Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,701 Results found
Construcción de paz en escenarios de violencia intracomunitaria: Estudio de caso Sierra de la Macarena (Meta-Colombia) Year of publication: 2017 Author: Keren Xiomara Marín Gonzales Corporate author: Universidad de Antioquia Tras la firma de los acuerdos de paz entre el Gobierno nacional y Las FARC-EP uno de los principales retos para el país es la construcción de paz en los territorios, especialmente en aquellos lugares donde la violencia ha sido, a su vez, política e intracomunitaria. Para explorar los retos que este tipo de violencia supone en escenarios de transición y posconflicto, este artículo analiza las dinámicas locales de la violencia y los diversos procesos de victimización que surgen al interior de las comunidades. Para esto se exponen algunos casos y testimonios recolectados en un trabajo etnográfico realizado en la Sierra de la Macarena, departamento del Meta, en los cuales se ilustran las dinámicas de la violencia comunitaria y sus efectos sobre el tejido social de las comunidades. A partir de estas consideraciones se plantean algunos límites que enfrenta la construcción de paz en esta región y se propone como alternativa la articulación entre la justicia transicional y la justicia local para tramitar estos escenarios de violencia. 
Juntos podemos enfriar el planeta Year of publication: 2016 Corporate author: GRAIN | La Via Campesina Es una historia basada en el video " juntos podemos enfriar el planeta" que habla sobre el calentamiento global, sus causas y consencuencias, Reporta el cómo la producción industrial de alimentos afecta este fenomeno. Relata cada paso de producción industrial de alimentos, el uso de tierras fértiles, la quema de árboles que produce dióxido de carbono,el uso de maquinarias, uso de fertilizantes y agrotóxicos,la producción de excremento de animales que produce gas metano, así como el transporte que debe ser usado para que esta producción llegue a donde debe ser vendida. Posteriormente proponen una serie soluciones que constan de 5 pasos. 
Global Education Monitoring Report, 2021, Central and Eastern Europe, Caucasus and Central Asia: Inclusion and Education; All Means All Year of publication: 2021 Corporate author: Global Education Monitoring Report Team | European Agency for Special Needs and Inclusive Education | Network of Education Policy Centers Prepared by the Global Education Monitoring (GEM) Report, in partnership with the European Agency for Special Needs and Inclusive Education and the Network of Education Policy Centers, the regional report on inclusion and education in Central and Eastern Europe, the Caucasus and Central Asia offers a deep dive into the core challenges and key solutions. The region is working hard to overcome a legacy, whereby children with disabilities attended special schools, once wrongly regarded as an effective solution, segregated by type of disability, if not fully excluded from education.The report draws on in-depth profiles of 30 education systems in the region. It also presents the additional risks to inclusion now posed by the COVID-19 pandemic. Building on the 2020 Global Education Monitoring Report, it documents barriers facing learners, particularly where multiple disadvantages intersect. Its recommendations provide a systematic framework for identifying and dismantling these barriers, according to the principle that ‘every learner matters and matters equally’. 
Global Citizenship Education and Youth Advocacy for a More Peaceful and Sustainable World: A Resource Manual Year of publication: 2020 Author: Dylan Wray | Lisa Van Wyk | Rigoberto D. Banta Jr. | Roy Hellenberg Corporate author: APCEIU Since 2016 the Global Citizenship Education (GCED) Youth Network and UNESCO Asia-Pacific Centre of Education for International Understanding(APCEIU) have been working together to support young people to take action to make their communities and the world a better place.This manual, which is the outcome of a joint initiative by the GCED Youth Network and APCEIU, is intended to provide a useful resource for those who teach GCED, for youth organisations that are engaged in advocacy on themes that relate to global citizenship, and those who are supporting youth advocacy.The manual is organized in three main sections: Section 1 focuses on GCED and the teaching of history as a strategy for building a peaceful world. Section 2 provides step by step practical guidelines and ideas for youth advocacy organisations to help them plan advocacy initiatives. Section 3 includes background information and practical ideas for youth advocacy on a series of themes that are relevant to GCED, including empowerment of vulnerable communities, media literacy and peace building. It also considers the role of GCED, and young people, in global crises, using the example of the COVID-19 pandemic, and provides suggestions to help youth advocacy and other organisations to prepare for and respond to such crises 
Survey on Privacy in Media and Information Literacy With Youth Perspectives Year of publication: 2017 Author: Sherri Hope Culver | Alton Grizzle Corporate author: UNESCO This report aims to provide conceptual, development and policy recommendations to foster privacy in MIL, while enabling the critical engagement of people, including young women and men, in an environment conducive to sustainable development and to freedom of expression online and offline. It seeks to provide clarity on the complex issue of how MIL and privacy intersect. 
Irish Aid Development Education Strategy 2017-2023: Development Education Year of publication: 2016 Corporate author: Irish Aid With the adoption at the UN in September 2015 of the 17 Sustainable Development Goals (SDGs), the world renewed its commitment to eradicating global poverty, hunger and inequality. SDG Target 4.7 calls on States to provide education to ensure that all learners acquire the knowledge and skills needed to promote sustainable development. Development education strengthens understanding of the global justice dimension of each of the Goals, inspiring and enabling people to take action at local, national and global levels. It is critical to achieving the promise of transformative change that defines the SDGs.This strategy affirms Ireland’s commitment to development education and its central role to both our international development programme and Irish foreign policy. 
