Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Media and Information Literacy Education in Asia: Exploration of Policies and Practices in Japan,Thailand, Indonesia, Malaysia, and the Philippines Year of publication: 2020 Author: Masato Kajimoto | Phansasiri Kularb | Bobi Guntarto | Sabariah Mohamed Salleh | Therese Patricia S. Torres | Guillian Mae C. Palcon | Ramon Tuazon Corporate author: UNESCO This book looked at the current media and information literacy education policies and teaching practices in formal and informal settings. It explores how MIL could address emerging and pressing problems such as political extremism, false news, online harassment and discrimination in Indonesia, Japan, Malaysia, the Philippines, and Thailand. 
التعليم والهوية ومنع التطرف: من منع التطرف العنيف إلى تعزيز السالم والصمود والمساواة في الحقوق والتعددية )PREP) Year of publication: 2017 Author: Sanam Anderlini Corporate author: International Civil Society Action Network فـي تشـرين الثانـي / نوفمبـر 2016 ، خـال منتـدى ايـكان ICAN السـنوي الخامـس للمـرأة والسـام واألمـن ، قــام أعضــاء التحالــف النســائي مــن أجــل القيــادة األمنيــة )وصــل( وغيرهــا مــن المنظمــات التــي تقودهــا النســاء فــي أكثــر مــن 30 دولــة بتحليــل دور التعليــم الرســمي وغيــر الرســمي فــي المســاهمة فــي تمكيــن الظـروف و تخفيـف العنـف المتطرف.كمـا قامـوا بتسـليط الضـوء علـى تجاربهـم العمليـة الخاصـة والـدروس المســتفادة مــن توفيــر التعليــم لمنــع التطــرف العنيــف مــن خــال تعزيــز الســام والصمــود والمســاواة فــي الحقـوق والتعدديـة )PREP )فـي المسـاحات الرسـمية وغيـر الرسـمية، بمـا فـي ذلـك مـن خـال تعاليـم بديلـة إلـى جنـب مع األبحـاث المكتبيـة حـول حالـة السياسـات والممارسـات للروايـات الدينيـة.إن تجاربهـم، جنبـا الحاليــة، وأول اجتماع للمنصــة العالميــة لتبــادل الحلــول )GSX ) حــول العالقــة بيــن التعليــم والجنــدر والتطـرف الـذي عقـد فـي مقـر اليونسـكو فـي باريـس فـي مـارس 2017 ، تقـوم بإبـاغ نتائج هـذا التقريـر . 
دمج الطلبة ذوي الإعاقة في المدرسة العادية: تجربة الأردن Year of publication: 2017 Author: Lama Ghoneim Corporate author: Al Fayoum Universit الورقة ترتكز حول فكرة دمج الطلبة ذوي الاعاقة في المدارس العامة للطلاب الأسوياء. وقد إستخدم الباحث التجربة الأردنية في عرض إمكانية الدمج. Inclusion of Students with Disabilities in the Regular School: The Experience of Jordan Year of publication: 2017 Author: Lama Ghoneim Corporate author: Al Fayoum Universit This paper is based on the idea of integrating students with disabilities in public schools for normal students. The researcher used the Jordanian experience to demonstrate the possibility of merging. 
Global Education for Teachers: MOOC Year of publication: 2020 Author: Nicole Blum | Frances Hunt Corporate author: University College London (UCL) The Global Education for Teachers MOOC (Massive Online Open Course) is a three-week course for teachers (3 hours per week) around the world hosted by FutureLearn. The course has been designed specifically for teachers as an introduction to global education and related terms such as global learning / global citizenship education. It will engage teachers with key issues and debates in global education, support collaboration between teachers around the world and provide practical support on how to introduce global issues into teaching. It is intended to develop teachers’ confidence, knowledge and skills to include global education in teaching and in so doing, better prepare students to take on the global challenges they will face now and in the future. 
