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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Education for Develpment (EdD) in a Diverse World: Comparative Study of Education for Global Citizenship (EdGC) in Paraguay and Spain Year of publication: 2017 Author: Ángela Alcaide Capilla | María Jesús Martínez Usarralde Corporate author: University of Valencia According to the summary of the author: "This article aims to collect a comparative analysis regarding Global Citizenship Education in two different contexts: Spain and Paraguay. The objective is to discover the main characteristics of this education, in meaning and practice, focusing on the diversity of views and constraints of reality, which enrich existing theory speeches, opening this field of knowledge to the experience of its application. In fact, this is the objective and the conclusion. The research justifies the value of this information in the field of study, based on interviews with experts from which relevant information that eludes the rhetorical speeches can be extracted." La Educación para el Desarrollo (EpD) en un mundo diverso: estudio comparativo de la Educación para la Ciudadanía Global (EpCG) en Paraguay y España Year of publication: 2017 Author: Ángela Alcaide Capilla | María Jesús Martínez Usarralde Corporate author: University of Valencia Según el resumen de los autores: "El presente artículo pretende acometer un análisis comparado en relación a la Educación para a la Ciudadanía Global en dos contextos diferentes: España y Paraguay. Se pretende con ello reconocer los rasgos principales de esta educación, en significado y práctica, bajo la premisa de destacar la diversidad de visiones y condicionantes de la realidad, que conceden a los discursos ya existentes en la teoría una gran riqueza, abriendo su campo de conocimiento a la experiencia que de su aplicación se extrae. En sí, este es objetivo y conclusión. Con la investigación se justifica el valor que esta información tiene para el campo de estudio, a partir de entrevistas a personas expertas de las que se extrae información relevante que escapa a la retórica." 
The Paraguayan Educational System Facing the Social Challenges of the 21st Century: A Historical Evolution Towards the Educational Goals Program 2021 Year of publication: 2018 Author: Carlos Novella García Corporate author: Autonomous University of Madrid In the summary the author sustains: "In 2011 the Iberoamerican States Organization for Education and Culture assumed the responsibility of coordinatin the actions and follow a challenging educative programa called "Educative Goals 2021: the education that we want for the generations of the bicentenary". This article pretends to learn the full details of this program and analyze the progresses and achievements made by Paraguay, one of the countries that signed this project. Different national and international reports were analysed in order to know, in detail and in a reliable way, the results of the application and development of the eleven goals of the program regarding education in the Paraguayan context. Nevertheless, due to the extension of this article, the authors focused on three of the eleven goals and obtained very relevant results concerning the absences and achievements of the objectives of these goals. The data evidences considerable progress in the education policies since 2011 although education, selection and professional development of teachers is still lacking development." I would add that the author highlights the importance of an international and Iberoamerican citizenship. El sistema educativo paraguayo ante los desafíos sociales del siglo XXI: una evolución histórica hacia el programa metas educativas 2021 Year of publication: 2018 Author: Carlos Novella García Corporate author: Autonomous University of Madrid En el resumen el autor sostiene: "En el año 2011 la Organización de Estados Iberoamericanos para la Educación y la Cultura asumió la responsabilidad de coordinar las acciones y realizar el seguimiento de un programa educativo muy ambicioso llamado “Metas Educativas 2021: la educación que queremos para la generación de los bicentenarios”. Este artículo pretende conocer con más detalle los fines de este programa y analizar los avances y logros alcanzados por Paraguay uno de los países firmantes de este proyecto. Para dicho análisis nos servimos de informes nacionales e internacionales que nos permitieran conocer con detalle y fiabilidad los resultados de la aplicación y desarrollo de las once metas del programa en materia educativa en el contexto educativo paraguayo. No obstante, por extensión de este artículo nos centramos en tres de estas once metas consiguiendo resultados muy relevantes respecto a los logros y a las ausencias de los objetivos de las metas analizadas. Los datos reflejan un avance considerable de las políticas educativas desde el 2011 hasta la actualidad aunque siguen existiendo carencias notables en aspectos relacionados, principalmente, con la formación, la selección y el fortalecimiento de la profesión docente." Agregaría que el autor subraya la importancia de una ciudadanía internacional e Iberoamericana. 
