Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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UNESCO Futures of Education Report Explained by Members of the International Commission Year of publication: 2022 Corporate author: UNESCO Initiated by UNESCO, the International Commission on the Futures of Education has prepared a new report on how education can best shape the future of humanity and the planet. In this video, members of the Commission and its chair explain the main recommendations and defining features of their report, Reimagining our futures together: A new social contract for education. The report is part of UNESCO’s Futures of Education initiative which aims to rethink education and shape the future. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity. 
The General History of Africa: A UNESCO Flagship Programme for Operational Strategy Priority Africa Year of publication: 2024 Corporate author: UNESCO As part of UNESCO’s Operational Strategy for Priority Africa (2022 – 2029), the General History of Africa (GHA) Flagship Programme responds to the challenge of reconstructing Africa and its diaspora historical memory and conscience by revisiting Eurocentric and colonial biases in the representation of their history and societies. It aims to advance a common identity and pride in Africa’s heritage, progress towards greater justice and an inclusive and fair future through the reappropriation and production of knowledge on Africa and its diaspora history in a manner that could contribute to the transformation of education in Africa and beyond. The GHA is aligned with the African Union Agenda 2063, The Africa We Want, the Charter for African Cultural Renaissance, and the United Nations 2030 Agenda for Sustainable Development. 
Together for Peace: Silent Manga Catalogue Year of publication: 2020 Author: Walden Schertz | Jeremy Clay | Santibhap Ussavasodhi Corporate author: UNESCO Bangkok | Coamix This Together for Peace Silent Manga Catalogue is a compilation of silent manga – manga stories told entirely through illustration without the use of dialogue. These works of art were selected from 274 entries submitted by artists in 117 countries worldwide to join SILENT MANGA AUDITION® Round 13 held under the theme Together for Peace, in collaboration with UNESCO Bangkok, the Asia and Pacific Regional Bureau for Education. Silent manga is a powerful medium of communication in the Asia-Pacific. Although the region is the most diverse in the world, it can be enjoyed by anyone regardless of their background. Silent manga has no language barrier. These works showcase different reflections of peace as expressed by artists around the world while conforming to the Japanese manga style. 
Global Citizenship Concepts in the Curricula of Four Countries Year of publication: 2017 Author: Natalie Browes Corporate author: UNESCO International Bureau of Education (IBE) | APCEIU This report details the presence of Global Citizenship Education (GCED) concepts in the education systems of four countries: Cambodia, Colombia, Mongolia and Uganda. It highlights the main findings of eight reports: four expert reports, which predominately analyse curriculum content, and four situational analysis reports, which take a broader view and detail some of the country-specific challenges and opportunities with regard to GCED. Findings reveal the presence of GCED concepts across the curricula of the four countries. In addition to cognitive content related to GCED, competency-based content is also found present within the curricula of these countries. However, the majority of this content can only be indirectly linked to GCED, and it is better interpreted as part of the more traditional civics or citizenship education approach. As such, it generally lacks a global perspective and does not engage with all key themes of GCED. Furthermore, this content is often concentrated at the lower and upper secondary levels, instead of being equally distributed across all grade levels. This is particularly true in the case of behaviour-based competencies. Findings also reveal challenges beyond the curriculum. These include lack of teacher training and lack of support to implement GCED, which are concerns expressed by stakeholders in all four countries. A lack of GCED content in textbooks and lack of supplementary materials were also found to be issues. The report concludes with recommendations regarding the effective implementation of GCED within curricula. Among others, the report suggests the transversal integration of GCED - across the curriculum at all grade levels, while at the same time, actors from all levels of the education system, ranging from central government to teachers, should be engaged to ensure the use of complementary learning materials, pedagogies and assessment techniques. 
Youth Led Guide on Prevention of Violent Extremism through Education Year of publication: 2017 Author: Carolyn Nash | Yulia Nesterova | Kenneth Primrose | Wing Yu Alice Chan | Rios, Paul A. Chan | María José Velásquez Flores | Aniqah Zowmi Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In September 2016, the education sector from the UNESCO headquarters and the UNESCO category 1 research Institute, the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development(MGIEP) organised the first International Conference on Prevention of Violent Extremism through Education: Taking Action, in New Delhi, India. The usual plethora of reports and guides produced by experts on the subject, roundtables and expert panels were organised.But something different also happened. UNESCO MGIEP brought 50 youth from across the world rigorously selected through six week online discussion on the subject to participate in a first of its kind, “Talking Across Generations on Education (TAGe)” event. This event organised as a plenary session—not a side or lunch event—brought together these youth in a non-hierarchical “flat” dialogue with about 12 senior policymakers on the challenges and opportunities the youth see in preventing violent extremism through education.The conference culminated with the presentation of a “Youth Action Plan” containing three clear tangible action points. One action point was the development of a youth-led guide on Prevention of Violent Extremism through Education. This Guide is the result of that call to action.The Institute circulated a global call to youth who were willing to take up the challenge of producing the Guide. After a rigorous search based on a well-defined set of criteria, two coordinating lead authors were identified. These authors were then tasked to find the remaining authors who they saw fit to contribute to the Guide and this team then reached out to the wider group of youth to solicit their experiences and guidance in producing the Guide. The youth have done their part. They have reached out to more than 2,000 young people from more than 50 countries, collated their ideas and experiences and finally featured more than 150 unique voices into this document. 
