Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,160 Results found
Holocaust Education in a Global Context Year of publication: 2014 Author: Karel Fracapane | Matthias Haß Corporate author: UNESCO | Topography of Terror Foundation (Germany) International interest in Holocaust education has reached new heights in recent years. This historic event has long been central to cultures of remembrance in those countries where the genocide of the Jewish people occurred. But other parts of the world have now begun to recognize the history of the Holocaust as an effective means to teach about mass violence and to promote human rights and civic duty, testifying to the emergence of this pivotal historical event as a universal frame of reference. In this new, globalized context, how is the Holocaust represented and taught? How do teachers handle this excessively complex and emotionally loaded subject in fast-changing multicultural European societies still haunted by the crimes perpetrated by the Nazis and their collaborators? Why and how is it taught in other areas of the world that have only little if any connection with the history of the Jewish people? Holocaust Education in a Global Context will explore these questions. 
Guidelines for ICT in education policies and masterplans Year of publication: 2022 Author: Fengchun Miao | Juan Enrique Hinostroza | Molly Lee | Shafika Isaacs | Dominic Orr | Fabio Senne | Ana-Laura Martinez | Ki-Sang Song | Alexander Uvarov | Wayne Holmes | Benjamin Vergel de Dios Corporate author: UNESCO Countries across the world have been leveraging information and communication technologies (ICTs) to advance education for decades. These initiatives are driven by public institutions and involve commercial technology companies, and have resulted in paradoxes such as increasing digital inequalities and uneven access to high-quality digital learning opportunities. The COVID-19 crisis further exacerbated this trend: At least one third of students globally did not have access to distance learning during the peak of the COVID-19 crisis in 2020.The publication aims to guide policy-makers to ensure that when adopting technology, human rights should be defended; inclusion, equity and gender equality should be at the heart of solutions; and innovations should be considered as a common good. Based on these principles, the publication presents a human-centred view on the potentials of technologies ranging from low-bandwidth technologies to emerging technologies including Artificial Intelligence and Web 3.0 or “metaverse”. It advocates for national policies to protect the digital well-being of teachers and students, to reduce and neutralize the digital emission footprint, and to avoid ‘techno-solutionism’.This publication proposes policy planning frameworks and an iterative roadmap to examine the digital readiness of local education systems, assess needs of learners and teachers, and plan well-resourced national ICT in education programmes. This is followed by a deep dive into examples of national masterplans on the use of ICT in different types of education. 教育信息化政策和总体规划论纲 Year of publication: 2022 Author: Fengchun Miao | Juan Enrique Hinostroza | Molly Lee | Shafika Isaacs | Dominic Orr | Fabio Senne | Ana-Laura Martinez | Ki-Sang Song | Alexander Uvarov | Wayne Holmes | Benjamin Vergel de Dios Corporate author: UNESCO 几十年来，全球各国都在尝试利用信息与通信技术（Information and Communication Technologies，ICTs）促进教育发展。这些由公共 机构推动并涉及商业技术公司的行动计划却产生了诸如数字不平等 进一步加剧以及高质量数字学习机会不均衡等矛盾。新冠疫情危机 加剧了这一趋势：在2020年新冠疫情危机最严峻的时期，全球至少 三分之一的学生无法获得远程教育。本出版物旨在引导政策制定者在采用技术时提供人 权保障；将包容、公平和性别平等视为解决方案的 核心；将技术创新视为共同利益。 基于以上原则， 本出版物采用以人为本的视角， 审视从低带宽技术到人工智能和互联网3.0或“元宇宙”等新兴技术的潜能。本出版物倡导国家政策应保护教师和学生的数字健康， 减少和中和数字碳排放足迹，并避免“技术解决方案主义”。本出版物提出了一个教育信息化政策规划框架以及 迭接式政策规划路线图，以引导对各地教育系统的数字化准备状态 的评估、对学习者和教师的需求分析，进而规划有充足的配套资源 支持的国家教育信息化方案。随后，本出版物还深入剖析了在教育 的不同领域实施教育信息化的国家总体规划的典型范例。 
Educator's Guide to Global Citizenship Education: From Asia-Pacific Perspectives Year of publication: 2025 Author: Athapol Anunthavorasakul | Keith C. Barton | Sicong Chen | Suzanne S. Choo | Thippapan Chuosavasdi | Li-Ching Ho | Aigul Kulnazarova | Mousumi Mukherjee | Mousumi Roy | Tania Saeed | Tanya Wendt Samu | Kyujoo Seol | Jun Teng Corporate author: APCEIU Educators’ Guide to Global Citizenship Education from Asia-Pacific Perspectives is designed to translate rich discussions from Rethinking Global Citizenship Education from Asia-Pacific Perspectives (2024) into a more accessible resource for educators. This Guide supports educators by presenting scholarly insights in practical and actionable ways. Serving as a bridge between theory and practice, it helps educators grasp key ideas of global citizenship education (GCED) from Asia-Pacific perspectives, reflect on their relevance to their own contexts, and apply them through concrete activities, stories, cases examples, and instructional strategies. This Guide, which is grounded in the diverse philosophies, religions, and lived realities of the Asia-Pacific region, is intended to serve as a practical companion that helps educators understand GCED from a decolonial perspective, adapt its ideas to their own contexts, and translate it all into meaningful learning experiences for their learners. It is our sincere hope that this Guide fosters ongoing dialogue, experimentation, and collaboration, and that it contributes to nurturing learners who think critically, act with empathy and justice, and participate responsibly in shaping a more harmonious and sustainable world. 
