Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,242 Results found
澳大利亚公民教育课程及其经验 (当代教育与文化; Vol. 11, No. 3) Year of publication: 2019 Author: Sun Hongkai | Sun Yuhua Corporate author: Northwest Normal University 在西方国家，公民教育课程改革是培养积极公民的重要途径。澳大利亚公民教育课程为学生提供多种活动 选择，力行改变、参与、解决具体问题的原则，致力于提高学生的参与意 识，在培养积极公民上取得了突出的效果。澳大利亚公民教育课程紧扣培养目标、实践取向、学生主导的课程开展经验为我国培育学生参与意识和参与能力提供 了借鉴价值，同时应该批判地选择其经验中的可取之处。 
Research on Community Education and Citizenship Education Driven by Big Data (Journal of Hubei Adult Education Institute; No.11) Year of publication: 2019 Author: Wang Jinying | Zhang Mingyue Corporate author: Heilongjiang Education College Big data is favored by educators in line with the advantages of learners’ brain science, cognitive psychology and educational technology development rules. It has had a subversive impact on the education system and is satisfactory for people. To do a good job in education, improve the quality of the people and strengthen the construction of a learning society, community education should take the initiative to combine with big data to explore the convergence of big data collection, storage, analysis, forecasting and other functions with civic education, build a data ecological space and drive community civic education and cultivate qualified citizens in the community through “ Big Data + Co-ordination” “ Big Data + Services” and “ Big Data + Evaluation ”． 
BRIGHTS Course Curriculum Year of publication: 2017 Author: Federica Funghi | Francesca Vannucchi Corporate author: Brights Project | European Union (EU) | European Commission This document presents the organization of the course to be delivered in the framework of the BRIGHTS project by specifying its diverse phases, the objectives and the learning outcomes, the kind of contents to be issued and how the participants (Teachers and Trainers working with youth) will be involved. 
Discourse on Peace-Oriented Citizenship in the Korean Peninsula: Form Unification Education in the Divided Society Into the Citizenship Education in the Peaceful Coexistence Era (Journal of Education for International Understanding; Vol. 15, No. 2) Year of publication: 2020 Author: Soonwon Kang Corporate author: Korean Society of Education for International Understanding (KOSEIU) This paper puts emphasis on designing the peace-oriented citizenship education towards the peaceful coexistent era beyond unification education in the divided society, analyzing the limits and possibility of democratic citizenship education connected with unification education which has been reflected by the peace process of present governments since liberation from the colonial period in 1945. According to the changes of unification education connected the peace process of each government, the name of historical subjects to take the initiative to overcome the division has been changed from civics saving the country to patriotic nation and onto the democratic citizen. Since Yushin reformation period, raising the democratic citizenship has been set up as the goal of unification education. But some critics of democratic citizenship were given to the limitation of the democratic citizen on overcoming the division and realizing peaceful coexistence and to the birth of hybrid citizenship with national commonality, Asian citizenship and global citizenship to challenge Korean peninsula agenda. Thus peace·unification education beyond division should be reconceptualized on the ground of the discourse of peace-oriented citizenship, which is applied to North Korea and South Korea as a global peace education framework. 한반도 평화시민성 교육담론: 분단시대 통일교육에서 평화시대 시민교육으로 (국제이해교육연구; Vol. 15, No. 2) Year of publication: 2020 Author: 강순원 Corporate author: 한국국제이해교육학회 본 연구는 해방 후 지금까지 통일교육의 변천사에 반영된 한반도 평화프로세스에 주목하며 통일교육과 접목된 민주시민교육의 한계와 가능성을 탐색하여 평화시대를 여는 시민교육에 담길 평화시민성 담론을 분석하였다. 정권의 변화가 평화프로세스에 직접적 영향을 미쳤고 이에 따라 통일교육의 방향이 좌우되었다. 분단된 한국사회를 구축할 역사적 주체로 호국공민에서 애국애족 국민으로 이어서 민주시민으로 개념적 변화가 이루어진 가운데 유신시대이래 설정된 민주시민의 자질 함양이 통일교육 목표로 자리 잡았다. 국가 차원의 민주주의를 실현할 역사적 주체로서의 민주시민이 분단사회 극복을 주도할 평화시대 주체로서 적합한 개념인가에 대한 문제제기가 일면서, 한반도 평화구축을 담당할 시민은 민족정체성 위에 아시아시민성 그 위에 세계시민성을 혼종한 평화시민성을 함양해야 한다는 담론의 적합성을 제안하게 되었다. 따라서 분단시대 통일교육을 넘어선 평화시대 시민교육의 구체적 태인 평화·통일교육의 목표도 이러한 평화시민성 담론에 근거하여 재구성되어야 한다. 