UNESCO prize for peace education, 2008 Year of publication: 2009 Corporate author: UNESCO The UNESCO Prize for Peace Education 2008 was awarded to the Institute for Justice and Reconciliation (South Africa) by Mr Koïchiro Matsuura, Director-General of UNESCO, on the recommendation of the International Jury of the Prize. The prize-giving ceremony, organized as part of the celebrations of the International Day of Peace (21 September), the International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001- 2010) and the 60th anniversary of the Universal Declaration of Human Rights, was held at UNESCO Headquarters on 18 September 2008 in the presence of Mr Mohammed Arkoun, President of the International Jury, and H.E. Mr Javier Pérez de Cuéllar, member of the International Jury, former Prize laureates, Permanent Delegates of Member States and representatives of governmental and non-governmental organizations. The award ceremony was preceded by the screening of an excerpt from the documentary Truth, Justice, Memory: South Africa’s Truth and Reconciliation Process and by a video message from Archbishop Emeritus Desmond Tutu, winner of the 1984 Nobel Peace Prize for his role as a unifying leader in the campaign to resolve the problem of apartheid in South Africa, and former Chairperson of South Africa’s Truth and Reconciliation Commission 
Report of the Sub-Saharan Africa Regional GCED Network Meeting: Perspectives, Strategies and Actions for GCED Year of publication: 2017 Author: Gertie Steukers | Carolyn Medel-Añonuevo | Abdoul Wahab Coulibaly Corporate author: UNESCO Harare | APCEIU An increasingly globalized world has raised questions about what constitutes meaningful citizenship as well as about its global dimensions. Global Citizenship Education (GCED) aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world.Education is the most important tool for equipping young people, our future generation of leaders, with the knowledge, skills and attitudes to tackle prejudice and hostility, and to build more peaceful, tolerant and equitable societies. While there are different understandings and manifestations of GCED in different countries, GCED in its various forms is fast becoming an important and necessary component of education systems in sub-Saharan Africa and across the world.The commitment of actors around the world to promoting GCED has contributed highly to the development of GCED, including raising awareness and catalysing action. Furthermore, this has led to the incorporation of GCED in the Sustainable Development Goals (SDGs) through Target 4.7, which captures the clear call for an education that addresses the needs of the twenty-first century, empowering learners to act towards a more peaceful, just, inclusive and sustainable world.GCED reflects the aim of education to go beyond just access and ‘ensure inclusive and equitable quality education and promote lifelong opportunities for all’ in the next fifteen years.UNESCO Regional Office for Southern Africa (ROSA) and the Asia-Pacific Centre of Education for International Understanding (APCEIU) invited partners across Africa for the 2017 Sub-Saharan Africa GCED Regional Network Meeting on 6–7 April 2017 in Johannesburg. The meeting was designed to jumpstart the formation of the Africa Regional GCED Network, map different GCED programmes in the region, and explore areas of possible collaboration in light of solidifying regional action on GCED. 