Action: Guidelines for Prevention of Violent Extremism Year of publication: 2018 Author: Carolyn Nash | Yulia Nesterova | Kenneth Primrose | Wing Yu Alice Chan | Raul A. Rios | María José Velásquez Flores | Aniqah Zowmi Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The UNESCO MGIEP #YouthWagingPeace guidebook was launched by Director General of UNESCO at its 39th General Conference, 2017. The guidebook was a culmination of reaching out to 2000+ youth, and integrating 130+ submissions from 57 countries.After analysing these voices and experiences, and supplemented by the literature, the guide put forth a set of tangible action guidelines for education stakeholders.In this abridged version, stakeholders will find a curated set of critical ideas and lessons gleaned from the full guide, designed to be as accessible as possible. The hope is that teachers, parents, mentors, school administrators, policymakers, and anyone else committed to realizing positive change will find these Action Guidelines an effective resource for guiding immediate and effective actions in their communities.The Action Guidelines for Prevention of Violent Extremism is designed to identify engagement opportunities for all stakeholders. Some require time, preparation, and resources. Others are small steps that will help create safer societies and stronger communities. No action is too small to contribute to building a more resilient and just world. 
Teaching about the Holocaust in English Secondary Schools : An empirical study of national trends, perspectives and practice Year of publication: 2009 Author: Alice Pettigrew | Stuart Foster | Jonathan Howson | Paul Salmons | Ruth Anne Lenga | Kay Andrews The aims were to examine when, where, how and why the Holocaust is taught in state-maintained secondary schools in England, and to inform the design and delivery of a continuing professional development (CPD) programme for teachers who teach about the Holocaust. A two-phase mixed methodology was employed. This comprised an online survey which was completed by 2,108 respondents and follow-up interviews with 68 teachers in 24 different schools throughout England. The research reveals that teachers adopt a diverse set of approaches to this challenging and complex subject. In the report, teachers’ perceptions, perspectives and practice are presented and a range of challenges and issues encountered by teachers across the country are explicitly identified. The research shows that, although most teachers believe that it is important to teach about the Holocaust, very few have received specialist professional development in this area. It also shows that many teachers find it a difficult and complicated subject to teach, and that they both want and need support to better equip them to teach about the Holocaust effectively.(By the author) 
Shadow education in the Middle East: private supplementary tutoring and its policy implications Year of publication: 2023 Author: Mark Bray | Anas Hajar Corporate author: UNESCO An increasing number of students around the world are receiving private lessons to supplement their school education. In much academic literature, this is called shadow education; Because the content of private lessons closely mimics the content of school education, as its content changes with the change in the curriculum in schools. Private lessons can take many forms. They can be offered one-on-one, in small groups, in large classes, or online. Some private lessons are provided by the Ministry’s teachers in order to obtain additional income, and some commercial institutions also provide these lessons. As for the categoryThe third group of private lesson providers includes university students, retirees, and seasonal workers.While much research and policy has focused on the shadow education system in East Asia and some other regions of the world, there has been less interest in the topic in the Middle East. However, the topic deserves greater focus because of its far-reaching implications for prevailing social structures and education systems. This study begins with the global picture before comparing patterns within and between 12 Arabic-speaking countries in the Middle East. تعليم الظل في منطقة الشرق الأوسط: طبيعة الدروس الخصوصية وآثار إنتشارها Year of publication: 2023 Author: Mark Bray | Anas Hajar Corporate author: UNESCO يتلقى عدد متزايد من لطلبة فيجميع أنحاء العالم دروًسا خصوصية لاستكمال تعليمهما لمدرسي.