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
La pédagogie de projet au cœur de l'éducation pour un développement durable Year of publication: 2016 Corporate author: Université Virtuelle Environnement et Développement durable (UVED) Dans cette vidéo, Francine Pellaud discute des intérêts et des conditions de réussite de la pédagogie de projet, dans le cadre d'une éducation à l'environnement et au développement durable. 
Towards Compassionate Global Citizenship: Educating the Heart through Development Education and Cognitively-Based Compassion Training (Vol. 19, Autumn, 2014) Year of publication: 2014 Author: Caroline Murphy | Brendan Ozawa-de Silva | Michael Winskel Corporate author: Centre for Global Education (CGE) The authors present an argument for developing emotional literacy which can be applied to critical development education to bring about active citizens who have capacity to take compassionate action for global justice. It is argued that both emotional skills and critical thinking skills are mutually essential, and in fact it is only by cultivating a symbiosis between these, can pedagogy be developed that presents a true transformational agency to people. The paper attempts to synthesise development education (DE) with Cognitively-Based Compassion Training (CBCT), and argues that these are potentially compatible to acquire such pedagogy. While DE can provide individuals with the skills to think critically and react to injustice, CBCT can provide the skills and emotional capacity to intervene for change, without giving in to despair, anger, or burnout. In short, it is argued that DE and CBCT can provide the emotional and intellectual skills necessary for productive social activism and change. Throughout this article it is highlighted how the international development organisation, Children in Crossfire (CIC), has been grappling with the above mentioned and related disciplines, and how it has been working, in partnership with researchers from Emory University and Life University’s Center for Compassion and Secular Ethics, to evolve its DE teacher training practice, Teachers in Development and Learning (TIDAL), towards such a transformative pedagogy, entitled ‘Educating the Heart for Compassionate Global Citizenship’. 
Rethinking Learning: A Review of Social and Emotional Learning for Education Systems Year of publication: 2020 Author: Nandini Chatterjee Singh | Anantha Duraiappah Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) This publication titled ‘Rethinking Learning: A Review of Social and Emotional Learning for Education Systems’, published by the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) reviews the latest research on Social and Emotional Learning (SEL), its impact on student health and school climate and its transformative role in building happier classrooms. It seeks to inform and impress upon Member States the urgent need to mainstream social and emotional learning in education systems. 
Education for Global Citizenship Year of publication: 2012 Corporate author: Education Above All (Qatar) This book shows that transformative education for local, national and global citizenship and peace can be implemented even under difficult conditions if there is a policy commitment to do so. Authors have provided examples and lessons learned from their own experiences as eminent practitioners in the field. The book is divided into three parts: Part One provides a brief overview of education for global citizenship; including in chapter 1, the subject matter and sub-themes; in chapter 2 the challenges of teaching for personal values and behavior development; and in chapter 3 the importance of having a clearly defined and holistic policy accepted by key stakeholders, and effective implementation.Part Two comprises chapters contributed by practitioners and specialists. Section A of Part Two presents some reflections on the challenges of teaching for values development and behavior change, and on the use of textbooks in this regard. Section B comprises four case studies that focus on or include education for citizenship and civics. Section C presents three cases focused on education for peace, together with a review of peace education in Muslim societies. Section D introduces human rights education and education designed to explore humanitarian law. Section E reviews problems of and possibilities for teaching about a conflictual past. Section F focuses on the development of national and international policy and planning for education to be supportive of peacebuilding and of respect for human rights.Finally, Part Three offers some recommendations for future action 
UNESCO and Education Year of publication: 2017 Corporate author: UNESCO Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. L'UNESCO et l'éducation Year of publication: 2017 Corporate author: UNESCO Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. 
Exploring our roles as global citizens: an educator's guide (grades 3-5) Year of publication: 2013 Author: Elizabeth O. Crawford Corporate author: TeachUNICEF ‘Exploring Our Roles as Global Citizens’ is a four-lesson unit with extension activities and a student-led inquiry project that is designed to introduce the concept of global citizenship, including relevant knowledge, skills, values, and civic actions; to educate students about universal human rights outlined in the Convention on the Rights of the Child (CRC) and what their responsibilities are to ensure these rights are protected; to foster students’ skills in developing perspectives, critical and creative thinking, research, and decision-making about a chosen global issue using a student-led inquiry model; and to empower students to recognize and use their individual strengths to make a positive difference in their local communities. Lesson 1: What Is Global Citizenship? This lesson engages students in reflecting upon what it means to be a global citizen. Although students are often taught the concepts of citizenship and the characteristics of good citizenship during the elementary years, students may not have considered previously their roles as citizens in a global society. Using authentic examples of global citizenship among youth as a springboard for discussion, students determine how they are citizens at various levels. Afterward, students begin their inquiry of a chosen global issue about which they will take informed action at the end of the unit. Lesson 2: We Are Citizens of the World and We Have