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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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EIU Best Practice Series No.30: Local-based initiative in global citizenship education: Gyeongnam teachersโ society for EIU and ESD Year of publication: 2012 Author: Byeongseob Choi Corporate author: APCEIU Issue No. 30 introduces a case in the Republic of Korea on the local-based initiatives of school teachers to promote EIU and ESD in their local community. The case illustrates the taken steps and efforts made by the respective teachers when elaborating innovative approaches to promote EIU and ESD, led by the intention to create a more open and locally relevant educational setting for students as well as teachers in response to the growing globalization. Especially the Gyeongnam Province, where the teachers are based, is experiencing a rapid demographic change due to the high influx of foreigners, which calls upon the educators to prepare their students to effectively cope with these changes and become global citizens. 
ํจ๊ป ์ฌ๋ ์ธ์ ๋ง๋ค๊ธฐ Year of publication: 2004 Corporate author: APCEIU This book, in essence, aims to introduce Education for International Understanding (EIU) to high school students, college students and teachers at all levels as well as the general public. The growing interconnectedness and interdependence compels all of us to understand the world beyond our immediate living space, to critically reflect on issues affecting us and others, and to work together to make our world a more peaceful and sustainable one. It requires values education that is transformative and participatory in nature to arouse genuine interests and passions to learn more and eventually to make positive changes. The book is comprised of five parts, organized by five thematic areas of EIU, namely, intercultural understanding, globalization, human rights, peace and Education for Sustainable Development (ESD). It introduces carefully chosen topics and discussions which may pique readersโ interest in some of the issues at stake, thus, encourage them to critically reflect on the complexities surrounding the issues and motivate them to engage further. Using an interdisciplinary lens, the book also borrows some ideas and approaches commonly practiced in critical anthropology. 
GCED Teacher's Guidebook Bridging Global Citizenship and World Heritage Year of publication: 2016 Corporate author: Asia-Pacific Centre of Education for International Understanding (APCEIU) APCEIU, in collaboration with Arts-ED Penang, a non-profit organisation for art and culture education, has published a Global Citizenship Education(GCED) Teacherโs Guidebook Bridging Global Citizenship and World Heritage. This guidebook was developed as a project of GCED Material Development on World Heritage, in order to promote awareness of cultural diversity as well as mutual understanding. This Teacherโs guidebook not only provides literature on both World Heritage in Malaysia and GCED but also gives case examples and lesson plans to provide teachers with practical assistance in designing and conducting GCED class utilizing World Heritage. <Contents>ForewordList of Figures and ImagesChapter 1. Introduction to the World Heritage Site of George Town and MelakaChapter 2. Global Citizenship Education: Empowering Citizens to Create a Better World TogetherChapter 3. How to Design Lessons Using Global Citizenship Education and Heritage ResourcesChapter 4. Case Examples and Lesson PlansReferences 
EIU Best Practice Series No. 12: The Internet Debate and Deliberation (IDD) Model: An Education Tool for Fostering International Understanding in Secondary Schools Year of publication: 2009 Author: Rose Sabanal Corporate author: APCEIU This document introduces a case of the internet-based debate and deliberation with an aim to strengthen critical and integrated thinking among high school students from various countries. The case demonstrates that the school in case has been making a devoted effort to develop effective methods of communication among young people with different cultural backgrounds and perspectives, eventually leading to the development of educational content that will enable young learners to critically reflect on highly contending issues of EIU. 
