Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,462 Results found
[Summary] Education for Sustainable Development Guidance: Executive Summary Year of publication: 2021 Corporate author: Quality Assurance Agency for Higher Education (QAA) | Advance HE This guidance supports curriculum design and gives guidance on teaching, learning and assessment approaches. It reflects changes in understanding about, and priorities in, sustainable development (SD) and the increased urgency for everybody in society to take positive actions in addressing SD issues. 
Introductory News Literacy: Adapted from High Five 2012: The Integrated Language Arts and Journalism Curriculum for Middle School Students Year of publication: 2013 Corporate author: American Press Institute The American Press Institute’s Introductory News Literacy Units are lightweight general usage lesson plans for introducing middle school students to how to read and understand news media and current events. While the Institute offers more specific and in-depth materials and ideas for promoting news literacy, these new units provide a resource for the time-pressed teacher working with students at an important age. Split into three units of one-to-two weeks each, the curriculum briefly overviews critical elements in news understanding and healthy processes for determining source information and bias. Individual lessons can be adapted and used to fit specific classroom needs. 
State Civic Education: Toolkit Year of publication: 2017 Author: Elizabeth Whitehouse | Paul J. Baumann | Jan Brennan Corporate author: Council of State Governments | Education Commission of the States This Civic Education Toolkit is intended to help stakeholders from all three branches of government, as well as other members of the civic education community in their mission to improve state civic education. There are many unique strategies stakeholders can use to effectively engage students. To effectively use this guide, the icons below denote methods and examples that may be particularly useful to leaders from each branch of government, leaders in the K-12 education community, leaders in the higher education community, and leaders working with non-governmental organizations. 
Strengthening Democracy With a Modern Civics Education Year of publication: 2019 Author: Ashley Jeffrey | Scott Sargrad Corporate author: Center for American Progress This report aims to examine the state of civic education and look deeper at promising approaches to increase civic engagement. It provides an updated state-by-state analysis of civics education requirements and civic engagement measures. 
Indicators for evaluating municipal policies aimed at fighting racism and discrimination Year of publication: 2005 Author: Jean Claude Icart | Micheline Labelle | Rachad Antonius Corporate author: Centre de recherche sur l'immigration, l'ethnicité et la citoyenneté (Canada). Observatoire international sur le racisme et les discriminations Ethnocultural diversity increasingly constitutes an important characteristic of major cities around the world. As the primary centres for national, ethnic and cultural intermixing, cities are becoming laboratories for new ways of “living together” (UNESCO, 2004). However, when this diversity is accompanied by inequalities, racism and discrimination, it can increase the social divide. Therefore, in order to benefit from the true advantages of the ethnocultural diversity that makes up the fabric of contemporary societies, it has become increasingly necessary to employ methods to correct social injustices, and to ensure the equality and the full exercise of citizens’ rights. Accordingly, the last few years have seen true efforts to conceptualize interventions by cities to manage ethnocultural diversity. These efforts rely on ideologies controlled by the state and on the values of equality, social justice, and respect for pluralism that are endorsed by different international organizations such as the UN and UNESCO, or by national organizations such as human rights commissions.To promote and reinforce municipal anti-discriminatory policies, UNESCO supported the launching of the International Coalition of Cities Against Racism1. The initial framework for this Coalition was the proposal of the Ten-Point Action Plan, which was adopted in December 2004 in Nuremburg.The present research report relating to the development of a series of indicators for evaluating municipal policies to fight racism and discrimination should be situated in this context. It was carried out with the goal of assisting cities that want to adopt public policies of diversity management and to fight racism and discrimination, and to evaluate the impact of such policies. The goal is to equip cities with tools that make it possible to evaluate, in quantitative and/or qualitative terms, whether their actions produce results that correspond to the major goals of adopted policies. Indicateurs pour l'évaluation des politiques municipales visant à contrer le racisme et la discrimination Year of publication: 2005 Author: Jean Claude Icart | Micheline Labelle | Rachad Antonius Corporate author: Centre de recherche sur l'immigration, l'ethnicité et la citoyenneté (Canada). Observatoire international sur le racisme et les discriminations Ethnocultural diversity increasingly constitutes an important characteristic of major cities around the world. As the primary centres for national, ethnic and cultural intermixing, cities are becoming laboratories for new ways of “living together” (UNESCO, 2004). However, when this diversity is accompanied by inequalities, racism and discrimination, it can increase the social divide. Therefore, in order to benefit from the true advantages of the ethnocultural diversity that makes up the fabric of contemporary societies, it has become increasingly necessary to employ methods to correct social injustices, and to ensure the equality and the full exercise of citizens’ rights. Accordingly, the last few years have seen true efforts to conceptualize interventions by cities to manage ethnocultural diversity. These efforts rely on ideologies controlled by the state and on the values of equality, social justice, and respect for pluralism that are endorsed by different international organizations such as the UN and UNESCO, or by national organizations such as human rights commissions.To promote and reinforce municipal anti-discriminatory policies, UNESCO supported the launching of the International Coalition of Cities Against Racism1. The initial framework for this Coalition was the proposal of the Ten-Point Action Plan, which was adopted in December 2004 in Nuremburg.The present research report relating to the development of a series of indicators for evaluating municipal policies to fight racism and discrimination should be situated in this context. It was carried out with the goal of assisting cities that want to adopt public policies of diversity management and to fight racism and discrimination, and to evaluate the impact of such policies. The goal is to equip cities with tools that make it possible to evaluate, in quantitative and/or qualitative terms, whether their actions produce results that correspond to the major goals of adopted policies. 
