Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
8,363 Results found
The Global Citizen's Journey: A Resource for Global Citizenship Education Year of publication: 2021 Corporate author: GOAL Global This resource for Global Citizenship Education is designed by our Global Youth Programme for educators and leaders of 14–18-year-olds all over the world. Centring on the themes of interconnectedness, development, power and inequality this free, downloadable booklet of activities encourages critical thinking, reflection, and empower the pursuit of positive change.To find out more, watch our introductory video here. 
How to Engage Citizens with the Sustainable Development Goals Year of publication: 2020 Corporate author: Finnish Development NGOs Fingo The purpose of this booklet is to share reflections, successes and learning outcomes from the FRAME, VOICE, REPORT! (FVR) project.It can be used to find inspiration from other civil society organisations (CSOs) working on the same topics and themes you do, but also as a source for ideas for new ways of looking at old issues.This booklet covers both the more theoretical approaches and concrete cases from CSOs across Europe. These cases are examples of the many projects funded by the FVR.The project had its roots in the previous successes and tried and tested approaches of the partner organisations. The aim of FVR! was to secure resources and develop the value-based, high quality work of civil society organisations. The second aim was to enable smaller organisations to learn about EU project funding and to build capacity on how to conduct high quality global citizenship education and development communications. Finally, the overarching aim of the project was to engage EU citizens with the SDGs. 
Transformative Learning Journeys: Venturing Into the Wilds of Global Citizenship Education Year of publication: 2021 Corporate author: Bridge 47 With the intensive courses of the Transformative Learning Journey, Bridge 47 created experimental learning spaces for communities of practitioners, researchers and activists of transformative education from around the world.The courses endeavored to challenge common concepts of Global Citizenship Education, to explore questions like those below and to experiment with different, holistic and potentially more transformative, practices of learning and co-creating.What are the (cultural) root causes of the global multi-crisis?How to decolonize and transform a modern system that is broken beyond fixing?What do we have to learn, unlearn or let go of- individually and collectively - in order to allow, embrace and foster real change? What characterizes transformative learning, and how can education create holistic spaces to trigger, support and accompany such learning processes? How transformative is our own organizational and educational practice?Do we have to re-imagine education and activism and become more radical? Are we asking the right questions?Based on the positive resonance, Bridge 47 wants to share some of the learnings through this publication. The book gives insights into the design, content and methodology of the course. Featuring diverse contributions from participants, it is a mosaic of perspectives and experiences of transformation, decolonization and learning. It also comprises some tools and invitations for reflection. It is not a cohesive prescription of how to facilitate transformative learning – as there is none - but an invitation to relate to and play."This book is dedicated to all the curious people out there who are passionate about education in caring for our world and each other - the dreamers, the healers, the lovers, the teachers for a different future to emerge. It goes to the fighters who are desperate and overwhelmed in face of complex challenges and are worn out by their struggle for justice and change – to find inspiration, energy and courage to treat ourselves gently, to let go and to make space for new things to emerge." 
International Understanding and Cooperation in Education in the Post-Corona World Year of publication: 2020 Author: Dongjoon Jo | Edward Vickers | Dina Kiwan | Fei Yan | Kyujoo Seol | Kyoko Nakayama Corporate author: APCEIU Research Report of International Understanding and Cooperation in Education in the Post-Corona World APCEIU has published a report, including research studies from 6 experts in order to figure out the role of education in promoting international understanding and cooperation in the education sector in the post-pandemic world. Through this research project, APCEIU mainly sought to answer the following questions; ▲What will be the implications of COVID-19 for international exchange and cooperation especially in education?▲What should we as educators, researchers, and practitioners do to counter the rise of populist nationalism?