Historical Reconciliation and GCED (SangSaeng no. 52 Summer 2019) Year of publication: 2019 Corporate author: APCEIU The 52th issue of SangSaeng has been published with the theme โHistorical Reconciliation and GCED.โ This issue explores various endeavours aimed at attaining historical reconciliation and peace, as well as the important role education plays to achieve this goal. How we teach and learn about our past and present conflicts is critical in shaping our future. It can help enhance global citizenship and lead us to peaceful reconciliation and peacebuilding, or it can intensify the hatred of others and build up more conflicts. 3 Editorโs Note4 Special ColumnToward Reconciliation in a Divided, Dangerous World / Jonathan Jansen8 Focus: Historical Reconciliation and GCED8 Historical Dialogue among Korea, China and Japan / Jeongin Kim12 Teaching Shared Histories in Southeast Asia / Doung Bich Hanh16 Learning about Europeโs Common History / Dominik Pick19 Dual Narrative to Teach History / Sami Adwan21 Mystic of โGeneral History of Aficaโ / Ali Moussa Iye 24 Best Practices24 The Power of Silence / Dylan Wray27 Mobile Library / Andri Nurcahyani31 Special Report31 Migration, Displacement and Education: Building Bridges, Not Walls / Manos Antoninis33 Harmonizing โHeart, Head and Handโ in Hanoi / APCEIU37 InterviewFour Students for One Common Good / Sabine Detzel41 Understanding the Asia-Pacific RegionUniting Under Legends of Ghandhara / Nadeem Omar Tarar44 Youth NetworkHELP Nurtures Youth Citizenship through Collaboration / Nephtaly Pierre-Louis and Meaghan Balzer48 LetterSpeaking Silently in the Loud World / Elvira Sarsenova50 APCEIU in Action 
EIU Best Practices Series No. 47: Building Zones of Peace: Peace Education Programme; A Case from Costa Rica Year of publication: 2018 Corporate author: APCEIU Building Zones of Peace (BZP) is a non-formal peace and global citizen education programme created to promote peace and prevent violence in vulnerable urban communities in Costa Rica. The programme aims to encourage participants to develop a critical view of their contexts and explore different ways of taking action to transform the world we live in, and by recognizing how individual and collective efforts have a positive and direct impact in our personal, family and community spheres as well as nationally and globally.In 2017, BZP was conducted to a group of secondary education students ages 13 to 17. This year (2018), participants are young women, ages 18 to 22, all of the mothers who live in extreme poverty. These women have been selected by a governmental office whose aim is to reduce poverty by empowering them. Several resources and networks of support have been created in different areas such as health, employment, childcare and education to achieve this goal. In this sense, our programme was chosen to contribute significantly in this process. 
EIU Best Practices Series No. 48: Youth-Led Action Research of Transformation; A Case from India Year of publication: 2018 Corporate author: APCEIU This action research project is about the education for livelihood and life skills of marginalized young girls. This project was based from my experience in the Youth-Led Action Research Project organized by ASPBAE and UNESCO Institute of Lifelong Learning (UIL), which gradually led to the conception of the present action research project for the empowerment of the marginalized rural girls suppressed by patriarchal social systems. The Shodhinis are the subjects and objects of this action research. A hundred girls from ten villages conducted action research on the topics of gender, education, livelihood and life skills to young marginalized young girls aged between 14 to 25 years old in their respective communities. The Shodhinis discovered the joys of learning as they took positive steps in discovering and empowering themselves. The research enabled them to conduct various research methods like census and in-depth surveys of their fellow girls in their villages. As part of the research process, the girls also drew up a community map to understand their village. The relevance of this project to GCED values cannot be overemphasized especially in developing the cognitive, emotional and the behavioral dimensions of the girls themselves.This project not only focuses on analyzing the findings derived from the gathered data but also on generating action based on the data. It helped improve the way Shodhinis looked at themselves, their families, and their communities, inspiring them to become agents of change in their own lives as well as those of other girls in their villages. By amplifying their voices and opinions in the decision making processes at the family and community levels โ for instance, by lobbying for the construction of libraries โ the Shodhinis were able to demonstrate their leadership skills in shaping the development of their villages, thereby enhancing their dignity and self-worth. 
