Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,217 Results found
Epistemología del Sur: una visión descolonial a los Objetivos de Desarrollo Sostenible Year of publication: 2016 Author: Javier Collado Ruano Corporate author: Universidade de Sao Paulo El objeto de investigación del presente artículo es identificar las diferentes perspectivas epistemológicas y metodológicas que han emergido desde el Sur global. También se aborda la irrupción de la globalización y los procesos transfronterizos del cambio climático desde la denominada “epistemología del sur”. Como resultado, se manifiesta la necesidad de crear puentes transculturales entre los pueblos de todo el mundo para superar la encrucijada paradigmática en la que nos encontramos como sistema-mundo, con la finalidad de alcanzar los Objetivos de Desarrollo Sostenible establecidos por los Naciones Unidas para el año 2030. 
Planetary Citizenship Year of publication: 2016 Author: Edgar Montiel The blog contains and article where many worldiwide problems that humans are facing are described, and it states that it is necessary to modifiy the way in which we live by adopting a practical education that will enable sustainable life in the planet as it would consider environmental sustainability and peaceful international cooperation from diverse perspectives. Ciudadanía Planetaria Year of publication: 2016 Author: Edgar Montiel El blog contiene un artículo donde se describen los problemas actuales que enfrenta la humanidad a escala planetaria y se arguye que se precisas modificar la forma en que vivimos adoptando una educación práctica de vida sostenible que tenga en cuenta el medio ambiente y la cooperación internacional pacífica desde la diversidad. 
Programa de formación continua en educación para la sustentabilidad; Informe Edición 2018 Year of publication: 2018 Corporate author: Universidad de San Andrés El programa(Programa de Educación para la Sustentabilidad) se propuso trabajar en la promoción de la Educación para la Susten-tabilidad en las escuelas, a fin de generar en toda la comunidad educativa una cultu-ra sustentable. Este trabajo se basó en un enfoque holístico orientado al desarrollo de una mirada crítica y transformadora, y en la promoción de la participación ciuda-dana.Nuestro planteo fue que cada participante diseñe una propuesta pedagógica innova-dora en Educación para la Sustentabilidad, que responda a las particularidades de su institución de pertenencia, pero que a la vez pueda ser replicada por otras institu-ciones y actores. De esta forma, se deja capacidad instalada para la planificación e implementación de proyectos educativos orientados a la promoción de la Educación para la Sustentabilidad. Mediante las suce-sivas ediciones del programa, buscamos fortalecer una masa crítica de especialistas en Educación para la Sustentabilidad como apoyo a la calidad del sistema educativo en Argentina, conformando una Comunidad Profesional de Aprendizaje que reconozca a nuestro programa como un espacio de encuentro y referencia. 
Incheon Declaration: Education 2030: Towards inclusive and equitable quality education and lifelong learning for all Year of publication: 2015 Corporate author: UNESCO The "Incheon Declaration: Education 2030: Towards inclusive and equitable quality education and lifelong learning for all" was signed and adopted at the end of the World Education Forum 2015 (WEF 2015) by over 130 Education Ministers and more than 1500 participants. The Declaration marks an important step in the development of international education policy, continuing the Education for All (EFA) movement started in Jomtien in 1990 and formalized in Dakar in 2000. The Declaration also reaffirms the commitment to realize the SDG4, “Ensure inclusive and equitable quality education and promote life-long learning opportunities for all” and the willingness to invest efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach. Déclaration d'Incheon: Education 2030: Vers une éducation inclusive de qualité et équitable et de l'apprentissage à vie pour tous Year of publication: 2015 Corporate author: UNESCO La ‘Déclaration de Incheon: Education 2030: Vers une éducation inclusive de qualité et équitable et l'apprentissage continu pour tous’ a été signé et adopté à la fin du Forum Mondial sur l'Éducation 2015 (FME 2015) par plus de 130 ministres de l'éducation et plus de 1500 participants. La Déclaration marque une étape importante dans le développement de la politique de l'éducation internationale, continue l'Education pour tous (EPT) a commencé à Jomtien en 1990 et formalisé à Dakar en 2000. La Déclaration réaffirme également l'engagement de réaliser le SDG4, ‘Assurer inclusivement l'éducation équitable de la qualité et promouvoir les possibilités d'apprentissage continu pour tous’ et la volonté d'investir des efforts sur l'accès, l'équité et l'inclusion, la qualité des résultats et de l'apprentissage, dans une approche de l'apprentissage continu. 