Education & Extremism: Waging Peace in the Classroom (The Blue Dot Issue 4, 2016) Year of publication: 2016 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In this fourth issue of The Blue Dot, we have decided to focus on education as a tool for both preventing violent extremism and—sometimes—even propagating extremist ideologies. This issue reflects UNESCO MGIEP’s commitment to advancing the fundamental role of education as a means to changing mindsets and, ultimately, bringing about more peaceful societies.From an interview with award-winning social entrepreneur Prof. Sugata Mitra on the role of technology in revolutionizing education, to a foreword by Secretary-General Ban Ki-moon on the UN’s response to violent extremism, our contributors come from a host of different countries and backgrounds. What brings them together, however, is a call for changing current education systems. This is espoused even more clearly in a piece by Prof. K.P. Mohanan, who uses inquiry-driven approaches to prompt youth to question blind faith in any form of ideology or indoctrination.In this issue we also discuss UNESCO MGIEP’s activities in raising awareness of the strong link between education and radicalization and violent extremism, including our flagship Talking Across Generations (TAG) event which brought together policymakers and young people in an open discussion in Delhi this February. The outcome was a statement calling for greater inclusiveness and more space for young people to shape the policies that ultimately affect them.Just like our events, The Blue Dot is a platform for individuals from different backgrounds and walks of life who might have divergent ideologies, beliefs, and values, all of which may have prevented them from coming together to debate some of the most pressing issues of our time—including the global concern surrounding the rise in violent extremism. When individuals feel free to discuss, share ideas and question their beliefs, they can begin to think creatively and critically about the world and their surrounding environment. The challenge is to avoid lecturing or preaching to young people, but to provide youth with a safe space to discuss contentious issues in an open, inclusive and transparent manner.An open dialogue on violent extremism is a step towards providing young people with opportunities to ask questions and to reflect on their own beliefs, assumptions, and values, including animosities, prejudices, hatred and intolerance. At UNESCO MGIEP we believe that individuals who feel connected to others across political, religious or cultural divides also share a sense of responsibility for the world in which they live. 
UNESCO's work on education for peace and non-violence: building peace through education Year of publication: 2008 Corporate author: UNESCO The promotion of peace through education is at the heart of UNESCO’s mission. As stated in its constitution of 1945, UNESCO advances international peace and the common welfare of humanity through educational, scientific and cultural relations between peoples of the world. Though the world has changed over the past sixty years and continues to change at an ever increasing rate, UNESCO’s mission - a commitment to promoting universal values of peace and nonviolence, human rights and social justice, intercultural dialogue and mutual understanding – persists with growing urgency. UNESCO’s approach to educating for peace is multidimensional, in that it links education with a range of activities that address the root causes of violence, from human security to sustainable development. The goal of UNESCO’s education programmes and partnerships is the development of comprehensive systems of education that embrace the values of human rights, intercultural understanding and tolerance. Education for peace and non-violence promotes the knowledge, skills, attitudes and behaviours that reflect and inspire these values. As the lead agency within the UN system for the International Decade for a Culture of Peace and Non-Violence for the Children of the World, 2001- 2010, UNESCO is responsible for coordinating and directly implementing activities that promote the objectives of the Decade through education, the sciences, culture, communication and information. The culture of peace is defined as a set of values, attitudes, modes of behaviour and ways of life that reject violence and aim to prevent conflicts by tackling their root causes through dialogue and negotiation between individuals, groups and nations. UNESCO promotes the culture of peace through an intersectoral platform. This platform involves all five sectors of UNESCO: education, natural sciences, social and human sciences, culture, and communication and information. It seeks to mainstream intercultural dialogue in policies and actions with the aim of promoting mutual understanding, tolerance and respect, all of which are considered to be creative forces for a sustainable future. The intersectoral platform will also develop tools based on good practices in intercultural dialogue. 
Rewiring the Brain to be Future-ready: Integrating 21st Century Skills in Education Systems Towards Developing Peaceful & Sustainable Societies (The Blue Dot Issue 6, 2017) Year of publication: 2017 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In the sixth issue of the Blue Dot, we focus on the importance of these 21st century skills for the young. The issue includes a foreword by the Minister of Human Resource Development, Government of India on the importance of inculcating 21st century skills in education systems and our Cover Story, which introduces UNESCO MGIEP’s LIBRE programme that follows an ‘integrated brain’ approach to education.Additionally, we feature opinions by specialists from academia, research and the industry on the lacuna present in existing education systems and the opportunities available to address this gap by introducing socio-emotional skills and inquiry oriented learning into curricula. Amongst various experts, we hear from Ines Kudo and Joan Hartley from The World Bank on the importance of ‘Teaching empathy and compassion in schools’; Prof. K.P. Mohanan on ‘Critical Inquiry and Inquiry oriented education’ and Dr. Marilee Bresciani Ludvik on how mindfulness forms the foundation for cultivating compassion.Further, we present excerpts from a collection of ‘Ask me Anything’ sessions focused on socioemotional skills, hosted on Knowledge Commons, UNESCO MGIEP’s knowledge sharing platform.We have been honoured to have the opportunity to host and learn from experts such as Dr. Richard Davidson, recognised as one of ‘The 100 most influential people in the world’ in 2006 by the Time Magazine and Chade-Meng Tan, currently the Chairman of Search Inside Yourself Leadership Institute and Co-chair of One Billion Acts of Peace, which has been nominated eight times for the Nobel Peace Prize.