Rights! Building upon their prior learning about citizenship, students are introduced to human rights, or those rights to which all persons are entitled. Students learn about the Convention on the Rights of the Child (CRC) and create a concept map outlining categories and examples of human rights. Afterward, students relate human rights to contemporary global issues and how it is our responsibility to take action when the rights of others are violated. Lesson 3: Global Citizens Take Responsibility In this lesson, students learn about their individual and collective responsibility to protect human rights. Through analysis of authentic photographs depicting responsible citizenship, students explore the idea that global citizens are proactive when the rights of others are threatened. To demonstrate their learning, students role-play characteristics of global citizenship. Subsequently, in cooperative groups, students continue their global issue research and begin to consider how they will take informed action as global citizens. Lesson 4: Global Change Begins With Me In this culminating lesson, students reflect upon their learning about global citizenship and how they can be positive change agents in their communities. Students first explore how individuals take action to solve a problem or to improve conditions for others. Using these examples as inspiration, students determine how they, too, can be “changemakers.” As a final assessment, students synthesize what they have learned by creating a comprehensive definition of global citizenship, and develop an action plan to address the global issue they have researched. Exploring our roles as global citizens: an educator's guide (grades 3-5) Year of publication: 2013 Author: Elizabeth O. Crawford Corporate author: TeachUNICEF La définition se fonde sur le travail séminal dans les états et un large éventail d'organisations de travail pour faire avancer les connaissances mondiales et de la pensée critique. Un processus d'articulation minutieuse et vetting a abouti à la définition de la compétence globale proposée ici: la compétence globale est la capacité et la disposition pour comprendre et agir sur les questions d'importance mondiale. Globalement les personnes compétentes sont au courant, curieux et intéressés à en apprendre sur le monde et comment il fonctionne. Ils peuvent utiliser les grandes idées, des outils, des méthodes et des langues qui sont au cœur de toutes les disciplines (mathématiques, la littérature, l'histoire, la science et les arts) pour engager les questions pressantes de notre temps. Ils déploient et développer cette expertise comme ils enquêtent sur ces questions, reconnaissent de multiples points de vue, de communiquer leurs points de vue de manière efficace, et prendre des mesures pour améliorer les conditions. Eduquer pour Global Competence: Préparer les jeunes d'engager le monde est destiné aux enseignants, administrateurs, éducateurs informels, les décideurs, les leaders communautaires, les chercheurs, les parents, les étudiants et toutes les autres parties intéressées à préparer nos jeunes pour le 21e siècle. Devenir meilleur à l'éducation pour la compétence globale implique de repenser les pratiques et en reconnaissant qu'il n'y a pas de recettes simples pour le succès. En tant que tel, ce livre est destiné à être utilisé avec souplesse - parcourir, faire des liens, et de se concentrer sur les chapitres que vous trouverez les plus pertinents pour votre travail. Expérience avec des idées, des concepts de défi, et de partager avec des collègues. En fin de compte ce livre doit travailler pour vous. Il est destiné à être lu de la manière qui répond le mieux à vos besoins, inspire votre curiosité, et prouve fructueuse dans la salle de classe. Le premier chapitre offre un rationnel pour l'éducation mondiale dans notre pays et dans le monde. Le deuxième chapitre présente un cadre conceptuel pour la compétence globale et explique le rôle clé des fondations disciplinaires et interdisciplinaires dans l'apprentissage des élèves. Chapitre trois, quatre, cinq et six focus, respectivement, sur quatre capacités essentielles associées à la compétence mondiale: enquête dans le monde, reconnaissant les perspectives, communiquer des idées, et de prendre des mesures. Le chapitre sept considère les principes de base de l'enseignement pour l'enseignement de la compétence globale. Chapitre huit examine ce que les étudiants et les établissements d'enseignement peuvent faire pour promouvoir la compétence globale - et comment ils pourraient créer une culture de compétence globale pour les jeunes et les adultes. Enfin, le chapitre neuf places compétence globale dans le cadre plus large des systèmes d'éducation du public dans et au-delà des États-Unis. 
Global citizenship: a high school educator's guide (grades 9-12) Year of publication: 2013 Corporate author: TeachUNICEF Global Citizenship is a unit of four lessons designed to introduce the concept of global citizenship and place it in the context of international human rights; to engage students in a guided inquiry into the meaning of global citizenship and its relationship to national citizenship; to educate about how the United Nations has framed global rights and responsibilities for the 21st century and is acting on them via the Millennium Development Goals (MDGs); and to investigate how the U.S. Fund for UNICEF has engaged individuals in support of global citizenship as well as to engage students in designing and implementing a plan to act locally in support of global issues. La citoyenneté mondiale: Guide d'un éducateur de l'école secondaire (les niveaux 9-12) Year of publication: 2013 Corporate author: TeachUNICEF La citoyenneté mondiale est une unité de quatre leçons visant à introduire le concept de la citoyenneté mondiale et le placer dans le contexte des droits de l'homme internationaux; pour engager les élèves dans une enquête guidée dans le sens de la citoyenneté mondiale et de sa relation à la citoyenneté nationale; d'éduquer sur la façon dont l'Organisation des Nations Unies a formulé des droits et des responsabilités mondiales pour le 21e siècle et est d'agir sur eux par l'intermédiaire des Objectifs du Millénaire pour le développement (OMDs); et d'enquêter sur la façon dont le Fonds américain pour l'UNICEF a engagé des individus à l'appui de la citoyenneté mondiale, ainsi que d'engager les élèves dans la conception et la mise en œuvre d'un plan d'agir localement en faveur des enjeux mondiaux.