Second Annual Meeting of the Global Citizenship Education Actors’ Platform: Meeting Report Year of publication: 2020 Corporate author: APCEIU This meeting report provides readers with an overview of discussion points during the “Second Annual Meeting of the GCED Actors’ Platform” held on 19 November 2020. The Meeting was aimed at: Reviewing and updating the status of regional priorities and progress for GCED in the light of the COVID-19 pandemic. Sharing initiatives and on-going projects undertaken at the regional level, especially in the field of GCED Research. Discussing future directions of the global and inter-regional GCED partnership. 
Youth Led Guide on Prevention of Violent Extremism through Education Year of publication: 2017 Author: Carolyn Nash | Yulia Nesterova | Kenneth Primrose | Wing Yu Alice Chan | Rios, Paul A. Chan | María José Velásquez Flores | Aniqah Zowmi Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In September 2016, the education sector from the UNESCO headquarters and the UNESCO category 1 research Institute, the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development(MGIEP) organised the first International Conference on Prevention of Violent Extremism through Education: Taking Action, in New Delhi, India. The usual plethora of reports and guides produced by experts on the subject, roundtables and expert panels were organised.But something different also happened. UNESCO MGIEP brought 50 youth from across the world rigorously selected through six week online discussion on the subject to participate in a first of its kind, “Talking Across Generations on Education (TAGe)” event. This event organised as a plenary session—not a side or lunch event—brought together these youth in a non-hierarchical “flat” dialogue with about 12 senior policymakers on the challenges and opportunities the youth see in preventing violent extremism through education.The conference culminated with the presentation of a “Youth Action Plan” containing three clear tangible action points. One action point was the development of a youth-led guide on Prevention of Violent Extremism through Education. This Guide is the result of that call to action.The Institute circulated a global call to youth who were willing to take up the challenge of producing the Guide. After a rigorous search based on a well-defined set of criteria, two coordinating lead authors were identified. These authors were then tasked to find the remaining authors who they saw fit to contribute to the Guide and this team then reached out to the wider group of youth to solicit their experiences and guidance in producing the Guide. The youth have done their part. They have reached out to more than 2,000 young people from more than 50 countries, collated their ideas and experiences and finally featured more than 150 unique voices into this document. 
한국 평화교육의 비판적 검토: 유네스코 평화교육의 관점에서 Year of publication: 2020 Author: 앨런 스미스 | 강순원 | 오덕열 Corporate author: 유네스코 아시아태평양 국제이해교육원 본 연구는 평화･자유･정의･연대･문화적 다양성･관용･지속가능 발전 등 보편적 가치를 토대로 한 유네스코 평화교육이 동북아시아의 특수성을 반영한 지역 평화교육의 토대로 작용할 수 있다는 가정에서 출발한다. 본 연구에서는 우선 유네스코 및 유럽평의회가 제2차 세계대전 이후, 특히 냉전과 탈냉전 시대를 통해 발전시킨 평화교육을 개괄적으로 소개하는 한편, ‘평화･통일교육’으로 일컬어지기도 하는 한국 평화교육을 광범위하고 심도 있게 분석하고 있다. 평화교육으로서의 통일교육이 어떻게 유네스코 평화교육에 접목하는 것, 현재 통일교육의 범주에서 이루어지고 있는 평화･통일교육의 현황을 중심으로 향후 평화교육 과제를 제시하는 것에 목적을 둔다. 
Supporting Change in Practice: Case Studies on the Use of the ACER-APCEIU Global Citizenship Education Monitoring Toolkit; Country Case-Australia Year of publication: 2025 Author: Rachel Parker | Karena Menzie-Ballantyne Corporate author: APCEIU APCEIU published Supporting Change in Practice: Case Studies on the Use of the ACER-APCEIU Global Citizenship Education Monitoring Toolkit, which shares key findings from the research conducted in Australia and the Republic of Korea. The two reports, based on case studies from two countries, build upon the three-phase Asia-Pacific GCED Monitoring Project (2022–2024) jointly undertaken by ACER and APCEIU to strengthen monitoring and evaluation of GCED and support progress toward SDG 4.7 across the region. The three phases of the initiative identified enabling conditions for GCED, validated the regional GCED Monitoring Framework, and developed the ACER-APCEIU GCED Monitoring Toolkit. The reports for each phase can be found here: Phase I, Phase II, and Phase III.The reports move the project forward by examining how the Toolkit can be practically applied in real educational settings. The study aimed to examine how the Toolkit could be used to support collaboration among key education stakeholders—teachers, school leaders, and education supervisors—in 1) goal setting, 2) planning, 3) implementing, and 4) reflecting on GCED practices. Through this process, the research sought to understand how the Toolkit could help strengthen the connection between policy commitments and everyday educational practice, supporting teachers, school leaders, and system leaders to embed GCED more systematically and sustainably within their existing framework. Both studies conducted in Australia and the Republic of Korea have been guided by the following research questions: How does the GCED Monitoring Toolkit support key stakeholder groups to collaboratively embed GCED in policy and practice? a. What aspects of the Toolkit enable or challenge stakeholders to achieve their GCED goals and objectives? b. How do key stakeholders perceive its usefulness?Are there any aspects of the Toolkit that stakeholders would change to improve its usefulness in supporting the implementation and contextualisation of GCED in policy and practice?The reports demonstrate how a GCED Monitoring Toolkit can be translated into actionable processes within real educational settings. It offers valuable insights for policymakers, school leaders, teachers, and researchers aiming to monitor and strengthen GCED implementation and systematically embed GCED within their educational ecosystems.