Regional Consultations of the National Human Rights Institutions of Central Asia: Conference Proceedings Year of publication: 2016 Corporate author: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Development Programme (UNDP) For the first time, the conference became a platform for consultations of national human rights institutions (NHRIs) of Central Asia to help strengthen partnerships and provide opportunities for mutual support and exchange of expertise. Special attention the role of NHRIs in their interaction with the government and other partners in the country, as well as the role of NHRIs in terms of achieving the Sustainable Development Goals (SDGs). Региональные консультации национальных правозащитных учреждений стран Центральной Азии: Отчет о конференции Year of publication: 2016 Corporate author: UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Development Programme (UNDP) Конференция впервые стала площадкой для консультаций национальных правозащитных учреждений (НПЗУ) Центральной Азии в целях содействия укреплению партнерских отношений и обеспечения возможностей взаимной поддержки и обмена экспертным опытом. Особое вниманиеуделено роли НПЗУ в их взаимодействии с правительством и другими партнерами в стране, а также роли НПЗУ в части достижения Целей Устойчивого Развития (ЦУР). 
Promoting Media and Information Literacy in Uzbekistan Year of publication: 2015 Corporate author: UNESCO The manual presents in popular visual form the fundamentals of Media and Information Literacy (MIL), using UNESCO's teacher education programs and other materials from the organization. This manual was developed within the framework of the joint program of the UN and the Government of the Republic of Kazakhstan "Improving the well-being and quality of life in the Kyzylorda region through the introduction of innovative approaches to the provision of economic, social and environmental services to the local population, including the most vulnerable", carried out jointly by the Government of the Republic Kazakhstan and UN agencies in Kazakhstan: UNESCO, UNDP, UNFPA, UN Women, WHO and UNICEF until December 2016. 大数据驱动社区公民教育研究 (湖北成人教育学院学报; No. 11) Year of publication: 2019 Author: Wang Jinying | Zhang Mingyue Corporate author: Heilongjiang Education College 大数据以其符合学习者的脑科学、认知心理学及教育技术发展规律的优势深受教育工作者青睐，对 教育系统产生了颠覆性影响。为办好人民满意的教育，提升国民素质和加强学习型社会建设，社区教育理应主动 与大数据相结合，探寻大数据的收集、存储、分析、预测等功能与公民教育的契合点，通过“大数据 + 统筹”“大数据 + 服务”“大数据 + 评估”构建数据生态空间，驱动社区公民教育，培养社区合格公民。 
The Institutionalization of Global Citizenship Education as a Global Policy Agenda (Journal of Education for International Understanding; Vol. 15, No. 2) Year of publication: 2020 Author: Jonghun Kim Corporate author: Korean Society of Education for International Understanding (KOSEIU) The purpose of this study was to examine the driving forces that affect the global diffusion and institutionalization of Global Citizenship Education (GCED), which is rapidly emerging as an important global education agenda. In order to achieve the objective of this study, driving forces affecting the diffusion and institutionalization of GCED were categorized into three perspectives, namely, sociocultural perspective, international economic perspective and institutional perspective. The data were analyzed using multiple regression analysis. The main findings of this study are as follows. First, the degree of sociocultural diversity that represents sociocultural perspective did not have a statistically significant effect on education policies, curriculum and teacher education on GCED in each country. Second, the degree of dependence on international economic relations, which shows international economic perspective, had a positive statistically significant effect on the curriculum of GCED in countries around the world but it did not have a statistically significant effect on education policy and teacher education of GCED. Third, the degree of linkage to the global civil society that represents institutional perspective has a positive statistically significant effect on the GCED education policies, curricula and teacher education of different countries around the world. The results of this study show that institutional perspectives are more persuasive drivers of the spread and institutionalization of GCED in individual countries than from sociocultural perspective and international economic perspective. The result of this study shows that the adoption of policies for GCED is an institutional embodiment reflecting education norms and values at the global level embedded in an institutional environment of the world society rather than instrumental means that meet immediate and concrete socioeconomic needs and demands of individual countries. This study is of significance in that it has identified the driving forces for the diffusion and institutionalization of GCED through empirical analysis.