Educating for global citizenship: an ETFO curriculum development inquiry initiative Year of publication: 2010 Author: Alice Assor-Chandler | Mali Bickley | Jim Carleton | Antonino Giambrone | Janice Gregg | Jennifer Hunter | Laura Inglis | Leigh-Anne Ingram | Angela MacDonald | Miyuki (Erica) Moizumi | Carol Peterson | Carrie Schoemer | Nadya Weber | Tonia Wojciechowski Corporate author: Elementary Teachers’ Federation of Ontario (ETFO) Attention to educating for citizenship continues to expand and deepen worldwide. Many countries now include citizenship education as an important feature of their official curriculum, albeit in variant forms. Numerous research studies, policy reforms, and curriculum initiatives have been undertaken, as teachers, policy makers and researchers attempt to understand the intricate processes by which young people learn about democratic citizenship, and where and how citizenship education should be located and represented in school curricula.Educating for global citizenship has been a critical dimension of these discussions and investigations. Recent shifts in the speed and global reach of information and communication technologies, an increasingly interdependent global economy, challenges in human rights and social justice, and the impact of international tragedies and emergencies have, for example, created tensions and conditions that require more integrated, worldwide responses. Not surprisingly, understandings of global citizenship are being explored with increased intensity and, as might be expected, there has been a corresponding – and growing - interest among educators in various parts of the world to strengthen the global dimension of citizenship education in school curricula at all levels.In Canada, there has been increasing attention to what it means to educate for the global citizenship and provincial curriculum policy developments in recent years. A host of useful ideas in the form of new resource materials and websites to inform and guide teachers’ work have also emerged. The Canadian International Development Agency’s (CIDA) in the global classroom initiative, Classroom Connections’ Cultivating Peace in the 21st Century and Taking Action, Larsen’s ACT! Active Citizens Today: Global Citizenship for Local Schools, and UNICEF Canada’s Global Schoolhouse are a few examples of the many resources that have recently been developed. Despite this growing interest, there has been less attention devoted to examining practices of global citizenship education within Canadian classrooms, leaving a limited understanding of how it is applied in schools.A wide range of perspectives and practices has emerged, reflecting a considerable growth of interest in this dimension of education. In an effort to clarify the multiple dimensions of global citizenship education, below are two “working” frameworks that provide an overview of core learning goals and key teaching and learning practices associated with global citizenship education from the literature. They reveal both complexity and multidimensionality and provide a lens to analyse and reflect upon the breadth and depth of what it means to educate for global dimension of citizenship. 
Philosophy for Global Learning: Tried and Tested Stimuli Year of publication: 2018 Corporate author: Cumbria Development Education Centre(CDEC) | European Union (EU) | Global Schools Program Philosophy for Global Learning has been created as a flexible and practical resource for teachers of all levels of experience. It is for those who want to teach global awareness to children through the structure of Philosophy for Children. Philosophy for Global Learning is aimed for use with children in Key Stage 2 but some parts can be used with younger children. Preparing teachers to educate for 21st century global citizenship:envisioning and enacting Year of publication: 2014 Author: Linyuan Guo Corporate author: Centennial College The changing educational landscape in the global context and the increasing interconnectedness and interdependence of the world have placed unprecedented demands on teacher education programs in preparing teachers to educate for 21st century global citizenship in K-12 schools. To chart the course of preparing global educators for an interconnected world, the Faculty of Education at the University of Prince Edward Island (UPEI) and UNICEF Canada have collaboratively developed an undergraduate course, entitled Educating for Global Citizenship. It focuses on preparing educators to teach for 21st century global citizenship and has been integrated into UPEI’s teacher preparation program as a compulsory course. This paper is based on a three-year study examining teacher candidates' experiences in learning to educate for global citizenship, the changes of their perceptions on global citizenship education, and the challenges and achievements they experienced in educational practices. Findings from this study indicate the unique opportunities and challenges teachers face in learning to educate for global citizenship and suggest the necessity of integrating global citizenship education in teacher education programs through a holistic approach. 
The National Youth White Paper on Global Citizenship Year of publication: 2015 Corporate author: Centre for Global Citizenship Education and Research (CGCER) On March 20, 2015, over 400 students from five high schools across Canada, in partnership with the Centre for Global Citizenship Education, The Centre for Global Education and TakingITGlobal, came together to collaborate, through the use of technology, in a Virtual Town Hall to discuss the youth’s vision for Global Citizenship Education. From Alberta to Ontario, downtown Toronto to Yellowknife, the youth of Canada exchanged ideas, debated alternatives, and ultimately created a document that represents their voice on the relationship Canadians should have with the rest of the world. The Virtual Town Hall, an “archetype of grassroots democracy,” (Senator Grant Mitchell) was the culmination of over a month of online teamwork, 2000 hours of student collaboration, over 100 hours of teacher facilitation, and the passion of over 1000 youth to engage in a national conversation and have their voices heard.In the month prior to the Virtual Town