Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,172 Results found
Audacious Education Purposes: How Governments Transform the Goals of Education Systems Year of publication: 2020 Author: Fernando Reimers This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. 
Educating Students to Improve the World (SpringerBriefs in Education) Year of publication: 2020 Author: Fernando Reimers This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today’s’ most urgent challenges and to invent a better future. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed in order to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a “bridge” for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work. 
COVID-19 Crisis and Curriculum: Sustaining Quality Outcomes in the Context of Remote Learning (Issue Note no. 4.2 – April 2020) Year of publication: 2020 Corporate author: UNESCO The COVID-19 pandemic has changed the lives of large numbers of learners, teachers and parents around the world, with millions now teaching and learning from home. While this is first and foremost a health crisis, it will likely have significant long-term effects on education, including on curriculum and learning. The situation, however, could become an opportunity to rethink curriculum, teaching-learning-assessment processes and the development of learners’ competencies with a view to strengthening their learning skills and sustaining their motivation.This crisis will likely provide an opportunity for schools to strengthen their ties with families, and for teachers to communicate and cooperate better with parents in the interest of learners. In the same vein, the crisis means teachers and parents may become more involved in decisions regarding curriculum appropriateness. This can support the development of a learner-centred, participative and inclusive learning paradigm that takes into account the interests of learners, as well as their environments and aspirations. Crisis y currículo durante el COVID-19: mantención de los resultados de calidad en el contexto del aprendizaje remoto (Nota temática No. 4.2 – Abril 2020) Year of publication: 2020 Corporate author: UNESCO La pandemia del COVID-19 ha cambiado la vida de una gran cantidad de estudiantes, docentes, padres y madres a lo largo del mundo y millones actualmente enseñan y aprenden desde sus hogares. Aunque se trata principalmente de una crisis sanitaria, es probable que tenga importantes secuelas a largo plazo en la educación, incluso en el currículo y el aprendizaje. No obstante, la situación puede transformarse en una oportunidad para reexaminar el currículo, los procesos de evaluación de la enseñanza y del aprendizaje y el desarrollo de las competencias de las y los estudiantes, en vista de fortalecer sus habilidades de aprendizaje y mantener su motivación.Es probable que la crisis ofrezca una oportunidad para que las escuelas fortalezcan sus vínculos con las familias y para que las y los docentes se comuniquen y cooperen mejor con los padres y las madres en beneficio de las y los estudiantes. En la misma línea, la crisis significa que docentes, madres y padres podrían participar más en las decisiones respecto de la idoneidad del currículo. Esto puede servir como apoyo al paradigma de aprendizaje inclusivo, participativo y centrado en la y el estudiante, que considera tanto los intereses de las y los estudiantes como sus entornos y aspiraciones. 
Empowering Teachers to Build a Better World: How Six Nations Support Teachers for 21st Century Education; Springer Briefs in Education Year of publication: 2020 Author: Fernando Reimers This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students’ curricular aspirations, each takes this expansion of curricular goals in a different direction.The ambitious education reforms studied here explicitly focus on building teachers’ capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals. 
[Summary] Teaching and Learning for the Twenty-first Century: Educational Goals, Policies, and Curricula From Six Nations Year of publication: 2016 Author: Fernando Reimers | Connie K. Chung Corporate author: Global Education Innovation Initiative The book aims to foster discussions on how national education policies support students to prepare for life, work and civic participation in the 21st century. It examines six countries—Chile, China, India, Mexico, Singapore, and the United States—exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. [Resumen] Enseñanza y aprendizaje en el siglo XXI : Metas, políticas educativas y currículo en seis países Year of publication: 2016 Author: Fernando Reimers | Connie K. Chung Corporate author: Global Education Innovation Initiative Este libro pretende promover discusiones sobre cómo las políticas educativas nacionales ayudan a los estudiantes a prepararse para la vida, el trabajo y la participación ciudadana en el siglo XXI. Revisa además cómo los objetivos educativos, los retos y las oportunidades que se perciben, reflejan los contextos histórico, político, y cultural de los sistemas educativos, los cuales a su vez varían en tamaño, mecanismos de gobernanza y condiciones demográficas, entre otros factores. 
Supporting the Continuation of Teaching and Learning during the COVID-19 Pandemic: Annotated Resources for Online Learning Year of publication: 2020 Author: Fernando Reimers | Andreas Schleicher | Jaime Saavedra | Saku Tuominen Corporate author: Organisation for Economic Co-operation and Development (OECD) | Global Education Innovation Initiative | HundrED This resource discusses the second module of a series which presents the results of a comparative analysis of emerging educational needs and responses as the pandemic unfolds across countries around the world. The overall goal of this series is to facilitate the rapid design process and implementation of adaptive responses to the emerging education challenges, and to protect young people’s educational opportunities during and following the pandemic. This second module presents a first set of online educational resources to support the continuity of teaching and learning during the 2019-20 COVID-19 Pandemic with education leaders around the world. The resources were compiled from responses to the same survey used to produce the first module: A framework to guide an education response to the COVID-19 Pandemic, and additional online sources were included to enhance the list in order to support the continuity of learning for students who have access to the internet and digital devices. 
1er rendez-vous de l'éducation à la citoyenneté mondiale: Se donner une vision d'avenir en ÉCM Year of publication: 2017 Corporate author: Association québécoise des organismes de coopération internationale (AQOCI) Travail en sous-groupes: « Se donner une vision d'avenir en ÉCM » 
1er rendez-vous de l'éducation à la citoyenneté mondiale: Conditions favorables au changement Year of publication: 2017 Corporate author: Association québécoise des organismes de coopération internationale (AQOCI) Travail en sous-groupes: «Conditions favorables au changement: de la situation actuelle à la situation souhaitée»