Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,613 Results found
Children's Climate Cards Year of publication: 2021 Corporate author: Plan International These children’s climate cards provide a series of inspiring and interactive activities to engage children on the climate change agenda and call for climate action. 
Digital Education Action Plan 2021-2027: Resetting Education and Training for the Digital Age Year of publication: 2020 Corporate author: European Union The Digital Education Action Plan (2021-2027) outlines the European Commission’s vision for high quality, inclusive and accessible digital education in Europe.It is a call to action for stronger cooperation at European level to learn from the COVID-19 crisis during which technology is being used at a scale never seen before in education and training make education and training systems fit for the digital age 
The Role of Women in Citizenship and Belonging Year of publication: 2020 Author: Tahany AL-Qaseem Corporate author: Majmaah University Citizenship and belonging are among the old and renewed issues that soon impose themselves when addressing any dimension of development related to development and reform projects. In this presentation, the lecture reviews the role of women in promoting the values of citizenship and belonging. 
The Future of Language Education in Europe: Case Studies of Innovative Practices; Analytical Report Year of publication: 2020 Author: Emmanuelle Le Pichon-Vorstman | Hanna Siarova | Eszter Szőnyi Corporate author: NESET II | European Union (EU) The main purpose of this report is to inspire educators and policy makers to innovate and implement forward-looking policies and practices in language education, by exploring novel approaches and strategies for language teaching across in Europe that support learners’ plurilingualism. 
Teaching Media Literacy in Europe: Evidence of Effective School Practices in Primary and Secondary Education; Analytical Report Year of publication: 2018 Author: Julian McDougall | Marketa Zezulkova | Barry van Driel | Dalibor Sternadel Corporate author: NESET II | European Union (EU) This report is aimed at policymakers, practitioners and researchers in the fields of school education, media and digital policies. It reviews relevant European and international research to better understand how teaching and learning practices can support students’ media literacy in primary and secondary education. It also aims to understand how media literacy education in schools can help address the challenges related to the spread of disinformation and ‘fake news’. 
Global Citizenship Education in the Draft Social Studies K-6 Curriculum Year of publication: 2021 Corporate author: Alberta Council for Global Cooperation (ACGC) This document is the Alberta Council for Global Cooperation’s (ACGC) response to the Draft Social Studies K-6 Curriculum released by the Government of Alberta on March 29, 2021. ACGC conducted the analysis of the draft social studies curriculum to better understand the alignment of the draft with global citizenship education (GCE) best practices.Global citizenship is a lens through which to see the world. ACGC understands global citizenship as “an ethos” primarily concerned with fostering “a sense of belonging to the global community and common humanity” (UNESCO, 2013). This not only involves members experiencing solidarity and collective identity themselves, but also necessitates collective responsibility to take local and global action for a better world.Following the analysis, ACGC strongly recommends that the draft curriculum be rewritten to reflect international best practices in global citizenship education. There are significant gaps in the draft when held against the suggested learning outcomes of UNESCO’s guide, Global Citizenship Education: Topics and Learning Objectives. Furthermore, the Alberta government’s Guiding Framework for the Design and Development of Kindergarten to Grade 12 Provincial Curriculum released in December 2020 provides an opportunity for GCE if the draft curriculum more closely aligns with our understanding of the Guiding Framework. Ultimately, the best path forward is rewriting the draft curriculum to include cognitive, socio-emotional, and behavioural learning outcomes that foster active global citizenship and prepare Alberta students to contribute to and thrive within a sustainable, interconnected world. 
