Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,160 Results found
Who’s Responsible?: The Global Goals for Sustainable Development Year of publication: 2018 Corporate author: Practical Action This 30 minute activity encourages pupils to consider who is responsible for ensuring we achieve the Global Goals (also known as the Sustainable Development Goals, SDGs). It is suitable for pupils 9-18 it stimulates discussion and debate, and help pupils recognize the role they themselves have to play. 
Creativity, Resilience and Global Citizenship: Activity Toolkit Year of publication: 2015 Corporate author: CIT Crawford College of Art and Design | Youth Work Ireland This publication is a step by step guide to a range of activities exploring the themes of Creativity, Resilience & Global Citizenship through a wide range of workshops, sharing creative methods and tools. It has been co-developed by the Fast Forward training programme which brought together young people and youth workers from Ireland, Hungary, Italy and UK in Cork, Ireland in January 2015. It was developed with thirty young people: youth workers, artists and educators who are passionate about supporting young people to grow as global citizens. It is useful to provide a context for anyone engaging others in the creative activities presented in this toolkit. 
Back to School With Global Citizenship Corporate author: Oxfam GB Global citizenship is all about encouraging young people to develop the knowledge, skills and values they need to engage with the world. Ideal for use at the start of the academic year or a new topic, the following activities support learners aged 7 to 14 to develop some of the key elements of responsible global citizenship: to ask questions, make connections, and explore viewpoints and values. 
Guidelines for educators on countering intolerance and discrimination against Muslims: addressing islamophobia through education Year of publication: 2013 Corporate author: UNESCO | Council of Europe | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Intolerance and discrimination against Muslims are not new phenomena. However, they have evolved and gained momentum in recent years, particularly under conditions of the “war on terror”, the global economic crisis, anxieties about national identity and difficulties in coping with the increased diversity in many societies. Such developments have contributed to a growth in resentment and fear of Muslims and Islam that often been fuelled by sections of the media and by some political discourse. Muslims are often portrayed as extremists who threaten the security and well-being of others.These stereotypes have impact not only on young people but also on their parents, as well as on teachers and other education professionals. This presents a new challenge for educators. While teachers cannot be expected to resolve the political and social tensions among communities, they can play a central role in shaping the attitudes and behaviours of young people. The actions and approaches adopted by teachers and school administrators can be crucial in promoting respect for diversity and mutual understanding, both in schools and in society.Developed by OSCE/ODIHR, the Council of Europe and UNESCO, these Guidelines aim to support educators in countering intolerance and discrimination against Muslims. They are intended for a wide audience, including teachers, principals and head teachers, education policymakers and officials, teacher trainers, teacher unions and professional associations, and NGOs. The Guidelines are relevant for both primary and secondary education and can also be used in non-formal education settings. Directrices para educadores sobre la manera de combatir la intolerancia y la discriminación contra los musulmanes: afrontar la islamofobia mediante la educación Year of publication: 2013 Corporate author: UNESCO | Council of Europe | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Intolerance and discrimination against Muslims are not new phenomena. However, they have evolved and gained momentum in recent years, particularly under conditions of the “war on terror”, the global economic crisis, anxieties about national identity and difficulties in coping with the increased diversity in many societies. Such developments have contributed to a growth in resentment and fear of Muslims and Islam that often been fuelled by sections of the media and by some political discourse. Muslims are often portrayed as extremists who threaten the security and well-being of others.These stereotypes have impact not only on young people but also on their parents, as well as on teachers and other education professionals. This presents a new challenge for educators. While teachers cannot be expected to resolve the political and social tensions among communities, they can play a central role in shaping the attitudes and behaviours of young people. The actions and approaches adopted by teachers and school administrators can be crucial in promoting respect for diversity and mutual understanding, both in schools and in society.Developed by OSCE/ODIHR, the Council of Europe and UNESCO, these Guidelines aim to support educators in countering intolerance and discrimination against Muslims. They are intended for a wide audience, including teachers, principals and head teachers, education policymakers and officials, teacher trainers, teacher unions and professional associations, and NGOs. The Guidelines are relevant for both primary and secondary education and can also be used in non-formal education settings. 
All Aboard for Global Goals Year of publication: 2018 Corporate author: Thomas & Friends | United Nations (UN) This material has details on how you can teach your child to be a good global citizen. It contains an Early Learning Skills Framework for each of the Global Goals, as well as suggestions for additional children’s literature to extend these lessons. 
Educación para la ciudadanía y la convivencia: jóvenes por el empoderamiento y la transformación; ciclo cinco (décimo, undécimo, duodécimo) Year of publication: 2014 Corporate author: Secretaría de Educación del Distrito (SED) | Fe y Alegría These twelve modules make reference to a series of activities that focus on how children from all the educative grades understand and live citizenship, strengthening and facilitating the learning processes based on autonomy. This educative materials, which are aimed at being implemented inside the classrooms, attempt to serve as input resources for educators and other agents that work on or are interested in working with citizenship education and coexistence. The overall objective is to provide quality education. 
Frieda Makes a Difference: The Sustainable Development Goals and How You Too Can Change the World Year of publication: 2019 Corporate author: United Nations (UN) This is the story about a young girl named Frieda who embarks on a wonderful adventure to bring about positive change in the world. One day, Ana from the United Nations visits Frieda’s school to teach her class about the Sustainable Development Goals—the world’s plan to reduce poverty and protect the planet by 2030. Frieda develops a global perspective and is encouraged to take action against the biggest issues of our day: from combating climate change and protecting endangered species to ending poverty and fighting inequality. But most important, Frieda learns that “everyone must work together to make the world much better for all”. With colourful illustrations, engaging text, and tips on how to change the world, children will discover what they can do to make a difference— in their lives and the lives around them. 
The Planet and the 17 Goals: A Comic About the Global Goals for Sustainable Development Year of publication: 2015 Author: Margreet de Heer Corporate author: Reading With Pictures | United Nations (UN) In September 2015, the 193 countries of The United Nations launched The Global Goals of Sustainable Development, a commitment to achieve 3 extraordinary things in the next 15 years: end extreme poverty, fight inequality & injustice and fix climate change. In order to get this done, 17 Goals have been set. This material aims to spread the word about the 17 Goals in the form of comics. Educación para la ciudadanía y la convivencia: ciudadanos y ciudadanos del mundo, hijas e hijos de Bogotá; ciclo cuatro (octavo y noveno) Year of publication: 2014 Corporate author: Secretaría de Educación del Distrito (SED) | Fe y Alegría These twelve modules make reference to a series of activities that focus on how children from all the educative grades understand and live citizenship, strengthening and facilitating the learning processes based on autonomy. This educative materials, which are aimed at being implemented inside the classrooms, attempt to serve as input resources for educators and other agents that work on or are interested in working with citizenship education and coexistence. The overall objective is to provide quality education.