UNESCO Clearinghouse on GCED

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YouthXchange guidebook series: climate change and lifestyles Year of publication: 2011 Author: Adam Cade | Rob Bowden Corporate author: UNESCO | United Nations Environment Programme (UNEP) Climate Change and Lifestyles is the first in a series of guidebooks supporting the UNESCO/ UNEP YouthXchange (YXC) Initiative, which was created in 2001 to promote sustainable lifestyles among youth (15-24 years) through education, dialogue, awareness raising and capacity building. The series is being produced for young people and people working with youth, such as educators, teachers, trainers and youth leaders in both developed and developing countries. Almost half of the world’s population is under the age of 25, and nearly 90 per cent of them live in developing countries. Youth is a critical stakeholder in the global economy and will be the main actor and motor for change in the near future. Thus, the energy, motivation and creativity of youth are essential assets to stimulating change. Aims of the YXC Guidebook on Climate Change and Lifestyles: • Explore the links between lifestyles and climate change; • Help young people consider the actions they should take towards more sustainable lifestyles; • Support courses and actions that promote greater understanding of climate change and lifestyles among youth. The guidebook: • Considers the causes and effects of climate change and its human impacts and responses, while connecting them to lifestyle choices and the technical and social infrastructures of a society; • Provides scientific, political, economic, social, ethical and cultural perspectives on climate change; • Explains complex issues in accessible language supported by facts, graphics, images, examples and web links; • Develops the critical skills young people need to make personal choices to address the challenges of climate change.

Global education guidelines: a handbook for educators to understand and implement global education Year of publication: 2008 Corporate author: North-South Centre of the Council of Europe These Global Education Guidelines are the result of a need expressed by the North-South Centre’s (NSC) network of global education practitioners – the Global Education Week network - to have a common tool, built on experience gained by the network and other partners, to support educators to comprehend and successfully implement global education initiatives. By offering perspectives on global education as well as related methods and evaluation criteria – including sharing of practices, tools and resources - these Guidelines aim at strengthening the overall work for global education. It also aims at supporting practitioners in formal and non-formal education settings by introducing general elements which may be developed by them according to the needs and based on their own experiences; assist them in identifying existing global education approaches and practices; support them in reflecting on and becoming more aware of their own global education activities; increase global education practice sharing and create synergies between stakeholders; contribute to education policies at local, regional, national and international level.The Global Education Guidelines are an initiative of the Global Education Programme of the NorthSouth Centre of the Council of Europe, involving a team of educators from the Global Education Week network which constituted the drafting team with the mandate of drafting collectively the Global Education Guidelines. The writing process included a participatory method at several levels of consultancy amongst global education educators and practitioners actively involved with the North-South Centre global education and youth programmes. Moreover, a Group of Mentors was identified among NSC’s European and international partners, which included, inter alia, a team of trainers from the NSC’s University on Youth & Development.Topics presented in the Guidelines aim at clarifying fundamental questions related to global education; it suggest strategies on how to build contents; put forward aims, skills, values and attitudes; offer guidance on methods, curricular design and evaluation and list useful contacts, links and bibliography. The Guidelines should be regarded as an ongoing process of evolution, which should be regularly reviewed with new ideas, inputs and practices brought from a diversity of partners and their experiences.

