Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,839 Results found
重申培养社会主义合格公民的价值立场 (学校党建与思想教育; No. 612) Year of publication: 2019 Author: Du Shizhong | Yan Changrui Corporate author: Hubei Education Press 文章根据人类民主实践的历史成就，特别是中国仁人志士浴血奋斗的艰难历程，指出普通中国人获得的公民身份来之不易。公民意味着人民主权，意味着国家与公民对等、公民与公民平等，以及权利和义务对称，它具有法律、政治和社会诸多层面的丰富内涵。培养社会主义合格公民，是当代中国民主政治、市场经济、信息社会发展的历史必然，是最重要、最根本、最富有时代精神的中国教育特色。促进中国人从臣民到公民的转变，实现人的现代化，是时代赋予中国教育的使命。 
Development Education in Theory and Practice: An Educator’s Resource Year of publication: 2016 Author: Michal Cenker | Louiza Hadjivasiliou | Patrick Marren | Niamh Rooney Corporate author: UNIDEV | NGO Support Centre (Cyprus) | Pontis Foundation (Slovakia) | Kimmage Development Studies Centre (Ireland) This publication has been produced to provide a new teaching resource for academics and educators active in the field of Development Education and related disciplines. It covers twelve themes, each chapter includes both a conceptual overview and a teaching methodology section. The conceptual overview introduces the topic, explores the key concepts, theories and current debates. The teaching methodology section gives educators a set of tools that could help them introduce the topic in both formal and non-formal settings. 
Personalized Learning within Teacher Education: A Framework and Guidelines Year of publication: 2020 Corporate author: UNESCO International Bureau of Education (IBE) This paper explores the theoretical and practice elements that together inform the concept of personalised learning. These insights are then used to develop a Framework for Personalized Learning within Teacher Education. In addition, the final chapter outlines pedagogical strategies to support the development of personalised learning that were tested during the project within the participating universities.The Framework and Guidelines are intended for use by to teacher educators and their students, as well as by teachers and students in schools, to support the on‐going shift towards a personalised learning and collaborative paradigm which forefronts learner agency and autonomy and encourages learners of all ages to assume increased responsibility for their own learning and achievements. 
Education for Develpment (EdD) in a Diverse World: Comparative Study of Education for Global Citizenship (EdGC) in Paraguay and Spain Year of publication: 2017 Author: Ángela Alcaide Capilla | María Jesús Martínez Usarralde Corporate author: University of Valencia According to the summary of the author: "This article aims to collect a comparative analysis regarding Global Citizenship Education in two different contexts: Spain and Paraguay. The objective is to discover the main characteristics of this education, in meaning and practice, focusing on the diversity of views and constraints of reality, which enrich existing theory speeches, opening this field of knowledge to the experience of its application. In fact, this is the objective and the conclusion. The research justifies the value of this information in the field of study, based on interviews with experts from which relevant information that eludes the rhetorical speeches can be extracted." La Educación para el Desarrollo (EpD) en un mundo diverso: estudio comparativo de la Educación para la Ciudadanía Global (EpCG) en Paraguay y España Year of publication: 2017 Author: Ángela Alcaide Capilla | María Jesús Martínez Usarralde Corporate author: University of Valencia Según el resumen de los autores: "El presente artículo pretende acometer un análisis comparado en relación a la Educación para a la Ciudadanía Global en dos contextos diferentes: España y Paraguay. Se pretende con ello reconocer los rasgos principales de esta educación, en significado y práctica, bajo la premisa de destacar la diversidad de visiones y condicionantes de la realidad, que conceden a los discursos ya existentes en la teoría una gran riqueza, abriendo su campo de conocimiento a la experiencia que de su aplicación se extrae. En sí, este es objetivo y conclusión. Con la investigación se justifica el valor que esta información tiene para el campo de estudio, a partir de entrevistas a personas expertas de las que se extrae información relevante que escapa a la retórica." 