Equity in School Education in Europe: Structures, Policies and Student Performance; Eurydice Report Year of publication: 2020 Author: Teodora Parveva | Anna Horváth | Anita Krémó | Emmanuel Sigalas | Christian Monseur Corporate author: European Commission | Education, Audiovisual and Culture Executive Agency (EACEA) | Eurydice This report provides an overview of education structures and policies that influence equity in school education. It connects these system-level features to student performance in international student assessment surveys (PISA, PIRLS and TIMSS). Looking at 42 European education systems, the report identifies which policies and structures are associated with higher levels of equity in student performance. The report examines the following education system features: participation in early childhood education and care, school funding, differentiation and school types, school choice, admissions policies, tracking systems, grade repetition, school autonomy, school accountability, support for disadvantaged schools, support for low-achieving students and the opportunity to learn. Education, Identity and Rising Extremism: From Preventing Violent Extremism to Promoting Peace, Resilience, Equal Rights and Pluralism (PREP) Year of publication: 2017 Author: Sanam Anderlini Corporate author: International Civil Society Action Network In November 2016, during ICAN’s fifth annual Women, Peace and Security forum, members of the Women’s Alliance for Security Leadership (WASL) and other women-led organizations in over 30 countries analyzed the role of formal and informal education in contributing to enabling conditions and mitigating extremist violence. They also highlighted their own practical experiences and lessons learnt in providing education to prevent violent extremism by fostering peace, resilience, equal rights and pluralism (PREP) in formal and informal spaces, including through the teachings of alternative religious narratives. Their experiences, combined with desk research on the state of current policy and practice, and the first multi-stakeholder Global Solutions Exchange (GSX) meeting on the nexus of education, gender and extremism held at the UNESCO headquarters in Paris in March 2017, inform the findings of this report. 
자유학기제와 미디어리터러시: 학교교사와 미디어교육 강사를 위한 가이드북 Year of publication: 2018 Author: 김양은 | 박한철 | 배은주 | 박정원 Corporate author: 시청자미디어재단 | 방송통신위원회 자유학기제에서 이루어지는 미디어교육을 담당하는 학교교사와 강사를 위한 미디어리터러시 교육 가이드북이다. 교육방법, 수업설계, 수업모형 및 미디어교육 참고자료 등 미디어교육과 관련한 교수학습자료를 다양하게 수록하였으며, 호주 및 캐나다의 미디어교육 사례도 참고할 수 있다. 
Effects and Limits of Core Schools for Multicultural Education (The Journal of Curriculum and Evaluation; Vol. 19, No. 1) Year of publication: 2016 Author: Hyosun Kim | Wonpyo Hong Corporate author: Korea Institute for Curriculum and Evaluation (KICE) This study investigates curriculum programs of core schools for multicultural education and teachers’ responses to their effects and limits. To address these topics, this study analyzes curricular documents collected from 18 elementary and secondary schools selected as exemplary cases in 2014. It also conducted in-depth interviews with 14 teachers who are in charge of planing and implementing multicultural programs in core schools. Major results support that multicultural core schools expand the targets of multicultural education to mainstream students, their parents and local residents beyond minority students and their parents. It turned out, however, that multicultural core schools still tend to untouch structural biases and discriminations, while focusing on extending students’ awareness of cultural and racial diversities. This study also reveals that participating teachers face such difficulties as heavy workloads, lack of collaboration from local schools, and lack of relevant experiences and instructional materials. Based on these results, this study suggests the sharing of successful programs, enhancing teachers awareness of the significance of multicultural education, and further supports for teachers in charge of multicultural education to achieve the targeted goals of multicultural core schools. 다문화교육 중점학교 교육 프로그램 운영 현황 및 발전 방향에 대한 연구 (교육과정평가연구; Vol. 19, No. 1) Year of publication: 2016 Author: 김혜선 | 홍원표 Corporate author: Korea Institute for Curriculum and Evaluation (KICE) 본 연구는 다문화교육 중점학교의 프로그램 운영 현황을 파악하고, 이에 대한 교사들의 인식과 운영상의 어려움을 살펴보기 위해 수행되었다. 이를 위해 2014년도 다문화교육 중점학교 가운데 우수 사례로 선정된 18개 학교의 문헌자료를 분석하였고, 그 중 14개 학교의 담당 교사와 면담을 수행하였다. 연구 결과, 모두를 위한 다문화교육을 지향하는 도입 취지에 맞게, 다문화교육 중점학교들에서는 다문화교육의 대상을 일반 학생이나 학부모들로 확대하고 있었다. 반면 다문화교육의 내용 측면에서는 여전히 문화 다양성이나 문화이해 교육이 다수를 차지하고 있는 데 비해 반편견·반차별은 주변화되어 있는 것으로 나타났다. 한편, 학교 현장의 담당 교사들은 이전의 시범학교들보다 중점학교의 접근 방식이 다문화교육의 취지와 좀 더 부합한다는 의견을 보이고 있는 반면, 업무과중, 인근 학교의 협조 부족, 관련 정보 부족 등과 같은 어려움을 지적하고 있었다. 이러한 결과를 토대로 본 연구는 다문화교육 중점학교의 발전 방안으로 다문화교육에 대한 학교 구성원들의 인식 강화, 반차별·반편견 관련 내용 요소 확대, 우수 프로그램의 확산과 공유 등을 제시하고 있다.