Study on challenges in the development of local equality indicators: a human-rights-centred model; Commitment 2 of the Ten-Point Plan of Action Year of publication: 2010 Author: Klaus Starl | Jennifer Pinno Corporate author: UNESCO | European Training and Research Centre for Human Rights and Democracy (Austria) The study aims at: Providing a theoretical fundament of ECCAR Indicators to measure racism or (in)equality1 and to evaluate municipal anti-discrimination policies (framework concept), and Discussing related legal and practical issues such as legality and reliability of available ‘ethnic’ data (legal and practical preconditions) in the context of ECCAR’s endeavours to set up an ECCAR-wide applicable system of monitoring racism, discrimination, equality and respective municipal policies. The study is structured in three parts. In the first part, preliminary questions concerning legality and practical feasibility of ‘ethnic’ data collection as a prerequisite for the development of and work with adequate indicators will be discussed. The second part deals with the conceptualization of human rights law as the constructing principle of ECCAR Indicators. It includes the discussion of the proposed model of the ECCAR-ADIX. The third part of the study describes practical examples of indicator use in selected ECCAR member cities. The section shows various approaches and gives evidence on different attempts by municipalities to set up fact-based anti-racism policies but also highlights the variety of methods, data, measurement topics, goals, etc. 
Référentiel des compétences développées en éducation à la citoyenneté mondiale et solidaire à l’âge de l’obligation scolaire Year of publication: 2017 Corporate author: Annoncer la Couleur (ALC) | La coopération belge au développement | Centre de Connaissances en Éducation à la Citoyenneté Mondiale (WikiCM) Ce référentiel de compétences ECM(Éducation à la citoyenneté mondiale) a été élaboré par WikiCM, le centre de connaissances en éducation à la citoyenneté mondiale coordonné par Annoncer la Couleur a réuni des professionnels de l’enseignement (administration, réseaux, inspection) et de l’éducation à la citoyenneté mondiale (ONG, ALC). Il présente dans un premier temps les repères sur les stades de développement de l’enfant et, dans un deuxième temps, les 7 compétences de l’ECM en milieu scolaire. 
Engineering for Sustainable Development: Delivering on the Sustainable Development Goals Year of publication: 2021 Corporate author: UNESCO | International Centre for Engineering Education (ICEE) The report highlights the crucial role of engineering in achieving each of the 17 SDGs. It shows how equal opportunities for all is key to ensuring an inclusive and gender balanced profession that can better respond to the shortage of engineers for implementing the SDGs. It provides a snapshot of the engineering innovations that are shaping our world, especially emerging technologies such as big data and AI, which are crucial for addressing the pressing challenges facing humankind and the planet. It analyses the transformation of engineering education and capacity-building at the dawn of the Fourth Industrial Revolution that will enable engineers to tackle the challenges ahead. It highlights the global effort needed to address the specific regional disparities, while summarizing the trends of engineering across the different regions of the world.By presenting case studies and approaches, as well as possible solutions, the report reveals why engineering is crucial for sustainable development and why the role of engineers is vital in addressing basic human needs such as alleviating poverty, supplying clean water and energy, responding to natural disasters, constructing resilient infrastructure, and bridging the development divide, among many other actions, leaving no one behind.It is hoped that the report will serve as a reference for governments, engineering organizations, academia and educational institutions, and industry to forge global partnerships and catalyse collaboration in engineering so as to deliver on the SDGs. 工程—支持可持续发展 Year of publication: 2021 Corporate author: UNESCO | International Centre for Engineering Education (ICEE) 报告强调了工程在实现17项可持续发展目标中的关键作用。它表明，人人机会均等是确保一个包容性和性别均衡的职业的关键，能够更好地应对实施可持续发展目标的工程师短缺的问题。它提供了塑造我们世界的工程创新的快照，特别是大数据和人工智能等新兴技术，这些技术对于解决人类和地球面临的紧迫挑战至关重要。它分析了第四次工业革命初期工程教育和能力建设的转变，这将使工程师能够应对未来的挑战。它强调了解决具体地区差异所需的全球努力，同时总结了世界不同地区的工程趋势。通过介绍案例研究和方法以及可能的解决办法，报告揭示了为什么工程对可持续发展至关重要，以及为什么工程师的作用对解决人类的基本需求至关重要，例如减轻贫困、提供清洁水和能源、应对自然灾害，在许多其他行动中，建设有弹性的基础设施和弥合发展鸿沟，不让任何人掉队。希望该报告能为各国政府、工程组织、学术界和教育机构以及工业界建立全球伙伴关系和促进工程领域的合作提供参考，以实现可持续发展目标。