Hall, student leaders, systematically chosen from each school to represent Canada’s diverse geographic and demographic population, met on a weekly basis to exchange ideas, work with and listen to experts, and create a common framework. Concurrently, the students were trained to use an arsenal of Web 2.0 tools (YouTube, Twitter, cell phone voting, Google Docs, H.323 Video Conference, discussion boards, blogs, etc.) to collaborate, build consensus, and create community regardless of time or location.Equipped with this knowledge and empowered through online technology, the student leaders facilitated a full-day virtual town hall. In the morning, 400 youth peers engaged in a dialogue with local and international experts. Following this session, the youth participated in breakout groups to address three critical questions: What are our obligations as global citizens? What are the rights and responsibilities that we have? To what extent can well-intentioned global citizenship initiatives reinforce or resist power inequities? What types of policies/practices will enable/facilitate global citizenship? The National Youth White Paper on Global Citizenship, written collaboratively by Canadian students, is the direct result of this full-day, interactive event. The evolution of the document involved equipping leaders with knowledge and technology, having those leaders facilitate a larger conversation among their peers, taking the data generated to their community at large for feedback and direction, and then synthesizing the results in the student white paper. It represents the voices of over one thousand youth, introduced to the complexities of global citizenship education, unified through the power of 21st century technology, and sharing a passion to contribute to the dialogue taking place on the future of Canada and its relationship to the rest of the world. Le Livre blanc de la jeunesse nationale sur la citoyenneté mondiale Year of publication: 2015 Corporate author: Centre for Global Citizenship Education and Research (CGCER) Le 20 Mars, 2015, plus de 400 élèves de cinq écoles secondaires à travers le Canada, en partenariat avec le Centre d'éducation à la citoyenneté mondiale, le Centre for Éducation globaleet TakingITGlobal, se sont réunis pour collaborer, par l'utilisation de la technologie, dans une salle virtuelle ville pour discuter de la vision de la jeunesse pour l'éducation sur la citoyenneté mondiale. De l'Alberta à l'Ontario, le centre-ville de Toronto à Yellowknife, la jeunesse du Canada a échangé des idées, débattre des solutions de rechange, et, finalement, a créé un document qui représente leur voix sur les relations Canadiens devraient avoir avec le reste du monde. Le Virtual Town Hall, un «archétype de la démocratie de base» (le sénateur Grant Mitchell) est l'aboutissement de plus d'un mois de travail d'équipe en ligne, 2000 heures de la collaboration des élèves, plus de 100 heures de facilitation des enseignants, et la passion de plus de 1000 jeunes engager dans une conversation nationale et faire entendre leurs voix dans le mois précédant l'Hôtel virtuel Ville, les leaders étudiants, systématiquement choisis parmi chaque école pour représenter la diversité population géographique et démographique du Canada, se sont réunis sur une base hebdomadaire pour échanger des idées, travailler avec et écouter les experts, et de créer un cadre commun. En même temps, les étudiants ont été formés à l'utilisation d'un arsenal d'outils Web 2.0 (YouTube, Twitter, téléphone cellulaire vote, Google Docs, H.323 Vidéo Conférence, forums de discussion, les journaux, etc.) pour collaborer, établir un consensus et créer une communauté quelle que soit de temps ou de lieu. Equipé de cette connaissance et le pouvoir grâce à la technologie en ligne, les leaders étudiants ont facilité une mairie virtuelle d'une journée complète. Dans la matinée, 400 pairs de jeunes engagés dans un dialogue avec des experts locaux et internationaux. Suite à cette session, les jeunes ont participé à des groupes de petits groupes pour répondre à trois questions essentielles: 1. Quelles sont nos obligations en tant que citoyens du monde? Quels sont les droits et les responsabilités que nous avons? 2. Pour les initiatives de citoyenneté mondiale dans quelle mesure peut bien intentionnés renforcer ou résister à des inégalités de pouvoir? 3. Quels types de politiques / pratiques permettront / faciliter la citoyenneté mondiale. Le Livre blanc de la jeunesse nationale sur la citoyenneté mondiale, écrite en collaboration par les étudiants canadiens, est le résultat direct de cette journée complète, événement interactif. L'évolution du document impliqué équipant les dirigeants ayant des connaissances et de la technologie, ayant ces dirigeants facilitent une plus grande conversation entre leurs pairs, en prenant les données générées à leur communauté dans son ensemble pour la rétroaction et la direction, et ensuite la synthèse des résultats dans le livre blanc de l'étudiant. Elle représente les voix de plus de mille jeunes, présenter à la complexité de l'éducation à la citoyenneté mondiale, unifiée par la puissance de la technologie du 21e siècle, et le partage de la passion de contribuer au dialogue qui se déroule sur l'avenir du Canada et de sa relation avec le reste du monde. 
Mainstreaming Inclusive Education: Sharing Good Practices Year of publication: 2019 Corporate author: Save the Children The primary aim of this documentation is to provide a deeper understanding of how projects have applied more inclusive concepts in not only changing the lives of children with disabilities, those living in poverty or children from ethnic minority populations, their families and communities, but in catalysing changes in policies and practices to the education system to benefit all learners.The stories follow a common structure describing the background of the project, a description of an approach that has worked especially well in the project, followed by stakeholder and partner engagement, participation of children, key milestones and significant challenges, scalability and sustainability, recommendations for replication and contact links for project tools and materials. A selection of practical tools and models have been attached as annexes.