Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
19 Results found
Easy Steps to Help Your Child Become a Digital Citizen Year of publication: 2020 Author: Janice Richardson | Veronica Samara Corporate author: Council of Europe A guide to help you use your experience as a citizen to guide your children on their path towards digital citizenship.Young people today inhabit a world that has been transformed by digital technologies, effortlessly enabling connectedness through social media and access to vast quantities of information. Making sense of this hyper rich information and engaging effectively and responsibly poses a whole set of new challenges for educators as they seek to prepare young people as citizens, exercising their rights and participating effectively in the affairs of the community.Parents, and “non-tech” grandparents too, can help children become digital citizens. In this guide, we explain some of the easy steps to follow, to help children master what it takes to act responsibly and respectfully online. Étapes simples pour aider votre enfant à devenir un citoyen numérique Year of publication: 2020 Author: Janice Richardson | Veronica Samara Corporate author: Conseil de l'Europe Un guide pour vous aider à utiliser votre expérience en tant que citoyen pour guider vos enfants sur la voie de la citoyenneté numérique.Les jeunes habitent aujourd'hui un monde qui a été transformé par des technologies numériques, permettant la connexion sans effort via les médias sociaux et l'accès à de vastes quantités d'informations. Etre capable de décortiquer cette information hyper riche et s’engager de manière efficace et responsable pose toute une série de nouveaux défis pour les éducateurs dans la mesure où ils cherchent à préparer les jeunes en tant que citoyens, à exercer leurs droits et à participer efficacement aux affaires de la communauté.Les parents et les grands-parents (même les profanes en technologie), peuvent aider les enfants à devenir des citoyens numériques. Dans ce guide, nous présentons quelques étapes faciles à suivre afin d’aider les enfants à maîtriser l’essentiel pour agir de façon responsable et respectueuse en ligne. 
Digital Citizenship Education Handbook Year of publication: 2019 Author: Janice Richardson | Elizabeth Milovidov Corporate author: Council of Europe Digital citizenship and engagement involves a wide range of activities, from creating, consuming, sharing, playing and socialising, to investigating, communicating, learning and working. Competent digital citizens are able to respond to new and everyday challenges related to learning, work, employability, leisure, inclusion and participation in society, respecting human rights and intercultural differences.This Digital citizenship education handbook is designed to help educators and other interested adults understand and deal with them. It builds on the Council of Europe’s Reference Framework of Competences for Democratic Culture and the achievements of our longstanding Education for Democratic Citizenship programme, and complements the Internet literacy handbook as part of a coherent approach to educating citizens for the society of the future. 
Global Environment Outlook 4 (GEO-4): Environment for Development Year of publication: 2007 Corporate author: United Nations Environment Programme (UNEP) The fourth Global Environment Outlook – environment for development ( GEO-4 ) places sustainable development at the core of the assessment, particularly on issues dealing with intra- and intergenerational equity. The analyses include the need and usefulness of valuation of environmental goods and services, and the role of such services in enhancing development and human well-being, and minimizing human vulnerability to environmental change. The GEO-4 temporal baseline is 1987, the year in which the World Commission on Environment and Development (WCED) published its seminal report, Our Common Future . The Brundtland Commission was established in 1983, under UN General Assembly resolution 38/161 to look at critical environment and development challenges. It was established at a time of an unprecedented rise in pressures on the global environment, and when grave predictions about the human future were becoming commonplace. تقرير التوقعات البيئية العالمية الرابع: البيئة من أجل التنمية المستدامة Year of publication: 2007 Corporate author: United Nations Environment Programme (UNEP) تضع توقعات البيئة العالمية الرابعة - البيئة من أجل التنمية (GEO-4) التنمية المستدامة في صميم التقييم ، لا سيما فيما يتعلق بالقضايا التي تتناول المساواة بين الأجيال وبين الأجيال. تشمل التحليلات الحاجة والفائدة في تقييم السلع والخدمات البيئية ، ودور هذه الخدمات في تعزيز التنمية ورفاهية الإنسان ، وتقليل تعرض الإنسان للتغير البيئي. خط الأساس الزمني لتوقعات البيئة العالمية الرابع هو عام 1987 ، وهو العام الذي نشرت فيه اللجنة العالمية للبيئة والتنمية (WCED) تقريرها الأساسي ، مستقبلنا المشترك. تأسست لجنة برونتلاند في عام 1983 ، بموجب قرار الجمعية العامة للأمم المتحدة 38/161 للنظر في تحديات البيئة والتنمية الحرجة. تم تأسيسه في وقت ارتفاع غير مسبوق في الضغوط على البيئة العالمية ، وعندما أصبحت التنبؤات الخطيرة حول مستقبل الإنسان أمرًا شائعًا. 
