Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,193 Results found
세계시민교육, 학교와 만나다: 선생님들의 세계시민교육 이야기 나눔 Year of publication: 2016 Corporate author: 유네스코 아시아태평양 국제이해교육원 유네스코 아시아태평양 국제이해교육원은 “세계시민교육, 학교와 만나다”를 출간하였다. 이 책은 세계시민교육을 실천하고 있는 학교 선생님들의 현장 이야기를 담은 책으로, 세계시민교육 선도교사로 활동하고 있는 11명의 선생님들의 세계시민교육에 관한 진솔한 이야기를 만날 수 있다. 여는글수평적 관계 맺음으로 시작하는 세계시민교육 - 김동혁 (광주 문정여고)작은 학교에서 세계시민교육 실천하기 - 곽병남 (충북 영동초등학교)배움으로 행동하기, 행동으로 배우기 - 임영아 (울산 강남고등학교)아이들의 시선에서 사회적 문제 바라보기 - 이흥순 (인천 청일초등학교)지구인과 소통하며 살아가기 - 박범철 (서울 경문고등학교)제주에서 세계시민을 만나다 - 한상희 (제주 서귀중앙여자중학교)아이들과 함께, 선생님들과 함께 열어가는 세계시민교육 - 김민경 (인천 청량초등학교)스스로, 천천히, 하나의 변화로 시작하기: ‘촛불하나’ 이야기 - 최재화 (경기 신천고등학교)세계시민교육, 아이들과 눈맞춰 함께 가기 - 김양모 (안동 동부초등학교)미래로 가는 길, 선생님과 함께 걷는 세계시민교육 - 정애경 (서울 국제고등학교) 세계시민교육이란 일상에서 가치 찾기 - 조성준 (대전 복수고등학교) Encountering Global Citizenship Education in Schools: Stories of School Teachers on GCED Year of publication: 2016 Corporate author: 유네스코 아시아태평양 국제이해교육원 Titled “Encountering Global Citizenship Education in Schools: Stories of School Teachers on GCED,” the book includes stories of 11 GCED Lead Teachers focusing on the practical implementation of GCED in real educational setting. Readers will be able to learn from the experiences of those teachers, who worked to implement GCED in the field of education. Moreover, this publication provides an opportunity for educators from small primary schools in rural areas to the high schools in big cities, to think about the implications associated with GCED and how GCED can be used for students from diverse backgrounds and various ages. The stories included in the book are as follows: • GCED Starts from the Horizontal Relationships • GCED Practices in Small Schools • Doing by Learning, Learning by Doing • To View Social Issues from the Children's Perspective • Living through Communication with the People of Earth • Meeting Global Citizens in Jeju • Beginning of GCED with Students and Teachers • Starting with a Slow Change : The Story of a Candle • GCED with the views of the Children • A Path to the Future, Walking with Teachers to GCED • GCED is to Search for Values in Daily Lives 
Why Contextualization is Critical for Global Citizenship Education Year of publication: 2019 Author: Waqar Shams Corporate author: APCEIU This video is an interview on "Why contextualization is Critical for Global Citizenship Education". It is also under UNESCO's APCEIU "Meet the Global Citizens" series.Do you want to know why Contextualization is Critical for GCED? Check out what Waqar has to say. This is a story of Waqar Shams from Pakistan.In this video you will learn why Contextualization is Critical for GCED and through it, learn to think globally but act locally. 
2014 syllabus: character and citizenship education: primary 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. 
Turning Promises into Action: Gender Equality in the 2030 Agenda for Sustainable Development Year of publication: 2018 Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) “Turning promises into action: Gender equality in the 2030 Agenda for Sustainable Development” provides a comprehensive and authoritative assessment of progress, gaps and challenges in the implementation of the Sustainable Development Goals (SDGs) from a gender perspective. This report monitors global and regional trends in achieving the SDGs for women and girls based on available data, and provides practical guidance for the implementation of gender-responsive policies and accountability processes. As a source of high-quality data and policy analysis, the report is a key reference and accountability tool for policymakers, women’s organizations, the UN system, and other stakeholders. Hacer las promesas realidad: La igualdad de género en la agenda 2030 para el desarrollo sostenible Year of publication: 2018 Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) “Hacer las promesas realidad: La igualdad de género en la Agenda 2030 para el Desarrollo Sostenible” presenta una evaluación exhaustiva y fidedigna de los avances, dificultades y posibilidades de la aplicación de los Objetivos de Desarrollo Sostenible (ODS) desde una perspectiva de género. El informe hace seguimiento de las tendencias mundiales y regionales con miras a la consecución de los ODS para las mujeres y las niñas sobre la base de los datos disponibles, y ofrece orientación práctica para la ejecución de políticas sensibles al género y los consiguientes procesos de rendición de cuentas. Como fuente de análisis de alta calidad de datos y políticas, el informe es una referencia e instrumento de rendición de cuentas esencial para responsables de la formulación de políticas, organizaciones de mujeres, el sistema de las Naciones Unidas y otras partes interesadas. 
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. 
Citoyenneté mondiale: Citoyens du monde au 21e siècle Year of publication: 2016 Corporate author: Conseil Arts Canada Des participants de la Conférence nationale des écoles UNESCO se sont exprimés sur la définition de la citoyenneté mondiale et sur les qualités d'un citoyen du monde. L’événement avait lieu dans le cadre de la 56e Assemblée générale annuelle de la Commission canadienne pour l’UNESCO et avait pour but de promouvoir le rôle de chef de file de l'UNESCO dans l'Agenda 2030 pour l'éducation. Cette vidéo a été produite au Musée canadien pour les droits de la personne, à Winnipeg, au Manitoba. 
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. 
[Video] Central Asian Kids Share Their Views on Gender Inequality Year of publication: 2020 Corporate author: World Bank In Central Asia, and around the world, women earn 30% less than men. In anticipation of March 8, we asked the children what they think about it.