Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,721 Results found
A Day with Gandhi Year of publication: 2020 Author: Aarya Chavda At an age of 10, author and illustrator of her 2 books, Aarya Chavda extends her support by donating her art proceeds to fundraise for the welfare of underpriviledge Cancer patients.Through her campaign on 'Preservation of Cultural Heritage', She also demonstrates her commitment and contributes in spreading awareness through her programs at government and private institutions.In this series of narrative illustrations, she pays her tributes to commemorate 150th birth anniversary of Gandhi. This shows her inclination to portray ideologies of 'The Mahatma' on the pursuit of liberation and tranquility. 
Learning Must Go On: Recommendations for Keeping Children Safe and Learning, During and After the COVID-19 Crisis Year of publication: 2020 Corporate author: Save the Children | United Nations Children's Fund (UNICEF) | The Inter-agency Network for Education in Emergencies (INEE) This brief highlights some of the potential impacts of school closures on children, with a focus on the most marginalised, including those already living in crisis and conflict contexts. It provides recommendations for governments and donors, together with partners, to ensure that safe, quality and inclusive learning reaches all children and that education systems are strengthened ready for the return to school.A comprehensive curation of free and accessible resources to support the response during the COVID-19 is available on INEE’s website. 
2014 课程标准 品格与公民教育 小学 Year of publication: 2014 Corporate author: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum.The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA). The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students. 
UNESCO Sub-regional Strategy for Kazakhstan, the Kyrgyz Republic, Tajikistan and Uzbekistan 2018-2021 Year of publication: 2019 Corporate author: UNESCO Almaty This document represents the strategic framework for UNESCO’s interaction with the governments and civil societies of Kazakhstan, the Kyrgyz Republic, Tajikistan and Uzbekistan, with other UN agencies and development partners aimed at responding most effectively to the development needs, priorities and aspirations of countries. Субрегиональная стратегия ЮНЕСКО для Казахстана, Кыргызской Республики, Таджикистана и Узбекистана на 2018-2021 гг. Year of publication: 2019 Corporate author: UNESCO Almaty Настоящий документ представляет собой стратегические рамки взаимодействия ЮНЕСКО с правительствами и гражданским обществом Казахстана, Кыргызской Республики, Таджикистана и Узбекистана, с другими учреждениями ООН и партнерами в области развития, направленного на наиболее эффективное реагирование на потребности, приоритеты и устремления стран в области развития. 
1er rendez-vous de l'éducation à la citoyenneté mondiale: Mot d'ouverture Year of publication: 2017 Corporate author: Association québécoise des organismes de coopération internationale (AQOCI) La Directrice générale de l’AQOCI, Michèle Asselin, souhaite la bienvenue aux personnes participantes du 1er rendez-vous de l’AQOCI sur l’éducation à la citoyenneté mondiale. Elle a expliqué sur la valeur de l’éducation à la citoyenneté mondial et souligné comme ci-dessous :« L’ÉCM promeut des valeurs et des comportements qui encouragent le changement social et la solidarité internationale » SUKATAN PELAJARAN 2014 PENDIDIKAN PERWATAKAN DAN KEWARGANEGARAAN SEKOLAH RENDAH Year of publication: 2014 Corporate author: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum.The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA). The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students. 
1er rendez-vous de l'éducation à la citoyenneté mondiale de l'AQOCI: Panel d'experts Year of publication: 2017 Corporate author: Association québécoise des organismes de coopération internationale (AQOCI) Panel d'experts: l'ÉCM en contextes social et scolaire.Rachad Antonius, professeur de sociologie à l’UQÀM, chercheur, consultant et personne-ressource dans les milieux de la solidarité internationale, propose des éléments de réflexion sur l’éducation, sur le rôle de différents intervenants – militants, OCI, chercheurs et intellectuels - en ÉCM, sur le sens et les dimensions du concept de citoyenneté dans le contexte et face aux enjeux actuels et sur les réponses que le travail en ÉCM est appelé à apporter face à la mondialisation.La présentation de Marie-Hélène Chastenay, responsable de l’éducation interculturelle à la Direction des services d’accueil et d’éducation interculturelle du ministère de l’Éducation et de l’Enseignement supérieur (MÉES), examine l’apport de l’ÉCM à l’éducation des jeunes du Québec; l’intégration actuelle de l’ÉCM aux curriculums et à la vie scolaires; les enjeux et les défis de l’ÉCM en milieux scolaires et académiques et le rôle des organismes de coopération internationale et de la société civile dans la promotion de l’ÉCM en contextes scolaires et académiques. 
Зачем преподавать историю Холокоста? Year of publication: 2014 Corporate author: UNESCO The Holocaust was a turning point in human history. Understanding the genocide of the Jewish people and other crimes perpetrated by the Nazi regime remains of great signi cance in the modern world.Regardless of where we live or who we are, learning about this universal history can help engage students in a critical re action about the roots of genocide and the necessity to nurture peace and human rights to prevent such atrocities in the future.This short introduction provides an essential overview on education about the Holocaust that can support policymakers, educators and students alike in their understanding of genocide and why it is vital that we continue to teach about the Holocaust today. 为什么要进行关于反犹大屠杀的教育？ Year of publication: 2014 Corporate author: UNESCO The Holocaust was a turning point in human history. Understanding the genocide of the Jewish people and other crimes perpetrated by the Nazi regime remains of great signi cance in the modern world.Regardless of where we live or who we are, learning about this universal history can help engage students in a critical re action about the roots of genocide and the necessity to nurture peace and human rights to prevent such atrocities in the future.This short introduction provides an essential overview on education about the Holocaust that can support policymakers, educators and students alike in their understanding of genocide and why it is vital that we continue to teach about the Holocaust today.