Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
19 Results found
Promoting the culture of dialogue between cultures in the Arab world Year of publication: 2013 Author: Selim El Sayegh Corporate author: UNESCO Beirut The major challenge of the Arab uprisings resides in the youth drive. Accounting for 60 per cent of the Arab population, Youth have been calling for political and economic reforms. During the revolts, these claims have become more radical seeking a fundamental change. This gradual evolution, from a relatively partial change to a more absolute comprehensive one, ushers in a new era with a different intellectual construct. With the ousting of dictatorships, all civil society forces are unleashed with huge actual and potential resources mobilized to contribute to building up the new order. Groups of solidarity, communities, parties, associations, and organizations of all nature among many others put forward new ideas and adequate action plans. Liberty thus acclaimed becomes the outcry for dignity, honor and pride. Never before in the Arab world has the individual had such a central place as it does today. An individual fully grasping the possibilities of restored liberty and recognized dignity gives birth to a new citizen acting in a new paradigm; a new citizen that seeks a transcendence of the ego to relate the individual to the common good. This fresh paradigm empowers the individual as a citizen in the name of equality, while simultaneously recognizing the right of difference of each citizen when it comes to belonging to a culture or sub‐culture. The right to be different involves more than the right to differ and to dispute and by the same token, the obligation of peaceful settlement. The right to be different, by belonging to a culture or a sub‐culture means in a new era of liberty and dignity, the obligation to conduct a transformation of the patterns generating disputes and conflicts among cultures. Henceforth, the issue of promoting the culture of intercultural dialogue in the aftermath of the Arab revolts represents major characteristics that will be reflected hereafter. 
Gender Equality and Child Labour: A Participatory Tool for Facilitators Year of publication: 2006 Author: Anita Amorim | UnaMurray | Ségolène Samouiller | Sandhya Badrinath Corporate author: International Labour Organization (ILO) Ending child labor and promoting equality between boys and girls, men and women, go hand in hand. This educational tool is designed to demonstrate the necessity of adopting the concept of gender in order to understand the complexity of the phenomenon of girls and boys work and to highlight the impact of gender on children's choices, both with regard to job opportunities and the financial resources available and different for boys and girls.This educational tool aims to help male and female trainers in Yemen to raise awareness among young people, especially adolescents, and to understand child labor and gender equality. It is based on the basic principle that adolescents have an important role to play by strengthening their awareness of social justice issues and at the same time influencing their society in order to bring about positive change in it. By holding girls and boys accountable and recognizing the value of their contributions, we hope to harness the creative richness and commitment of adolescents to combat child labor and promote gender equality. 
Promoting Global Citizenship Education in Arab Universities: A Regional Outlook Year of publication: 2022 Corporate author: UNESCO Beirut To better understand the situation of GCED in Arab universities, UNESCO commissioned a study to analyse: 1. If GCED is enshrined in their policies, visions, missions, values, objectives, and strategic goals and plans; 2. If students perceive that their universities are developing the learning outcomes of GCED.The study, carried out by UNESCO in 2021, analysed the strategic documents and plans of 34 universities from 17 countries in the Arab region. A survey was also administered to 336 students, primarily in Oman but also including students at several other universities in the Arab region. 
Towards a New Methodology for Teaching History Year of publication: 2012 Corporate author: International College This paper rests on the idea that the teaching of history has goals beyond that of building a collective memory and that education, in its broader context, aims at building citizenship and preparing the learner to live, integrate within a community, interact with others and adapt to a challenging to a rapidly changing world. Many of our students say that History makes no sense to them. They complain that, in history classes, they are not urged to think actively or to form opinions and that they are not given the chance to self-development. This paper proposes a new active methodology that renders the teaching of History more attractive to students and better received by them. It enhances the role of the “History class” as a partner in building learners’ skills and stimulating fundamental dispositions. The goal is to nurture a responsible citizen capable of critical thinking, taking initiatives, collaboration, working positively within one’s community, and is a life-long learner. Based on hands-on activities, this paper suggests a comprehensive model of instruction that transforms the History classroom into a gateway for building citizenship by equipping the learner with the necessary skills and dispositions. This methodology is based on three theories that had a great impact on the teaching – learning process in the last two decades: Brain-based learning, constructivism, and problem-based learning. Hence, these theories are briefly presented. Seen as one of many possible teaching methodologies in a History classroom, this model is presented and its impact on the teaching of History is highlighted. As we plan for a new History curriculum in Lebanon, it is crucial that we look ahead to the 21st century instead of looking back. 