A Theory of Justice (Arabic Edition) Year of publication: 2011 Author: John Rawls Corporate author: Syria. Ministry of Culture This is a book translated by Laila Al Taweel for the American author John Rawls, in which he reviewed justice by examining the institutions and laws that govern it. John asserts that justice is a major component of this universe and cannot be ignored in any way, or even surpassed even in the interests of society's well-being. This translated book is a reference in the Arab world for understanding justice. نظرية في العدالة Year of publication: 2011 Author: John Rawls Corporate author: Syria. Ministry of Culture هذا كتاب مترجم للامريكي جون رولز، والذي استعرض فيه العدالة من خلال تطرقه للمؤسسات والقوانين التي تحكمها. يؤكد جون أن العدالة مكون رئيسي من هذا الكون ولا يمكن تجاهلها بأي حال، أو تجاوزها حتى لصالح رفاهية المجتمع. يمثل هذا الكتاب المترجم مرجعا في الوطن العربي لفهم العدالة. 
Why the World Needs Happy Schools: Global Report on Happiness In and For Learning Year of publication: 2024 Corporate author: UNESCO Seeing a teacher smile. Hearing students laugh. Feeling a hug from a friend. Smelling fresh air. Tasting a nutritious school meal. These five senses can stimulate happiness at school and improve the learning experiences, outcomes and well-being of students. Through the ‘Happy Schools’ initiative, UNESCO is placing happiness at the core of the transformation of education. It encourages education systems to recognize happiness as both a means to and a goal of quality learning. The initiative is informed by a growing evidence base linking happiness with better learning, teaching, well-being and overall system resilience. This report presents the UNESCO global Happy Schools framework consisting of 4 pillars – people, process, place and principles – and 12 high-level criteria to guide the transformation of learning. It offers a holistic model for embedding happiness into education policies and cultivating it in schools through systemic changes. The report illustrates how the ‘Happy Schools’ initiative aims to create top-down and bottom-up transformation, encouraging governments to recognize happiness as a core objective of education. It supports the scaling of promising practices of joyful learning from the school to the policy level. 
Building Strong Foundations: What to Teach for Foundational Education for Health and Well-being (Building Strong Foundations Brief; 2) Year of publication: 2024 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) In a rapidly changing world, establishing strong foundations for children is vital for their well-being and resilience. Quality education is central to this endeavour and is the key to lifelong health and success. Recognizing that children thrive in the classroom when they are in good health, it is crucial to learn about health and well-being early on in primary schools. The Building strong foundations briefs, developed jointly by UNESCO and UNICEF, provide evidence-based guidance to support primary school-aged children to thrive through foundational education for health and well-being. Drawing from extensive research and consultations with leading experts from various fields and across the world, these briefs serve as a roadmap for education stakeholders to equip learners with the requisite knowledge and skills to navigate their current and future health and well-being needs. The present document is the second of four briefs. It is a go-to resource to better understand what makes a primary school curriculum effective in supporting health, well-being and learning. The brief provides practical tips and insights on integrating core thematic concepts for health and well-being into the curriculum, including concrete examples of learning objectives for lower primary and upper primary curricula. Whether a seasoned curriculum designer, a passionate educator or an individual involved in primary school curriculum processes, this brief equips readers with the tools to design impactful curricula for transformative learning, health and well-being. 
Egyptian Youth Rethink the Future of Wellbeing in 2050: Report of the Futures Literacy Lab-novelty; Online, 21-24 July 2020 Year of publication: 2020 Corporate author: UNESCO Cairo The UNESCO (Cairo Office and Research, Policy and Foresight Section) and the Egyptian Ministry of Youth and Sport, with support of Bibliotheca Alexandrina, UNFPA and UN Women, organized a Futures Literacy Laboratory - Novelty (FLL-N) entitled “Egyptian Youth Rethink the Future of Wellbeing in 2050”. Held online during 21-24 July 2020, and deploying the latest advances in anticipatory systems thinking and collective intelligence processes, the Lab brought together around 30 persons from across Egypt for 8-hours intensive work spread over a week’s time.Thirty young participants explored the topic of ‘wellbeing’ in Egypt in 2050 using a tool called the Futures Literacy Lab-Novelty (FLL-N). Wellbeing is an open concept that invites many different ways of defining what it means to ‘live well’. The participants engaged in learning-by-doing activities that exercised their imaginations, exploring questions like, how do people in 2050 in Egypt describe ‘wellbeing’? What is daily life like such that people in 2050 believe that they have achieved ‘wellbeing’? By working together to imagine the future this Lab provided an opportunity to better understand the origins of what we imagine, why and how we create the images of the future, and crucially the powerful influence such images have on our fears and hopes, perceptions and choices.