The Paraguayan Educational System Facing the Social Challenges of the 21st Century: A Historical Evolution Towards the Educational Goals Program 2021 Year of publication: 2018 Author: Carlos Novella García Corporate author: Autonomous University of Madrid In the summary the author sustains: "In 2011 the Iberoamerican States Organization for Education and Culture assumed the responsibility of coordinatin the actions and follow a challenging educative programa called "Educative Goals 2021: the education that we want for the generations of the bicentenary". This article pretends to learn the full details of this program and analyze the progresses and achievements made by Paraguay, one of the countries that signed this project. Different national and international reports were analysed in order to know, in detail and in a reliable way, the results of the application and development of the eleven goals of the program regarding education in the Paraguayan context. Nevertheless, due to the extension of this article, the authors focused on three of the eleven goals and obtained very relevant results concerning the absences and achievements of the objectives of these goals. The data evidences considerable progress in the education policies since 2011 although education, selection and professional development of teachers is still lacking development." I would add that the author highlights the importance of an international and Iberoamerican citizenship. El sistema educativo paraguayo ante los desafíos sociales del siglo XXI: una evolución histórica hacia el programa metas educativas 2021 Year of publication: 2018 Author: Carlos Novella García Corporate author: Autonomous University of Madrid En el resumen el autor sostiene: "En el año 2011 la Organización de Estados Iberoamericanos para la Educación y la Cultura asumió la responsabilidad de coordinar las acciones y realizar el seguimiento de un programa educativo muy ambicioso llamado “Metas Educativas 2021: la educación que queremos para la generación de los bicentenarios”. Este artículo pretende conocer con más detalle los fines de este programa y analizar los avances y logros alcanzados por Paraguay uno de los países firmantes de este proyecto. Para dicho análisis nos servimos de informes nacionales e internacionales que nos permitieran conocer con detalle y fiabilidad los resultados de la aplicación y desarrollo de las once metas del programa en materia educativa en el contexto educativo paraguayo. No obstante, por extensión de este artículo nos centramos en tres de estas once metas consiguiendo resultados muy relevantes respecto a los logros y a las ausencias de los objetivos de las metas analizadas. Los datos reflejan un avance considerable de las políticas educativas desde el 2011 hasta la actualidad aunque siguen existiendo carencias notables en aspectos relacionados, principalmente, con la formación, la selección y el fortalecimiento de la profesión docente." Agregaría que el autor subraya la importancia de una ciudadanía internacional e Iberoamericana. 
Intercultural Communication Human and Social Dimensions of Higher Education Year of publication: 2016 Author: Ingrid Steinbach Méndez Corporate author: Universidad Privada de Santa Cruz de la Sierra The starting point of this work is verifying the absence of and disregard for the human and social dimensions (knowing how to be and knowing how to coexist) in university education, including deficient intercultural communication manifested in discrimination ora lack of acknowledgement of the other. The problem is studied from the standpoints of the institution, the students and the faculty of the Faculty of Humanities and Communication of the Universidad Privada de Santa Cruz de la Sierra, Bolivia (FHC-UPSA). Using a qualitative quantitative methodology and a hermeneutic interpretation, voids are confirmed in the areas of "knowing how to be" and "knowing how to coexist" in the curricular designs as well as in the practices, behaviors and attitudes (habitus) of the students and faculty when faced with diversity. Comunicación intercultural, en la dimensión humana y social de la educación universitaria Year of publication: 2016 Author: Ingrid Steinbach Méndez Corporate author: Universidad Privada de Santa Cruz de la Sierra El trabajo parte de constatar una ausencia y despreocupación por la dimensión humana y social (saber ser y saber convivir) en la educación universitaria y como parte de ello, la deficiente comunicación intercultural expresada en signos de discriminación o desconocimiento del otro.La problemática es estudiada desde el ámbito institucional, estudiantil y docente de la Facultad de Humanidades y Comunicación de la Universidad Privada de Santa Cruz de la Sierra, Bolivia (FHC-UPSA). Utilizando una metodología cuali-cuantitativa, y una interpretación hermenéutica, se confirman vacíos en el "saber ser" y el "saber convivir" tanto en los diseños curriculares como también en las prácticas, comportamientos y actitudes (hábitus) de los estudiantes y docentes frente a la diversidad. 
University Internationalization: A Higher Education Imperative in the Latin American Context Year of publication: 2016 Author: Rosario Leon Robaina | Luz Inmaculada Madera Soriano According to the author: "The article analyzes the challenge of being able to harmonize institutional, national and international interests, in order to fulfill the social mission of contributing to solving social problems and promoting human development, for which a global context has to be taken into account. The resurgence of educational internationalization is actually a consequence of this. Its development is founded on the will to enhance the capacity and identity of the university community for internationalization. Theoretically, the researchers started setting up the foundations from a qualitative approach, methodologically based on structural and systemic action research to establish the university internationalization strategy. The results show that the proposed strategy is an instrument that has enhanced the development of the internationalization culture, defining objectives and strategies, which from the praxis, are materialized in different action plans, using specific measurement criteria, and levels of achievement" The authors argument that a socially committed globalization is promoted.