Teaching Lebanese-Oriental Economic and Social History: Promoting a Societal Unity Which Acknowledges and Values Diversity Year of publication: 2012 Author: لبكي، بطرس Corporate author: Lebanese Association for Educational Studies (LAES) Teaching the economic and social history of the Lebanon and the Orient contributes towards the cooling down of sectarian tensions in the minds of learners and clears up common prejudices. Economic transactions connect everyone within a given area: Buying and selling, production and distribution of resources are operations in which everyone cooperates, regardless what their religious, confessional or ethnic affiliation might be. Economic and social history informs about the economic and political organization of society: in rural areas taxed farmers, governors and the Sultan; in the cities guilds (corporations) and the sheikhs of the guilds/corporations. Indeed, teaching the economic and social history of Lebanon and the Orient contributes to a societal unity which acknowledges and values diversity because this aspect of history highlights the longstanding cooperation among the people in the production, distribution or use of resources, no matter what their religious, ethnic or tribal affiliation might be. It also highlights the organization of these activities in society and their relation to the political system. This aspect of history also points to the fact that the intervals of conflict between the sectarian communities were short, whereas the intervals of peacefully living together were the rule. Besides, this aspect of history highlights the cultural unity and its diversity in all domains and the fact that all are shaped in their lives by this same experience of unity in diversity which comes from: religions, languages, regions, societal organization (guilds/corporations in the cities, clans in rural areas) or adjacent cultures: Turkish, Persian, Greek and Indian. It allows us to see how our ancestors lived this diversity within the unity of the Arab-Oriental culture. 
Conference on Globalization and Scientific Research Methods: Recommendations Year of publication: 2014 Corporate author: Generation of Scientific Research Center The world today lives under the misleading of globalization, which has not only been confined to the economic and social aspect, but has gone beyond that to affect the methods of thought and scientific research. Scientific papers ”in Beirut on 25-26-27 April 2014. The working papers of the conference were distributed on ten scientific sessions dealing with the subject of globalization in all its aspects and it revolved around six axes. The first axis started with the“ conceptual framework ”through stopping at globalization and scientific research. The second manifestations of the institutional impact The third axis focused on globalization and scientific research in the field of social and human studies. The fifth axis sheds light on globalization and scientific research in the field of literary and intellectual studies. Finally, the sixth and final axis dealt with globalization and scientific research. In the field of Islamic studies. At the end of the conference, the researchers unanimously agreed on a set of recommendations contained in the final statement issued by the scientific committee of the conference.Sorour Talbi Lebanon / Algeria; President of the Conference. a. Dr. Tariq Al-Saadi - Lebanon; Abdullah Al-Assaf (Syria / Saudi Arabia) Dr. Nour El Hoda Hammad - Egypt. Prof.Dr. Mustafa Rahouma - Libya. Prof.Dr. Milad Moftah - Libya. Dr.. Salem bin Khalfan bin Humaid Al-Khaifi - Sultanate of Oman. Dr.. Farag Mohamed Nasr Lama - Libya. Dr.. Salem Ahmed Al - Ajeel - Libya. Dr.. Jihad Al - Gharam - Palestine. a. Ghazlan Hashemi - Algeria. Dr.. Boumediene Belkhther - Algeria. a. Omar Abdullah Al Krouche - Iraq. a. Omaima Zein - Lebanon. The Conference's recommendations are as follows: 
UNESCO Strategic Framework for Education in Emergencies in the Arab Region (2018-2021) Year of publication: 2017 Corporate author: UNESCO The Strategic Framework consists of four strategic goals that are anchored in the three pillars of education (Access, Quality and System Strengthening) and which emphasize the importance of relevant and inclusive education to meet the challenges confronting learners, educators, and education systems in both crisis and post-crisis settings. The strategic goals are: Strategic Goal 1: Children and youth affected by crisis access inclusive and quality learning opportunitiesStrategic Goal 2: Learners affected by crisis are empowered with values, knowledge, and skills for life and workStrategic Goal 3: Education actors provide quality education for better learning outcomesStrategic Goal 4: Education systems are responsive and resilient to crisis 
The role of education and training in sustainable development: social, economic and environmental dimensions Year of publication: 2006 Author: Mohammad Jabir Ali | Abdallah AmboSaeedi | Jilani Lamloumi | Sulieman Sulieman Corporate author: UNESCO Beirut Education, Training and Sustainable Development are three fields for life were selected to be the topic in the Regional Workshop on the Role of Education and Training in Sustainable Development (Manama - Kingdom of Bahrain, 19-21 September 2005), as part of TVET-UNEVOC programme for 2004-2005, and follow-up on Bonn Declaration issued at the end of the International Expert Meeting on “Learning for Work, Citizenship and Sustainability”, Bonn, 25-28 October 2004. Thirty five (35) officials, experts and specialists from thirteen (13) Arab countries, UNESCO Offices in Beirut and Doha, and the International Centre for TVET - Bonn Centre took part in Bahrain Workshop. The Organizing Committee for the Workshop had highlighted the social, economic and enviromental dimensions of sustainable development, according to the plan of action of the UN Decade on Education for Sustainable Development (2005-2014). The main working papers discussed in the Workshop were developed into a reference study in TVET-UNEVOC Searies to reflect on future orientations in the fields related to Sustainable Development in the Arab countries. 