EIU Best Practices Series No. 49: GCED for Social Justice and Development; A Case from Uganda Year of publication: 2018 Corporate author: APCEIU Creating a peaceful, trusting and supportive learning environment is a strong driver for a nationโs sustainable development. Any society whose citizens have no cognitive, socio-emotional and behavioral values like respect for self and humanity, is doomed for chaos. The concepts of Education for International Understanding(EIU) and Global Citizenship Education(GCED) in this programme emerge from the need for harmonious living in the society. Sustainable human and economic development is built upon the successful dissemination and implementation of EIU/GCED practices. To understand this better, letโs use the analogy of a bird that gains its momentum to fly from its feet, lungs and wings.The contributor uses this analogy to illustrate that EIU/GCED is the foundation that exerts momentum for social development.The contributor saw it necessary that for any sustainable development to flourish in Ugandan society, pragmatic values have to be perfectly blended with public awareness for they serve as the foundation of all economic, social, cultural and political efforts. The national value system should be based on a strong foundation on which all national efforts are rooted. The social aspirations of the citizens should be the ones that propel development needs and national priorities.To effect sustainable development, we need to see schools as strategic intervention points. Recent times have, however, witnessed that the level of discipline and value inculcation gradually declined to near extinction. The distortion of the social setting that inculcated the ethical values in the young generation has called for a need to remedy the gap. The EIU/GCED is strategically tailored to inculcate Table of Contents moral principles and values in the children through the direct contact and support of the teachers of Early Childhood Development (ECD), both primary and postprimary levels.The Nakaseke Core Primary Teachersโ College (PTC) is mandated to mainstream and promote the social uprightness of the community being a primary stakeholder in the integration of EIU/GCED in the Ugandan Primary Schools (PS) and Primary Teachers Education (PTE) Curriculum. Consequently, the training programmes were designed to enhance the capacity of PTCโs administrators, tutors and support staff, pre-service student teachers, district education officers and primary school teachers to inculcate the EIU/GCED moral values and principles among the learners. Students are then expected to apply EIU/GCED principles to their families and communities, and uphold the values of integrity, honesty, justice, responsibility, respect for humanity, hard work, unity and creativity. 
Bridge Zambia Project Report Year of publication: 2019 Corporate author: Korean National Commission for UNESCO | Zambia National Commission for UNESCO The Bridge Zambia Project (the Project) has been implemented jointly between the Korean National Commission for UNESCO (KNCU) and its partners in Zambia since October 2010. In March 2019, KNCUโs involvement in the Project will come to an end and Zambia will take over full responsibility for the Project as it goes forward. The Project has supported grassroots activities through the establishment of a Community Learning Centre (CLC), which acts as a hub of community-led development activities in non-formal education. The Project has mobilized and empowered communities and local leadership to take charge of non-formal education programmes with the aim of assisting Zambia to attain UNESCOโs Education for All goals and UN Sustainable Development Goal 4 (SDG 4), concerning education quality. 
The Mandate of UNESCO for Peace in the era of ใThe Rise of Exclusionismใ Year of publication: 2019 Author: ํ๊ฒฝ๊ตฌ | ์ ์ฑ์ | ์ฑ์ง์ | ์กฐ๋์ค | ๊ฐ์ธ์ฑ | ๊น์ฑํด | ๋ฃจ์ธ ๋ฌ๋ฌ | ์ต๋์ฃผ Corporate author: ๋ํ๋ฏผ๊ตญ ์ธ๊ต๋ถ | ์ ๋ค์ค์ฝํ๊ตญ์์ํ Multilateralism has gradually been losing ground in the international community recently, owing to rapid changes in ideology, exemplified by the America First policy, Brexit, and the rise of many right wing parties. The growth of such ideologies in the hearts and minds of people, implies that diplomacy, a form of high politics between government bureaucrats, is no longer sufficient to guard the current order.To respond to this challenge, the United Nations, the greatest symbol of postwar multilateralism, has set the reaffirmation of the UNโs values worldwide as one of its priorities for 2019. UNESCO has a leading role to play in leading this effort, as the UN specialist organization mandated to build the defenses of peace in the minds of men and women through intellectual cooperation in the field of education, science, and culture. The aim of this session is to discuss various ways in which UNESCO can help to heal the divisions in peopleโs thinking and contribute to peace-building in the current global context.