Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,052 Results found
The Prohibition of Environmental Pollution Year of publication: 2020 Corporate author: Smart Students Schools The video is an explanation of the lesson "Prohibition of Environmental Pollution" for the fifth grade. In which the teacher provided an explanation for the students about the concept of the environment and examples of its pollution. The teacher also shows the position of the Islamic religion on environmental pollution. Finally, the teacher reviews some solutions to preserve the environment and also reviews the efforts of the Sultanate of Oman in preserving the environment. 
The Effectiveness of a Proposed Program Based on Service Learning for Teaching Contemporary Issues to Students of the History Division in the Faculties of Education in Developing Their Cognitive Achievement and Social Responsibility Year of publication: 2016 Author: Salwa Ammar | Yahya Sulaiman | Mahmoud Ahmed | Salah Juma Corporate author: Fayoum University This study seeks to evaluate the effectiveness of a service-based learning program for teaching contemporary issues to students of the history department. It examines the impact of this program on the development of cognitive achievement and social responsibility. The study begins with a description of the foundations and components of the training program. 
Handbook on Media Advocacy for Marginalized Groups Presented to Stakeholders in China Year of publication: 2019 Author: Mike Jempson Corporate author: Media Diversity Institute This guideline uses practical cases to introduce how NGOs can work better with media in China to achieve organisational goals. 
Arts for Transformative Education: A Guide for Teachers from the UNESCO Associated Schools Network Year of publication: 2024 Author: Benjamin Bolden | Sean Corcoran | Tiina Kukkonen | Jeffrey Newberry | Nathan Rickey Corporate author: UNESCO | Canadian Commission for UNESCO UNESCO’s vision of transformative education involves building learners’ capacities and empowering them to take action for a more peaceful and sustainable world. The arts offer tremendous potential for supporting learning that transforms individuals and communities. To fully realize that potential, teachers need to structure and support educational experiences that optimize what students will take away from them. This guide presents the research-informed Arts for Transformative Education model, a pioneering approach and thinking tool for teachers. The model was developed from data provided by over 600 teachers of the UNESCO Associated Schools network from 39 countries. The publication presents Learning Experience Descriptions and Snapshots illustrating how the model functions in real-world projects from around the globe, as well as Guidelines for Teachers outlining a step-by-step process for activating arts learning to empower transformative education. 
Women Scientists: Past, Present and Future Year of publication: 2019 Author: Raquel Gu | Francisco Vega Narváez Corporate author: ONCE Foundation This comic is the adaptation of the play Women scientists: past, present and future, an original idea by Francisco Vega Narváez with an original script by Isabel Fernández Delgado, Clara Grima Ruiz, maría José Jiménez Rodríguez, Adela muñoz Páez, maría del Carmen Romero Ternero and Francisco Vega Narváez. Both in the play and in the comic, female references are presented in the world of science so that girls do not feel that something is foreign to them simply because they are women and also so that boys have those same references. Achievements in science are made by people, it doesn't matter if they are women or men, their age, nationality... 
Reading and Writing in Digital Culture: Trends and Education Year of publication: 2023 Author: Carina Maguregui Corporate author: Educ.ar This video presents an expanded talk whose central theme or narrative thread, «Reading and writing in digital culture: trends and education», provides a contextual framework for three possible itineraries or expansions: a.) Artificial intelligence as a virtual assistant for writing and other productions; b) Ecosystem of screens and platforms, and c) The right to digital disconnection.Each expansion—itinerary or talk—is self-contained, has a presentation, development and closure. However, the three complement each other and, in some way, dialogue with each other. The most important thing is that they provide a much richer overview. 
Tourism, Heritage and School: A Journey through the Heritage of Our Country Year of publication: 2017 Corporate author: Argentina. Ministry of Tourism Aimed at students in the final years of primary school, this manual is a tool for the study and learning of world heritage sites in Argentina and their relationship with tourist activity. Designed and created by the Tourism Training Directorate of the Ministry of Tourism of the Argentine Nation. 
Being and Knowing: Teaching Profile for Sustainable Development and Global Citizenship Year of publication: 2023 Corporate author: InteRed Document of a pedagogical nature that describes the characteristics of the teaching profile necessary to educate in Sustainable Development and Global Citizenship. Identify what skills are necessary to carry out transformative education that responds to global challenges as proposed by social movements, NGOs and civil society. This publication is the result of collaborative work carried out during the years 2022 and 2023 by a Movement 4.7 team formed for this purpose. 
GCED: Advocacy, Practice and Awareness Handbook for Teachers Year of publication: 2022 Corporate author: APCEIU | UNESCO Bangkok Purpose and scope of the handbookThis handbook is the second in a series of GCED advocacy and awarenessraising publications. The first was the joint publication by APCEIU and UNESCO(2021) titled Global citizenship education: a policymaking awareness and advocacy handbook.This latest handbook aims to raise awareness among teachers in the Asia-Pacific region on GCED and to equip teachers with knowledge about GCED, its importance and how to teach it, using good practices, to enhance learners’ competences at the classroom level, for society’s overall benefit.Recognizing that education policies, strategies and practices in the Asia-Pacific region reflect GCED in diverse ways, this handbook also seeks to provide a common regional understanding of what GCED is. Who can benefit from this handbook?The major beneficiaries of this handbook are teachers, educators and learners. Through explaining what GCED is and its outcomes, this handbook will enable teachers and educators to develop a deeper understanding of the benefits that GCED brings to learners. This handbook will also help teachers to themselves cultivate the necessary values, knowledge, skills and attitudes, and make the required behavioural changes, as one must become a responsible global citizen first in order to empower others to do so.As a practical guide, this handbook also supports teachers to integrate GCED into their teaching. The handbook provides examples of good practices, compiled from the Asia-Pacific region, that teachers can easily adapt for use in their classrooms to boost GCED values, knowledge, skills, attitudes and behavioural changes, among learners of all ages. Resources listed in the annex provide teachers with additional support.Policy-makers and school leaders can also benefit from this handbook; it serves as an additional reference to Global citizenship education: a policymaking awareness and advocacy handbook (APCEIU and UNESCO, 2021); to assist them in understanding what support teachers need in delivering GCED. This guide can also provide insights on how to foster resilience and rebuild education systems so that they are better equipped to deal with future crises. 
Global Citizenship Education in a Digital Age: Teacher Guidelines Year of publication: 2024 Corporate author: UNESCO This book is an essential resource for teachers seeking to understand the critical role that digital citizenship education plays in promoting a more informed, engaged, and responsible global citizenry. While digital technologies have opened up new opportunities for life-long learning, they have also given rise to emerging concerns, notably in relation to the rise of disinformation and hate speech online. Aimed at building the capacities of teachers to prepare learners to act ethically and responsibly in physical and digital environments, these guidelines stress the importance of considering how Global Citizenship Education (GCED) and related knowledge, values, skills and attitudes can be fostered for teaching, learning and engaging for a more sustainable, inclusive, just and peaceful world.