Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Sexual Violence Against Boys and Girls: Child Sexual Abuse and Exploitation; Guide to Basic Material for the Training of Professionals Year of publication: 2012 Author: Liliana Orjuela López | Virginia Rodríguez Bartolomé Corporate author: Save the Children This document highlights the importance of protecting children from sexual violence, such as abuse, sexual exploitation, child pornography and human trafficking. It presents the ways in which you can intervene with regard to child abuse and exploitation. 
School Friend of UNICEF Year of publication: 2006 Corporate author: UNICEF Spain This infographic presents the program in which each school establishes a personalized commitment to UNICEF in the form of a collaboration agreement by which they undertake, depending on their circumstances, interests and capacity, to carry out different awareness-raising and fundraising activities throughout the school year. The activities can be framed within the GOTAS UNICEF school campaign or directed to an emergency humanitarian action campaign proposed by UNICEF. 
Teachers and Migrant Families: Pressing Communication (Iberoamerican Journal of Education; vol. 89, no. 1) Year of publication: 2022 Author: Mohamed Chamseddine Habib Allah Corporate author: Organización de Estados Iberoamericanos (OEI) This article presents the results of a study whose objective is to analyze the state of communication between migrant families and teachers in Early Childhood and Primary Education Centers in the Region of Murcia. Two questionnaires were chosen to develop a descriptive non-experimental quantitative research. The main results reveal that extracurricular activities are not part of the usual conversations between families and teachers. However, acceptable but improvable aspects are detected, such as delving into discipline issues, and student learning, etc. On the other hand, it is evident that the parents still do not go to visit the teachers on their own initiative to address the relevant elements of the teaching-learning process of their children. 
Scientific Education: New Methodologies for a Changing Society (Iberoamerican Journal of Education; vol. 87, no. 1) Year of publication: 2021 Author: F. Javier Perales | David Aguilera Corporate author: Organización de Estados Iberoamericanos (OEI) A society as changing as ours needs changes (innovations) and adaptations in the educational field that allow academics to be combined with social demands. We believe that this first monograph is representative of the richness and diversity of the proposals received which, in turn, constitute a sample of the strength of the community of teachers and researchers in their desire to make science education an attractive and efficient for new generations. 
The Role of Education in Preventing Violent Radicalisation: A Review for Europe (The Journal of Education; No.397, 2022) Year of publication: 2022 Author: Arantxa Azqueta | Adoración Merino-Arribas Corporate author: Spain. Ministry of Education This research analyses government documents addressing the prevention of radicalisation in 16 European countries, differentiated according to the presence or absence of fatalities in attacks. The aim to identify the presence of the attitudes which PISA 2018 identifies as key to define a democratic and interculturally competent citizenry and guide integration-friendly policies: openness, respect, civic awareness, responsibility, self-efficacy and tolerance. A comparative methodology is employed, using a lexicographical content analysis through Iramuteq software together with a critical-interpretative analysis of the texts. 
Good Practices in Education for Global Citizenship: XI Edition of the “Vicente Ferrer” National Prize for Education for Development Year of publication: 2021 Author: Rosa Elena Román Pajares | Concepción Aránzazu Vilor Barros | Jose Manuel de Frutos San Miguel | Lara Ormeño Vasco | Uxua Azpiroz Armendáriz | Susana Álvarez Martínez | Liliana Piñeiro Piñeiro | Silvia Lijó López | Clara Díaz-Salazar de la Flor | Susana Gómez Garzón | Encarnación Díaz Carmona | Isabel Santacruz Prieto | José Antonio Guillén Medina | Raquel Jiménez Gutiérrez | Josefa Mª Amorós Campos | Raimundo Fenoll Pellin | Mª Teresa García de Dios | Juan Antonio Pérez Orquín | Mª José Amorós Martínez | Mª Paz Ruiz Barrero | María Soledad Aneas Franco | Isabel Hermoso Lorente | José Julio Fuentes López | Mª Covadonga Villimer Sandoval | Luis Agudo Jiménez | David Jiménez Góme Corporate author: Spanish Agency for International Development Cooperation (AECID) | Spain. Ministry of Foreign Affairs, European Union and Cooperation (MAEUEC) This publication is part of the Collection of good practices in education for global citizenship that the MEFP and the AECID have been publishing since the first edition of the “Vicente Ferrer” National Education Award for development and includes, in this new format, the 15 winning proposals from the 11th edition of 2019. The “Vicente Ferrer” National Development Education Award aims to empower students so that the 2030 Agenda and the Sustainable Development Goals are the engine of change that the planet needs for its advancement and transformation, both on the social and environmental levels. The Award promotes the sense of global citizenship, respect and care for the environment, as well as the values of social justice, solidarity, equality, inclusion and peace. 
[Book Review] Global Education for a Better World (Ibero-American Journal of Education; vol. 85, no.2) Year of publication: 2021 Author: Patricia Vasquez | Gustavo Rojas Review of the book "Global education to improve the world: how to promote global citizenship from the School" in which Dr. Fernando Reimers proposes the bases for an education that allows teachers and students to transform themselves to also transform their environment. In this work, a complex and multidimensional theoretical framework is presented that analyzes the process of educational change required to implement an education for global citizenship from five perspectives: cultural, psychological, institutional, professional and political. 
Paulo Freire's Contributions to Intercultural Education: A Case Study in Compulsory Secondary Education (Ibero-American Journal of Education; vol.76) Year of publication: 2018 Author: Maria Verdeja Muniz | Xose Anton Gonzalez Riano The general purpose of this research is to synthesize the contributions of Paulo Freire's pedagogy to intercultural education and study the possibilities of application to the educational system. The research is raised from a qualitative perspective and completed with a case study. At first, an analysis of a selected part of Freire's written work was carried out and the basic lines of what his intercultural sensitivity would be established. In another level of analysis, a study of the subjects of the ESO curriculum in Asturias in its intercultural dimension is carried out. The case study in the educational center shows that, in order to carry out true intercultural education proposals, it would be necessary for there to be some previous conditions that are described in the article. 
Guardians of Planet Earth: Gamification in Early Childhood Education Year of publication: 2020 Corporate author: Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) The project "Inspiring Educational Experiences" is part of the Educational Digital Transformation Plan launched by INTEF, specifically "Guardians of planet Earth" whose main objective is the internalization by students of the importance of caring for our planet around three fundamental axes: recycling and treatment of waste, care of flora and fauna. With this, it intends to impregnate the students and their families with solid values that are internalized and endure over time and for this it uses different methodologies and active and participatory teaching strategies, in turn, favors the development of creativity and imagination in all activity of the project and explains how ICTs are a transversal element, offering the youngest population a variety of opportunities to use and enjoy technology. 
Index for Inclusion: Developing Learning and Participation in Schools Year of publication: 2015 Author: Tony Booth | Mel Ainscow Corporate author: Organization of Ibero-American States (OEI) | FUHEM Education This guide provides a set of support materials for self-assessment of all aspects of a school, related to inclusive education, including activities at recess and in the classroom, as well as in the communities and in the context in which it's found. All staff, parents and guardians, as well as the students themselves (whether children, adolescents, or youth) are invited to contribute to the implementation of a plan for inclusion.