▲What should be the focus and direction of international cooperation in education during and after the pandemic in order to promote international understanding and GCED? This research project is expected to provide insightful views on the desirable direction for international understanding and cooperation in the education sector. Table of Contents 1. The development of UNESCO’s exchange programmes and their possible rearrangements in the post-pandemic years (Dong-Joon Jo, Professor at Department of Political Science and International Relations, Seoul National University, Korea) 2. ‘Rethinking Schooling’ once again: Post-corona challenges for education for peace and sustainability in Asia (Edward Vickers, Professor of Comparative Education at Kyushu University, Japan) 3. Race, gender, disability, and their intersections under the impact of COVID-19 (Dina Kiwan, Professor in Comparative Education, University of Birmingham, United Kingdom) 4. Competition or cooperation: Configuring ‘International’ in Chinese school textbooks (Fei Yan, Post-Doctoral Research Fellow, South China University, China) 5. The implications of democratic citizenship education and global citizenship education in South Korea for the post-corona era (Kyujoo Seol, Professor of Social Studies Education, Kyeongin National University of Education, Korea) 6. What can we learn from the pandemic of COVID-19?: An attempt to develop teaching materials for international understanding and cooperation based on Japanese educational issues (Kyoko Nakayama, Professor of Social Studies Education and Multicultural Education, Teikyo University, Japan) 
Understanding GCED in Asia-Pacific: A How-to Guide for ‘Taking It Local’ Year of publication: 2020 Corporate author: APCEIU | UNESCO Bangkok The Asia-Pacific Centre of Education for International Understanding (APCEIU), in partnership with UNESCO Bangkok, has published “Understanding GCED in Asia-Pacific: A How-To Guide for ‘Taking It Local’”, a guidebook for GCED-themed workshop organizations in the region. The publication is developed by UNESCO Asia-Pacific Regional Bureau for Education under the framework of the Asia-Pacific Regional GCED Network that is coordinated by UNESCO Bangkok and APCEIU. Taking stock of the key data from the 2019 publication titled “GCED: Taking it Local in Asia-Pacific”, the guidebook presents full-detailed guidelines on preparing and conducting a ‘Taking it Local’ workshop on GCED with particular focuses on the three core notions of GCED – respect for diversity, solidarity and a shared sense of humanity. The purpose of the publication is to promote GCED in local contexts and support active GCED practitioners on the ground to design and carry out GCED workshops that are translated and designed fully within the local context of the Asia-Pacific region. <Contents>Chapter 1: Introduction1.1 What is GCED?1.2 Purpose of the Guidebook1.3 Pedagogical ApproachChapter 2: Preparing a ‘Taking it Local’ Workshop on GCED2.1 Workshop Objectives2.2 Target Audiences2.3 Workshop Preparation2.4 Tips for a Successful Workshop2.5 Sample Agenda for the WorkshopChapter 3: Conducting a ‘Taking it Local’ Workshop on GCED3.1 Welcome, Overview, and Agreements3.2 Introduction Exercise: Story Circles3.3 GCED in AsiaPacific Exercise3.4 Optional Activities for the Workshop 3.5 Application Exercise 3.6 Closing 3.7 Final Reflection and Workshop Evaluation 3.8 Sharing Reflections 3.9 FollowUp of the WorkshopReferences 
GCED Learning and Assessment: An Analysis of Four Case Studies in Asia Year of publication: 2020 Corporate author: APCEIU | UNESCO Bangkok “GCED Learning and Assessment: An Analysis of Four Case Studies in Asia” is a result report of research jointly led by UNESCO Asia-Pacific Regional Bureau for Education, the Asia-Pacific Centre of Education for International Understanding (APCEIU) and the Asia-Pacific Regional GCED Network. The report encompasses four case studies of GCED Learning in the region and its assessment. Four leading researchers in the field of GCED, Satya Bushan from the National Council of Educational Research and Training (NCERT), India; Sayaka Matsukura of Ageo Oishi Junior High School, Japan; Dawon Kim from Gwangju National University of Education, Republic of Korea; and Le Anh Vinh from the Vietnam National Institute of Educational Science (VNIES), Viet Nam, contributed to this research. Through presenting and sharing the cases of India, Japan, Republic of Korea and Viet Nam, the publication is expected to shed light on the assessment on how GCED is implemented in the region and further inspire and encourage the GCED practitioners on the ground to take another step forward to reflect GCED in their respective educational systems. <List of Contents>ForewordAcknowledgementsAcronymsExecutive summaryChapter 1: IntroductionChapter 2: Schoollevel approaches at integrating GCEDChapter 3: Assessment of GCED learning Chapter 4: Reflections on GCED learning assessment Chapter 5: Conclusions and recommendations References 
