Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
8,364 Results found
Holocaust and Genocide Education in Latin America: Activity Report 2018-2019 of the Latin American Network for Education on the Holocaust and Other Genocides Year of publication: 2019 Corporate author: UNESCO Santiago This document presents policies, experiences, plans and programs in Latin America dedicated to education about the holocaust and other genocides. 
Know Your Rights!: United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents Year of publication: 2013 Corporate author: United Nations Children's Fund (UNICEF) This publication presents, in a format specifically targeted at indigenous adolescents, the United Nations Declaration on the Rights of Indigenous Peoples, its implications and relationship with indigenous movements. 
A Human Rights-Based Approach to Education for All Year of publication: 2008 Corporate author: United Nations Children's Fund (UNICEF) This publication presents the theoretical foundations of human rights education and the responsibilities of states in guaranteeing them. 
Equality & Diversity: Building a Culture of Equality in Our Society; A Citizenship Education Resource for Transition Year and Key Stage 4 Year of publication: 2012 Author: Mary Gannon | Aoife Ruane-Kelly Corporate author: City of Dublin Vocational Education Committee (CDVEC). Curriculum Development Unit | Centre for Cross Border Studies This resource is intended to support young people in critically exploring the concepts of equality and diversity and in acting to build a culture of equality within their own environment and within society. Looking specifically at equality and diversity within the school, community and society, the resource provides an opportunity for students to increase their knowledge and understanding of equality, develop the skills to critically analyse inequality, and become empowered to actively promote equality within their school and/or community.The resource is intended primarily for use in Citizenship Education in Transition Year (Ireland) and Key Stage 4 (Northern Ireland). As a resource on equality and diversity, it is clearly based on human rights, which underpin the citizenship curricula in both jurisdictions. It meets the aims of the KS 4 curriculum for Local and Global Citizenship by helping students:Respond to the specific challenges and opportunities which diversity and inclusion present in Northern Ireland and the wider worldIdentify and exercise their rights and social responsibilities in relation to local, national and global issuesDevelop their understanding of the role of society and government in safeguarding individual and collective rights in order to promote equality and to ensure that everyone is treated fairlyDevelop their understanding of how to participate in a range of democratic processesDevelop awareness of key democratic institutions and their role in promoting inclusion, justice and democracy. 
Tackling Controversial Issues in the Citizenship Classroom: A Resource for Citizenship Education Year of publication: 2012 Author: Lesley Emerson | Mary Gannon | Conor Harrison | Valerie Lewis | Anne-Marie Poynor Corporate author: City of Dublin Vocational Education Committee (CDVEC). Curriculum Development Unit | European Union (EU) The purpose of this resource is to provide teachers with the opportunity to reflect on a number of issues associated with teaching controversial issues in the classroom. It offers a practical approach which allows students to explore controversial issues which arise in citizenship and other areas of the curriculum in a way which is safe for both teacher and students. 
What Do You Think?: Pupil Questionnaire; Activity Year of publication: 2017 Corporate author: Stride | International Development Education Association Scotland (IDEAS) This material aims to find out what pupils views are on a series of statements connected to global citizenship and to measure how pupil’s views change over time and reflect on why they changed. 
Reconsidering EU Education Assistance to Central Asia (EUCAM Policy Brief No. 37, June 2019) Year of publication: 2019 Author: Sebastien Peyrouse Corporate author: Europe-Central Asia Monitoring (EUCAM) This paper is based on broader research on education in Central Asia that includes interviews with local stakeholders (teachers, parents and students) in Kazakhstan, Kyrgyzstan and Uzbekistan. Some views were taken from Sebastien Peyrouse, ‘How to Strengthen Western Engagement in Central Asia: Spotlight on EU Education Assistance in Uzbekistan’, PONARS Policy Memo, no. 524, April 2018,http://www.ponarseurasia.org/memo/strengthen-western-engagement-central-asia-spotlight-eu-education-assistance-uzbekistan. 
Report on the 10th Anniversary Central Asian Leadership Programme on Environment for Sustainable Development and the Regional Training Course on Water Diplomacy with a Special Focus on Gender-Sensitive Negotiation and Mediation Skills; September16–25,2019 Year of publication: 2019 Corporate author: Regional Environmental Centre for Central Asia (CAREC) The publication is a report on the 10th anniversary of the Central Asian Environment Leadership Program for Sustainable Development (September 16-22, 2019) and the OSCE regional water diplomacy training, with a special focus on gender-sensitive negotiation and mediation skills (23-25 September 2019), prepared by CAREC in cooperation with regional and international partners. 
Pedagogical Guide for an Intercultural, Anti-Racist and Gender Perspective Education: Ideas, Experiences and Tools Year of publication: 2017 Corporate author: Programa Interdisciplinario de Estudios Migratorios (PRIEM) | Fundación Superación de la Pobreza (FSP) | Embajada de Canadá en Chile The book is about intercultural, anti-racist and gender education and contains both theoretical and practical working tools, as well as international and dynamic experiences for working in educational settings. 
Technical Guidelines for the Educational Inclusion of Foreign Students Year of publication: 2017 Corporate author: Chile. Ministry of Education This book offers general guidelines for the incorporation of an intercultural approach in the inclusion of foreign students, but also of other migrant and diverse populations.