Foundations for Building Forward Better: An Education Reform Path for Lebanon Year of publication: 2021 Corporate author: World Bank Human capital development is a critical determinant of economic growth, equity, and prosperity, but outcomes in this domain are worryingly low inLebanon, risking the future of generations of children. Lebanese children lag behind their peers in human capital development—measured accordingto the World Bank (2020c) Human Capital Index—suggesting that the future productivity of the labor force and the country’s trajectory for equitablegrowth is at risk (World Bank 2020b). The Human Capital Index indicates that children born in Lebanon today will reach, on average, only 52 percentof their potential productivity when they grow up. This is lower than the average estimates for the Middle East and North Africa (MENA) region(57 percent) and upper-middle-income countries (56 percent). Lebanon’s poor performance on the Human Capital Index is largely attributed to theeducation outcomes calculated for the index. If actual years of schooling, which average approximately 10.2 years in Lebanon, are adjusted for actual learning, effective years of schooling are 40 percent less—on average, only 6.3 years of actual learning (World Bank 2020b). The most recent school closures were due to the COVID-19 pandemic, with schools being closed over 75 percent of the school year between January 2020 and February 2021.1 This will likely lead to a further and significant decrease in learning: effectively, students are facing a lost year of learning (Azevedo et al. 2021). 
COVID 19, Technology-Based Education and Disability: The Case of Bangladesh; Emerging Practices in Inclusive Digital Learning for Students With Disabilities Year of publication: 2021 Author: Vashkar Bhattacharjee | Shahriar Mohammad Shiblee Corporate author: UNESCO This study sheds light on Bangladesh’s initiatives in the area of disability-inclusive education. The particu- lar focus is on the role of its Accessible Reading Materials (ARM) initiative and how this has contributed to ensuring disability-inclusive and accessible education during the COVID-19 pandemic in Bangladesh. ARM is a government-led initiative that was launched in 2014 by the then Access to Information (a2i) programme of the Prime Minister’s Office, now the Aspire to Innovate Programme of the Information and Communica- tion Technology (ICT) Division of the Government of Bangladesh. It was launched in recognition of the need for solutions to ensure virtual, as well as regular reading access for all students, including children and young people with barriers to reading. ARM is aimed at satisfying the educational needs of all students including students with print and learning disabilities. 
Media Education and Citizenship: An Analysis of the Quebec Preschool and Elementary Education Program (No. 80) Year of publication: 2018 Author: Normand Landry | Chantal Roussel Corporate author: Lien social et Politiques In Canada, the limited level of knowledge on media education content that is conveyed by academic curricula hinders its critical evaluation. This article presents the ways in which media education is introduced in the Quebec Education Program (QEP) at the preschool and elementary level. More specifically, it highlights the connections at work between media education, childhood and citizenship in the program. Our method tracks and extracts a set of statements related to information and communications technologies (ICTs) and the media, then conducts their automated classification into four principal categories: speech, verbs used that reflect the actions undertaken by categories of actors (school, pupils, teachers), learning objectives and suggestions. A subsequent classification allows for the emergence of verbs and learning objectives associated to the notion of citizenship. The latter are then subject to speech analysis. Our analysis intends to demonstrate the message conveyed by the QEP on media and ICTs. It highlights the roles, tasks and responsibilities of its various actors in relation to the acquisition of knowledge and skill development. In addition, it features the actions taken by these actors to operationalize the academic goals of the program. Our conclusion indicates a low subject implementation of the statements associated to media education and citizenship, relevant content, although thematically limited, along with the conception of students as capable of a reflection and critical thinking process. 
Global Citizenship Education Policy and Recommendations Report: Reflections and proposals for the SICA region Year of publication: 2021 Author: Daniel Abreu Corporate author: Central America Coordination Bureau for Education and Culture (CECC) | Central American Integration System The CECC/SICA Council of Ministers has proposed to the Ministries of Education, in the Contingency Plan for the SICA region, to prioritize some approaches and curriculum content. One area of particular relevance is education for the exercise of citizenship, a dimension especially challenged in these times when citizens have seen their principles, values and daily practices critically demanded by the special circumstances of living together in society.The Report explains how Global Citizenship Education is implemented in SICA countries and provides recommendations for strengthening it in different as- pects of policy and teaching practice.