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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Virtual Conference: How to Accompany Our Children to Use ICT Safely? Year of publication: 2019 Author: Viviana Quintero Corporate author: Red Papaz This conference discusses the main risk factors faced by girls, boys and adolescents in the use of ICTs and provides tools and strategies so that, from home, mothers, fathers and caregivers accompany and support the development of digital autonomy in their children. 
Measuring Global Citizenship Education: A Collection of Practice and Tools Year of publication: 2017 Corporate author: Center for Universal Education at Brookings | UNESCO | UN Global Education First Initiative - Youth Advocacy Group (YAG) The idea of global citizenship has existed for several millennia. In ancient Greece, Diogenes declared himself a citizen of the world,1 while the Mahaupanishads of ancient India spoke of the world as one family.2 Today, education for global citizenship is recognized in many countries as a strategy for helping children and youth prosper in their personal and professional lives and contribute to building a better world.This toolkit is intended to shed light on one aspect of operationalizing global citizenship education (GCED): how it can be measured. This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15–24).3 For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).This toolkit begins with a brief review of opinions on why GCED is important and the variety of definitions of GCED. We follow the report with a catalog of 50 profiles of assessment efforts, each describing practices and tools to measure GCED at the classroom, local, and national levels. Note that the survey does not represent an exhaustive list but may be regarded as a living document that will grow as the field of GCED itself grows around the world.Broadly speaking, the assessment efforts in this survey may be categorized across achieving three goals: (1) fostering the values/attitudes of being an agent of positive change; (2) building knowledge of where, why, and how to take action toward positive change; and (3) developing self-efficacy for taking effective actions toward positive change.Today, global challenges such as climate change, migration, and conflict will require people to do more than just think about solutions. They will require effective action, by both individuals and communities. Education for global citizenship is one means to help young people develop the knowledge, skills, behaviors, attitudes, and values to engage in effective individual and collective action at their local levels, with an eye toward a long-term, better future at the global level. We offer this toolkit to provide guidance for educators, policymakers, non-governmental organizations, civil society, and researchers, and to inform this conversation. 
Methodological Mosaic: Diverse Paths to Reflect in Schools on the Value of Truth as a Fundamental Public Good for Peace in Colombia Year of publication: 2018 Author: Juana Yuniz Corporate author: EDUCAPAZ This publication reflects the work carried out by the National Program of Education for Peace EDUCAPAZ and the Truth Commission in Colombia, for education in schools that want to reflect on the value of truth in the reconstruction of memory, forgiveness and reconciliation. It presents the five proposed paths to achieve it. 
Developing the global dimension in primary schools Year of publication: 2009 Author: Sian Higgins Corporate author: Centre for Global Education (CGE) ‘Developing the Global Dimensions in Peterborough Schools’ was a two year project co-funded by the Department for International Development (DfID) and The Leprosy Mission to engage six primary schools in development issues and support children to become effective global citizens. Using the writer's perspective of the project as Head of Programmes Coordination at The Leprosy Mission, it will be reflected on the importance of the Global Dimension in primary education and explore how these primary schools developed their curriculum, policies and ethos to ensure children are better prepared for the global world in which we live. Global education in Austria Corporate author: North-South Centre of the Council | of Europe This National Report on Global Education in Austria is part of the European Global Education Peer Review Process, which was initiated in 2002 with the purpose of increasing and improving global education in Council of Europe member states. This report is the culmination of a peer review process led by an international peer review team. Through research and interviews with key stakeholders, information was gathered and critical perspectives developed about the current state of, and the future prospects for, global education in Austria. This year–long process, facilitated by the North-South Centre of the Council of Europe, was developed in partnership with the Austrian Strategy Group for Global Education as the national counterpart in the process. It involved the Ministry of Foreign Affairs, the Ministry of Education, the Austrian Development Agency (ADA), KommEnt, and the NGO and academic communities.This Peer Review report recognises the relatively strong tradition of global education in Austria. Austrian support for GE is reflected in the range of committed organisations involved in GE, and the many initiatives and projects in the formal and non-formal education sectors, and in civil society. Chapter 1 below provides an introduction to the report and the process generally. Chapter 2 outlines the context of global education in Austria. Chapter 3 examines global education in the formal education sector. Chapter 4 focuses on the important and varied work taking place in non-formal education, civil society organisations and other sectors in this field. Chapter 5 provides, in summary fashion, an outline of the key observations and recommendations of the Peer Review. 
Including the Excluded: Promoting the Integration of the Mother Tongue for a Multilingual Education Year of publication: 2020 Corporate author: UNESCO This publication presents the advantages of including the mother tongue and promoting multilingual education, as well as guidelines for achieving it. 
Holocaust Education in a Global Context: Report Year of publication: 2013 Corporate author: UNESCO Teaching and learning about the Holocaust, which until this point had largely been a matter of regional interest, for Europeans, as well as North Americans and Israelis, became officially an issue of universal concern. Other countries are now invited to teach about the Holocaust even if they do not have a direct link to the event. This raises many issues concerning the pedagogical implications of this global perspective on Holocaust education. Why and how is the Holocaust taught in countries that have no connections with the genocide and the history of the Jewish people? How does this history connect and resonate with the preoccupations of these countries? Generally speaking, what could be the purposes and the benefits of teaching about the Holocaust globally?In order to address these issues, UNESCO organized an experts-meeting on 27 April 2012, in partnership with the Topography of Terror Foundation (Berlin, Germany). The purpose was specifically to clarify the following questions: What are the current trends of Holocaust education worldwide? How can the Holocaust be studied in a comparative fashion in the classroom? In which ways does Holocaust education contribute to the prevention of genocide? Furthermore, how is it taught in a human rights education perspective? Can the Holocaust provide a suitable framework to address other traumatic events of the past? Educação para a cidadania global: preparando alunos para os desafios do século XXI Year of publication: 2014 Corporate author: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives. The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. 
“Nobody Has Ever Asked About Young People’s Opinions”: Young People’s Perspectives on Identity, Exclusion and the Prospects for a Peaceful Future in Central Asia Year of publication: 2012 Corporate author: Saferworld This report offers a number of recommendations for the governments of Central Asian countries, as well as for international donor organizations that provide financial assistance to these states. Recommendations include suggestions priorities and approaches related to institutional and state construction; proposals on creating favorable conditions for enhancing youth participation in political processes; suggestions on how to instill in young people the skills necessary to participate in democratic processes; how to strengthen social unity through building intercommunal dialogue and intergenerational dialogue; as well as how to fight extremism. 
Global Education Guidelines 2019: Concepts and Methodologies on Global Education for Educators and Policy Makers Year of publication: 2019 Corporate author: North-South Centre of the Council of Europe | Council of Europe The Global Education Guidelines are an initiative of the Global Education Programme of the North South Centre of the Council of Europe, and answer a need expressed by the North-South Centre’s (NSC) network of global education practitioners – the Global Education network - to have a common tool, built on experience gained by the network and other partners, to support educators to comprehend and successfully design, implement and carry out global education initiatives and learning activities. This updated edition of the Guidelines includes novelties and responds to the challenge of being a user-friendly handbook, by (i) introducing the concept of competence-based learning, with the Council of Europe Reference Framework of Competences for Democratic Culture and the OECD concept of global competences, and explains in detail and with practical examples and user friendly tools how global education can make use of competence-based learning to empower learners; (ii) has broadened the content of the chapter on methodology and methods, with step by step guides for the daily work of practitioners, educators and facilitators, and further exemplifying the competence-based learning concept; and (iii) by including a new chapter on media literacy to support practitioners and learners to navigate today’s communication and digital challenges.