Global Citizenship Education and Youth Advocacy for a More Peaceful and Sustainable World: A Resource Manual Year of publication: 2020 Author: Dylan Wray | Lisa Van Wyk | Rigoberto D. Banta Jr. | Roy Hellenberg | Anna Susarenco | Diego Manrique | Guranda Bursulaia | Noora Elkenawi | Shawgi Ahmed | Tshering Zangmo | Valeriia Moroz Corporate author: APCEIU Since 2016 the Global Citizenship Education (GCED) Youth Network and UNESCO Asia-Pacific Centre of Education for International Understanding(APCEIU) have been working together to support young people to take action to make their communities and the world a better place.This manual, which is the outcome of a joint initiative by the GCED Youth Network and APCEIU, is intended to provide a useful resource for those who teach GCED, for youth organisations that are engaged in advocacy on themes that relate to global citizenship, and those who are supporting youth advocacy.The manual is organized in three main sections: Section 1 focuses on GCED and the teaching of history as a strategy for building a peaceful world.Section 2 provides step by step practical guidelines and ideas for youth advocacy organisations to help them plan advocacy initiatives.Section 3 includes background information and practical ideas for youth advocacy on a series of themes that are relevant to GCED, including empowerment of vulnerable communities, media literacy and peace building. It also considers the role of GCED, and young people, in global crises, using the example of the COVID-19 pandemic, and provides suggestions to help youth advocacy and other organisations to prepare for and respond to such crises 
A Study on the Monitoring Framework of GCED in South Korea Year of publication: 2020 Author: Hwanbo Park | Daehoon Jho | Kyunghee Park | Jeongmin Eom Corporate author: APCEIU The purpose of this study is to establish a feasible monitoring system for the implementation of Global Citizenship Education (GCED) in South Korea that can both align itself with the global indicator (SDG 4.7.1) and reflect the domestic context and feasibility. The study further builds upon previous studies carried out by the Asia-Pacific Centre of Education for International Understanding (APCEIU). Particularly, it aims to refine and validate the GCED indicator system for domestic monitoring as proposed in the previous studies, which are also in line with SDG 4.7.1, the global indicator to monitor the mainstreaming of GCED/ESD.To this end, the study involved a Delphi survey and expert consultation to build the refined list and classification of GCED related thematic areas and keywords contextualized in Korea, and aligned these with global indicators so that it could establish a set of sub-indicators for the South Korean context. Then, it pilot-tested the sub-indicators by codifying and statistically analyzing key policy documents and the curricula of Teacher Education Institutes (TEIs) to validate the sub-indicators and to examine the extent to which GCED is mainstreamed in the given domains of the Korean context. Case analyses with focused interviews for some TEI curricula were also added to enrich the study. Lastly, the study draws key implications and proposes some recommendations for the establishment of a feasible and sustainable GCED monitoring system in South Korea. Considering the importance of national input in initiating the SDG agenda, the research concluded with a proposal on how to manage the global citizenship indicators in South Korea. 
Global Kids Online: Comparative Report Year of publication: 2019 Author: Sonia Livingstone | Daniel Kardefelt-Winther | Marium Saeed Corporate author: UNICEF Innocenti The internet is often celebrated for its ability to aid children’s development. But it is simultaneously criticized for reducing children’s quality of life and exposing them to unknown and unprecedented dangers. There is considerable debate about when or how children’s rights – including the rights to expression, to privacy, to information, to play and to protection from harm, as set out in the United Nations Convention on the Rights of the Child – may be realized or infringed in the digital age.With more children around the world going online every day, it is more important than ever to clarify how the internet can advance children’s opportunities in life while safeguarding them from harm or abuse. This requires evidence, from children themselves, that represents the diversity of children’s experiences at the national and global levels. By talking to children, we are better able to understand not only the barriers they face in accessing the internet, but also the opportunities they enjoy and the skills and competences they acquire by engaging in these activities.This allows us to enquire about children’s exposure to online risks and possible harms, and about the role of their parents as mediators and sources of support. In bringing children’s own voices and experiences to the centre of policy development, legislative reform and programme and service delivery, we hope the decisions made in these spheres will serve children’s best interests. 
How to be a Good Citizen Year of publication: 2020 Corporate author: Helalia Language School This video is an educational lesson for the first year of middle school. The lesson focuses on what a good citizen is and how a student can be a good citizen.