وفيكثيرمنا لمؤلفات الأكاديمية، يسمى ذلك بتعليم الظل؛ لأن محتوى الدروس الخصوصية يحاكي بشكل كبير محتوى التعليم المدرسي، حيث يتغير محتواه بتغير المنهاج في المدارس. قد تأخذ الدروس الخصوصية أنماط عديدة، فمن الممكن تقديمها بشكل فردي، أو في مجموعات صغيرة، أو في صفوف كبيرة، أو عبر الإنترنت. و يتم توفير بعض الدروس الخصوصية من قبل معلمي الوزارة من أجلا لحصولعل ىدخل إضافي، كما تقوم- أيًضا- بعض المؤسسات التجارية بتوفيرتلك الدروس.أما الفئة الثالثة من مقدمي الدروس الخصوصية فتشمل طلاب الجامعات والمتقاعدين و العمال الموسميين.ففي حين أن الكثير من الأبحاث والسياسات قد ركزت على نظام تعليم الظل في شرق آسيا وبعض مناطق العالم الأخرى، كان الاهتمام أقلب الموضوع في منطقة الشرق الأوسط. ولكن الموضوع يستحق تركيًزا أكبر بسبب آثاره بعيدة المدى على الهيكليات الاجتماعية وأنظمة التعليم السائدة. تبدأ هذه الدراسة بالصورة العالمية قبل مقارنة الأنماط ضمن وبين 12 دولة ناطقة باللغة العربية في الشرق الأوسط. 
Participatory Planning to Achieve Structural Change with Equality: Citizen Participation Strategies in Multi-scale Planning Processes Year of publication: 2015 Author: Alicia Williner | Andrea Sanhueza | Carlos Sandoval Corporate author: United Nations (UN) This manual that ILPES places at the disposal of public officials and non-governmental agents working in the community, has the purpose of sharing a brief theoretical reflection on the current socio-political context through which this manual becomes important; and a set of methodological instruments that will bring the user closer to the social practice of a citizen participation process in the construction of a public management instrument. The manual is divided into two chapters: The first conceptualizes participatory multiscale planning, while also briefly introducing three topics of great importance to be incorporated into any participatory planning process and construction of public management instruments: the perspective of gender, the use of Convention 169 and Principle 10. The second chapter systematizes a set of methodological instruments that describe the stages of a citizen participation strategy to incorporate the multiscale public management instruments. The manual closes with two annexes, the last of which incorporates a set of tools that can be used in the stages of the construction of a citizen participation strategy. La Planificación Participativa para Lograr un Cambio Estructural Con igualdad: Las Estrategias de Participación Ciudadana en los Procesos de Planificación Multiescalar Year of publication: 2015 Author: Alicia Williner | Andrea Sanhueza | Carlos Sandoval Corporate author: United Nations (UN) Este manual que ILPES coloca a disposición de funcionarios públicos y agentes no gubernamentales que trabajan en la comunidad, tiene el propósito de compartir una breve reflexión teórica sobre el contexto socio-político actual por el cual este manual cobra importancia; y un conjunto de instrumentos metodológicos que acercarán al usuario a la práctica social de un proceso de participación ciudadana en la construcción de un instrumento de gestión pública. El manual se estructura en dos capítulos: El primero de ellos conceptualiza la planificación multiescalar participativa, a la vez que realiza una breve introducción a tres temas de suma relevancia a incorporar en todo proceso de planificación participativa y construcción de instrumentos de gestión pública: la perspectiva de género, el uso del Convenio 169 y del Principio 10. El segundo capítulo sistematiza un conjunto de instrumentos metodológicos que describen las etapas de una estrategia de participación ciudadana para incorporar a los instrumentos de gestión pública multiescalar. El manual cierra con dos anexos, el último de los cuales incorpora un conjunto de herramientas que podrán ser utilizadas en las etapas de la construcción de una estrategia de participación ciudadana.