[Video] Education for citizenship and cultural diversity Year of publication: 2014 Corporate author: Adyan Foundation The video talks about citizenship and its foundations. It narrates at the introduction that citizenship is based on the respect of common human values and serving of common goods. The video also talks about the issue and challenge of marginalization of certain groups and religions in societies. How such issue is also leading to the collapse of citizenship is presented. It is argued that all citizens in a society have to participate in public life activities in which everyone respect each other. The society should benefit from diversity not get harmed by it. As a solution, it is mentioned that dialogue and interaction between citizens enriches individuals lives and their groups. At the end, it highly emphasized that citizenship is the way to prosperity and sustainable development. Includes English Subtitles 
Cultural aspects in Christian and Islamic religions Year of publication: 2011 Corporate author: UNESCO Beirut | Université Saint Joseph de Beyrouth This book allows the readers the opportunity to know about the cultural aspects related to religions, mainly in Lebanon and the Near East, their meaning and their aim. This knowledge will help the reader, firstly, to grasp the meaning of these various aspects, whether they concern him directly or the people who live in the same country, with whom he shares common space and living. Secondly, the book contributes to the Lebanese understanding one another’s behaviors and their own behavior concerning these aspects. Therefore, the book also contributes to the Lebanese looking at one another with more trust before starting to criticize. This book includes chapters that cover most of the different cultural aspects in Christian and Islamic religions. The first chapter deals with time, passing through each month of the year and its days, in a chronological manner. The second chapter delves into religious occasions in the Christian then Islamic religions. It explains the meaning of Holidays and remembrances of God and their particular aspects as well as the religious reasons of each. This chapter includes a part about al-‘awliya’ and Saints who are mentioned in some of the Lebanese daily rituals. Chapter three delves into the individual’s life stages from birth to religious vows, to marriage and death. The aspects that go with these stages constitute an important part in the life of the Lebanese. This chapter details the aspects and traditions of all these stages in which people take part, thus creating a common ground in a multi-religious society. Chapter four deals with religious practices, acts of worship, and legal prescriptions. It describes them and deals with their spiritual meaning to individuals who express their faith when practicing them. Prayer, Mass, and Pilgrimage, among others, are religious practices that are detailed in a way to make the reader understand what they mean to those who perform them. Chapter five leads us into religious places and their meaning, from churches to mosques and monasteries, khalwat and husayniyyat, all of which have different and divergent meanings to visitors. Yet, they all show the importance given by man to the place when expressing his faith and his relation with the Creator. Chapter six takes us to religious habits and customs, such as the clothes worn by religious dignitaries, their symbolism and meaning. It also deals with some general habits and customs. The reader may find that some chapters overlap. In fact, we have tried to make each part related to the others yet independent from them. This method facilitates the reading and understanding of any subject on its own without the need to refer to prior or subsequent parts. Finally, those who had any – minor or major – contribution in this book – despite the lacks that some readers might see – hope that they have offered a useful work in the process of discovering others who are different and who hold rich traditions as well human and spiritual values.