Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,640 Results found
What Does it Mean to Be a Citizen in the 21st Century? (Part2) Corporate author: Educar Chile | Chile Foundation It is invited to reflect on what it means to be a citizen in the globalized world, analyzing the different perspectives from which citizenship is conceived and the various dimensions that constitute the exercise of citizenship, in order to understand the challenges that citizen training represents in the 21st century. 
What Does it Mean to Be a Citizen in the 21st Century? (Part3) Corporate author: Educar Chile | Chile Foundation It explores citizenship from a multicultural, global and postmodern perspective, inviting reflection on the meaning of being a citizen in the 21st century, in order to understand the challenges from the various dimensions. 
North/South Relationships in the International Trade Union Movement: The Weight of History and the Rigidity of Structures (Quebec Journal of International Law; Special Issue, Nov.) Year of publication: 2012 Author: Sid Ahmed Soussi Corporate author: Société québécoise de droit international (SQDI) The following article submits a critical analysis regarding the evolution of North-South relations within the International Trade Union Movement, specifically concerning the creation of the International Trade Union Confederation (ITUC) in 2006. Currently faced with a growing transnational outsourcing phenomenon, affecting collective conflict and labor regulation in Africa as well as South and Central America, the ITUC draws attention to new issues. In terms of collective action, numerous South and Central American unions favor local alliances that extend to non-unionized actors. They criticize the ITUC’s ignorance of local resistance as well as its preference for global action that is carried out through continental and institutional strategies. Divergences among members of the International Trade Union Movement are not only the result of internal power struggles that surfaced within the organization in 2006, during the Vienna exchanges. These differences owe their existence to history, notably to rapports of domination that the postcolonial period renewed and brought forward in other forms. In addition to history, declining notions of collective action resulting from differential policies also contribute to divergences. These policies are similar to the relationship between society and the State that Northern and Southern organizations base on separate premises. Here, the analysis is depicted by Quebec’s central labor organizations’ and the international methods of cooperation they employ. Several studies underline the emergence of new forms of representation and collective action lead by a number of South and Central American labor organizations. Even though, in some cases, these new types of representation take on traditional forms of unionism such as marked political involvement and organizational instability, they surface within atypical strategies. These unusual approaches include the coexistence of socially-generated unionism and community unionism, as well as the mobilization of local resistance movements through coalitions that extend to other community actors with prioritized issues (oversized informal economies and a compressed public sector). The analysis explores the underlying dynamic that, based on recurring local experiences, produces consequences on a global scale. 
Global Education to Improve the World: How to Promote Citizenship from School Year of publication: 2021 Author: Fernando Reimers Giving priority to global education would help make what is learned in school relevant, more current and attractive for both male and female students and their educators. This video offers an overview of this topic and the multidimensional theoretical model of global education that places teachers, administrators and other members of the educational community at the center of the definition of what the education of global citizens should be and how should develop. Its objective is to provide guidance on how to educate students with a global mindset so that they are competent and responsible when acting in the face of the global challenges of their time. 
School Violence in Arab Education: Its Causes, Prevention and Treatment Methods Year of publication: 2012 Author: Khalid Abu Asaba Corporate author: Palestinian Center for Israeli Studies In this article, the author reviews the issue of school violence in Arab education. It deals with the most important causes, methods of prevention and treatment. The article also discusses some of the factors that indicate students' exposure to school violence. 
School Violence: Its Causes, Forms, Effects and Treatment Year of publication: 2020 Corporate author: Success Channel The video explains the lesson "school violence: its causes, forms, effects and treatment". The video begins with an introduction to the concept of school violence and will elaborate on examples of it. This video is good for parents and teachers. 
Islamic Brotherhood is a Religious Obligation and a Modern Necessity Year of publication: 2012 Author: Ismail Ali Muhammad The file is a book that talks about the importance of brotherhood in Islam. The book consists of five chapters: the reality of Islamic brotherhood, rights and duties, effects of brotherhood, obstacles for the sake of Islamic brotherhood, and the duty of Muslims to advance Islamic brotherhood. 
Citizenship Lesson: Social and National Education Year of publication: 2020 Author: Rima Kharis Corporate author: Modern American School The video talks about the first lesson of Social and National Education for the fifth grade at the Modern American School. The lesson focuses on good citizenship and the rights and duties of citizens. The lesson begins with the main concepts of citizenship and progresses to explaining rights and duties. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 1) Year of publication: 2021 Author: Shadreck Majwabe | Thomas Greiner | Taka Horio | Niveen Jouhar | Arjen Wals | Lynndina Essack | Didier Jourdan | James O’Higgins Norman | Bolorchimeg Dagva Corporate author: UNESCO | APCEIU Plenary session 1In this first plenary, countries shared their vision, practice and progress underpinning their understanding of “transformative education”. The impact of current practices related to learners’ behavior and the educational system was discussed, highlighting success indicators.Moderator: Ms Krista Pikkat, Director, UNESCO Almaty OfficeMr Shadreck Majwabe, Director of the Department of Curriculum Development and Evaluation, Ministry of Basic Education, BotswanaMr Thomas Greiner, Head of Subdivision, Lifelong Learning, Federal Ministry of Education and Research, GermanyMs Taka Horio, Assistant Secretary-General, the Japanese National Commission for UNESCO & ASP National Coordinator, Ministry of Education, Culture, Sports, Science and Technology, JapanMs Niveen Jouhar, Member of Directorate of Curricula, Ministry of Education, Jordan Concurrent sessions 1Following the plenary session, the concurrent sessions discussed the different components that need to be transformed in the education system, and how to bring about these changes and further advance. Session 1.1 – PolicyModerator: Ms Akpezi Ogbuigwe, Founder, Anpez Centre for Environment and Development, Nigeria Mr Arjen Wals, UNESCO Chair, Social Learning and Sustainable Development, University of Wageningen, Netherlands Ms Anna-Karin Johansson, Swedish National Commission for UNESCO, Ministry of Education, Sweden Mr Felipe de Souza Costa, São Paulo Municipal Secretariat of Education, Brazil Mr El Hadji Gueye, Founder, Banlieu UP, Senegal Session 1.2 – Curricula, pedagogy and assessmentModerator: Mr Yao Ydo, Director, UNESCO International Bureau of Education (IBE)Dr Esther Care, Professor, University of Melbourne, AustraliaMs Lynndina Essack, Senior Education Officer, Department of Education Services, Ministry of Education, SeychellesMr Daehoon Jho, Professor, Sungshin Women's University, Republic of KoreaDr Jinan Karameh Chaya, Principal, Al Manar Modern School (UNESCO Associated Schools Network member), Lebanon Session 1.3 – Learning environmentModerator: Mr Chris Castle, Chief of Section of Education for Health and Well-being, UNESCOProf Didier Jourdan, UNESCO Chair and Head of the World Health Organization (WHO) Collaborating Center "Global Health & Education"Prof James O’Higgins Norman, Director of the National Anti-Bullying Centre, the Dublin City University, Ireland & UNESCO Chair on Tackling Bullying in Schools and CyberspaceMs Bolorchimeg Dagva, Adolescents and HIV Specialist, UNICEF, Mongolia Links to Strand 2 & Special session / Strand 3 / Strand 4 
Turning Students into Global Citizens Year of publication: 2016 Author: Fernando Reimers Prof. Fernando M. Remiers made the case for global citizenship education and shared his experiences through Ed Week.