Global Education Guidelines: A Handbook for Educators to Understand and Implement Global Education Year of publication: 2008 Author: Alicia Cabezudo | Christos Christidis | Miguel Carvalho da Silva | Valentina Demetriadou-Saltet | Franz Halbartschlager | Georgeta-Paula Mihai Corporate author: North-South Centre of the Council of Europe These Global Education Guidelines are the result of a need expressed by the North-South Centre’s (NSC) network of global education practitioners – the Global Education Week network - to have a common tool, built on experience gained by the network and other partners, to support educators to comprehend and successfully implement global education initiatives. By offering perspectives on global education as well as related methods and evaluation criteria – including sharing of practices, tools and resources - these Guidelines aim at strengthening the overall work for global education. It also aims at supporting practitioners in formal and non-formal education settings by introducing general elements which may be developed by them according to the needs and based on their own experiences; assist them in identifying existing global education approaches and practices; support them in reflecting on and becoming more aware of their own global education activities; increase global education practice sharing and create synergies between stakeholders; contribute to education policies at local, regional, national and international level.The Global Education Guidelines are an initiative of the Global Education Programme of the NorthSouth Centre of the Council of Europe, involving a team of educators from the Global Education Week network which constituted the drafting team with the mandate of drafting collectively the Global Education Guidelines. The writing process included a participatory method at several levels of consultancy amongst global education educators and practitioners actively involved with the North-South Centre global education and youth programmes. Moreover, a Group of Mentors was identified among NSC’s European and international partners, which included, inter alia, a team of trainers from the NSC’s University on Youth & Development.Topics presented in the Guidelines aim at clarifying fundamental questions related to global education; it suggest strategies on how to build contents; put forward aims, skills, values and attitudes; offer guidance on methods, curricular design and evaluation and list useful contacts, links and bibliography. The Guidelines should be regarded as an ongoing process of evolution, which should be regularly reviewed with new ideas, inputs and practices brought from a diversity of partners and their experiences.

A Pedagogical Guide on Global Citizenship Education in Korean Context Year of publication: 2015 Corporate author: 유네스코 아시아태평양 국제이해교육원(APCEIU) APCEIU has published a pedagogical guide on Global Citizenship Education (GCED) for Korean readers, which is the Korean adaptation of the UNESCO pedagogical guide, GCED: Topics and Learning Objectives (a.k.a. TLOs).Following the recently launched Korean translation of the TLOs, this Korean adaptation contextualizes the TLOs in Korean education, aligns its terminologies with Korean curriculum, and provides further explanations for Korean readers. This guide was developed by professors in the field of teacher education, primary and secondary school teachers, and curriculum developers with special expertise in GCED/EIU.It is hoped that this guide will help Korean educators and key stakeholders better understand GCED as a new pedagogy and also reflect on traditional teaching-learning experiences in various respects.

Promoting inclusive teacher education: methodology Year of publication: 2013 Author: Ian Kaplan | Ingrid Lewis Corporate author: UNESCO Bangkok ‘Promoting Inclusive Teacher Education’ is a series of five advocacy guides. The guides discuss challenges and barriers to inclusive education in different areas of teacher education and offer related strategies and solutions for effective advocacy towards more inclusive practices. The series begins with this introductory guide. It provides an overview of inclusive teacher education and of what advocacy means in this context. It also provides an introduction to the topics covered in the four other guides in the series. These are ‘Policy’, ‘Curriculum’, ‘Materials’, and ‘Methodology’.Advocacy Guide 5: Methodology – changing teaching methodology within teacher education institutions. Methodology refers to the theory and practice of teaching and learning. This addresses how teaching and learning is understood, organized, and conducted. Methodology, then, is the overall framework or approach to teaching which encompasses specific teaching methods. For example, an overall inclusive teaching methodology involves specific approaches to individualized/personalized instruction, and learner-centred teaching. These four advocacy guides are structured so that they: • break the issue down into several key challenges; • analyse the broad situation in the region, and suggest questions that advocates could ask to help them investigate the situation in their specific context; and • suggest pertinent advocacy goals, and the messages that advocates may want to convey, as well as indicators for deciding whether advocacy on the issue is having any impact. Tables at the end of each advocacy guide summarize the advocacy messages and suggest potential targets for each message, and then offer space for readers to make notes about how they might convey these messages to each target (drawing on advice provided in the brief guide to advocacy in this introductory guide). Illustrative case studies are provided wherever possible, and readers are encouraged to use their own investigations within their context to identify local case studies that they can use to back up their advocacy messages.

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