Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,912 Results found
Long Walk of Peace: Towards a Culture of Prevention Year of publication: 2018 Corporate author: UNESCO How can the United Nations best address the imperatives of peace? Long Walk of Peace presents a fresh review of the conceptual and practical approaches to peace since the creation of the UN. Through an in-depth theoretical analysis, combined with a presentation of innovative practices across 32 UN bodies, it explores the long, steady haul towards peace and provides inspiration for the way forward.This book represents the collaborative efforts of scholars, experts and UN staff from a wide range of backgrounds. Long Walk of Peace, through its conceptual history and robust analysis, shows that peace is a dynamic process and a continuous journey of discovery. Thereby, the book provides a unique understanding of the emerging priorities of ‘sustaining peace’ and promoting ‘a culture of prevention’.As such it is an expression of UNESCO’s mandate to serve as a laboratory of ideas and thereby help advance the imperatives underscored by Agenda 2030. 
The Holocaust and Historical Empathy: The Politics of Understanding It is difficult to choose secondary and primary sources for young historians. According to the author, two factors affect a student researcher’s decision when choosing sources. The first is in regards to his or her set of unique experiences and, secondly, how the researcher filters the available sources through a personal lens. Since we live in an information-rich world, student researchers often do not have a sustained attention of the past. This impedes historical understanding, which requires in-depth analysis and perspective taking. According to the author, history is one of the most controversial subjects taught. In reference to the Holocaust, since it is so politically charged, there are more issues than simple understanding. There may be difficulties in attempting to balance the cognitive and affective aspects of the Holocaust objectively. It is important for student researchers to build a framework around which to understand history through analysis of historical evidence. The author continues the article in three separate sections. The first deals with the politics of the Holocaust and how it is often a challenge to teach and sometimes creates a barrier to historical understanding. The second section discusses a methodological process and outcome interpretation of historical empathy in relation to the Holocaust. The final section critiques three popular curriculum guides on the Holocaust within the framework of historical empathy. The author concludes by discussing the considerations teachers face when teaching the Holocaust, such as whether to use prepared curriculum materials. The author also suggests that teachers employ the four constructs of historical empathy as outlined in the text and by Yeager, which provides students a framework for examining a historical event. Teachers must be cognizant of their positionalities and be clear about the reasons for teaching the Holocaust. (By the publisher) 
[Vidéo] L'école apprend la citoyenneté Year of publication: 2016 Corporate author: Mission laïque française Organisé au Maroc en mai 2016, le congrès du réseau d'enseignement français à l'étranger mlfmonde a réuni 300 personnes autour du thème "l'école apprend la citoyenneté", élément central du projet éducatif de la Mission laïque française. 
Democratic Interference in Africa as Institution and Context Year of publication: 2014 Author: Joseph Keutcheu Corporate author: Études internationales This study describes the international intervention within states as ritualized in the context of the rise of democracy as a matter of global concern. The formation of an international benchmark for the democratic management of the state in Africa constrains « entrepreneurs of intervention » as well as the as « importers » of institutional models in this continent. The implementation of international policy instruments to promote democracy opens the possibility to observe realistic logic at work in the various forms of intervention. It also allows perceiving interventionism and reception of « institutional models » in Africa as « interaction rituals » in the sense that Goffman sees it. L’« ingérence démocratique » en Afrique comme institution, dispositif et scène Year of publication: 2014 Author: Joseph Keutcheu Corporate author: Études internationales La présente étude décrit l’ingérence comme étant ritualisée dans un contexte de montée en puissance de la démocratie en tant que sujet de préoccupation internationale. La formation d’un référentiel international de la gestion démocratique de l’État en Afrique s’impose ainsi aussi bien aux « entrepreneurs d’intervention » qu’aux « importateurs » de modèles institutionnels dans ce continent. La mise en oeuvre d’instruments internationaux d’action publique de promotion de la démocratie ouvre la possibilité de voir des logiques réalistes à l’oeuvre dans les différentes formes d’intervention. Elle permet également d’envisager l’interventionnisme et la réception de « modèles institutionnels » en Afrique comme des « rites d’interaction » au sens où Goffman l’entend. 
Mission Impossible? Creating a Monitoring Framework for Education for Global Citizenship Year of publication: 2015 Author: Amy Skinner Corporate author: Éducation des Adultes et Développement Global Citizenship Education (GCED) must be understood as a complex and multilayered process. It can be a force for transformation on the personal, local and system level. It would be a great help to be able to monitor the impact of GCED taking this complexity into account. The article presents some research results on monitoring and explains the challenges in setting up a monitoring framework. ¿Misión imposible? Crear un marco de seguimiento destinado a la educación para la ciudadanía mundial Year of publication: 2015 Author: Amy Skinner Corporate author: Éducation des Adultes et Développement La educación para la ciudadanía mundial (ECM) debe entenderse como un proceso complejo y de varios niveles. Puede ser una fuerza de transformación a nivel personal, local y sistémico. Sería muy útil poder realizar un seguimiento del impacto de la ECM, teniendo en cuenta su complejidad. En el artículo se presentan algunas conclusiones de investigaciones sobre el seguimiento, y se explican los desafíos que plantea la creación de un marco para llevarlo a cabo. 
UNESCO Associated Schools Network: guide for national coordinators Year of publication: 2018 Corporate author: UNESCO This document describes in detail the history of the UNESCO Associated Schools Network, its mission, goals, management, membership, and other information. It is a guide for National Coordinators who are the link between the schools in their country, their National Commission and other national authorities, and the International Coordinator at UNESCO. Сеть ассоциированных школ ЮНЕСКО: Руководство для национальных координаторов Year of publication: 2018 Corporate author: UNESCO В данной работе подробно описывается история Сети ассоциированных школ ЮНЕСКО (Сеть ПАШ), ее миссия, цели, управление, членство и др. информация. Она является руководством для национальных координаторов, которые осуществляют взаимосвязь между школами своей страны, ее национальной комиссией по делам ЮНЕСКО и другими национальными властями18, а также международным координатором в Штаб-квартире ЮНЕСКО. 
[Video] Thematic Areas and Learning Domains of GCED Year of publication: 2018 Corporate author: APCEIU Here we introduce a fast, fun, and friendly way of learning GCED.The series of bite-sized animation will take you on a journey to GCED in minutes!