels of development in different regions of the world but who are faced with a common challenge to educate for cultural diversity. Both the conclusions of each particular study and the general outcomes demonstrate the complexity of the problems and the benefits of comparative analysis. Overcoming prejudices and stereotypes is not an easy task nor likely to be achieved in the short term. Mentalities change far more slowly than knowledge and, because of this, educational strategies need to be applied in the long term. This study also shows that it is necessary to improve the exchange of experiences as well as contacts between people and institutions who are confronted with the same problems in different contexts. The publication of the initial outcomes of this project is intended to enrich the quality of discussions between specialists and institutions who, in different parts of the world, are concerned by multicultural education as an instrument to promote understanding, respect and dialogue between cultures.