Are You Looking for a Global Citizenship Project to Implement with Your Students?: Global Projects and Contests Year of publication: 2019 Corporate author: Educate Magis In this part of the Educate Magis' webpage from the Society of Jesus one can access a calendar with global activities and events and information about different initiatives that have been organized by different jesuit schools and organizations around the world. One can access different global citizenship educational projects such as "Global red chair", "Walk a mile in my shoes", or "Stand with Girls global project". ¿Estás buscando un proyecto de ciudadanía global para implementar con tus estudiantes?: Proyectos y Concursos Globales Year of publication: 2019 Corporate author: Educate Magis En este espacio de la página web de Educate Magis de la Comunidad de Jesús se accede a un calendario de actividades y eventos a nivel global y a información sobre iniciativas que han sido creadas por escuelas y organizaciones Jesuitas en diferentes partes del mundo. Se accede a distintos proyectos educatiovs para fomentar una ciudadanía mundial como "La silla roja global", "Camina una milla en mis zapatos", o "Únete a las niñas". 
Peace: building sustainable peace and global citizenship through education;Global education monitoring report summary 2016 Year of publication: 2017 Corporate author: UNESCO The 2016 GEM Report, the first of a new 15-year series, shows that education will not deliver its full potential to catapult the world forward unless rates of improvement dramatically shift, and education systems consider sustainable development in the way services are delivered. This Peace: Building sustainable peace and global citizenship through education publication is a select extract from the full 2016 Global Education Monitoring (GEM) Report: Education for people and planet: Creating sustainable futures for all. It contains two chapters from that full Report – one on peace, political participation and access to justice and the other on education for global citizenship and sustainable development — , along with the associated policy recommendations and a short section of a recent GEM Report Policy Paper Textbooks pave the way to sustainable development. 
Educating for global competence: preparing our youth to engage the world Year of publication: 2011 Author: Veronica Boix Mansilla | Anthony Jackson Corporate author: Asia Society | Council of Chief State School Officers (CCSSO) Contemporary societies are marked by new global trends - economic, cultural, technological, and environmental shifts that are part of a rapid and uneven wave of globalization. The growing global interdependence that characterizes our time calls for a generation of individuals who can engage in effective global problem solving and participate simultaneously in local, national, and global civic life. Put simply, preparing our students to participate fully in today's and tomorrow's world demands that we nurture their global competence.This document introduces a definition of global competence developed by the Global Competence Task Force - a group of state education agency leaders, education scholars, and practitioners - under the auspices of the Council of Chief State School Officers EdSteps initiative (CCSSO-EdSteps) and the Asia Society Partnership for Global Learning (see page (iv) for task force participants). The definition builds on seminal work within the states and a broad range of organizations working to advance global knowledge and critical thinking skills. A process of careful articulation and vetting yielded the definition of global competence here proposed:Global competence is the capacity and disposition to understand and act on issues of global significance.Globally competent individuals are aware, curious, and interested in learning about the world and how it works. They can use the big ideas, tools, methods, and languages that are central to any discipline (mathematics, literature, history, science, and the arts) to engage the pressing issues of our time. They deploy and develop this expertise as they investigate such issues, recognize multiple perspectives, communicating their views effectively, and taking action to improve conditions.Educating for Global Competence: Preparing Our Youth to Engage the World is intended for classroom teachers, administrators, informal educators, policymakers, community leaders, researchers, parents, students, and all other stakeholders interested in preparing our youth for the 21st century. Becoming better at education for global competence involves rethinking practices and recognizing that there are no simple recipes for success. As such, this book is meant to be used flexibly - browse, make connections, and concentrate on the chapters that you find most pertinent to your work. Experiment with ideas, challenge concepts, and share with colleagues. Ultimately this book must work for you. It is meant to be read in the way that best meets your needs, inspires your curiosity, and proves fruitful in the classroom.Chapter one offers a rational for global education in our nation and worldwide. Chapter two introduces a conceptual framework for global competence and explains the key role of disciplinary and interdisciplinary foundations in student learning. Chapter three, four, five and six focus, respectively, on four core capacities associated with global competence: investigating the world, recognizing perspectives, communicating ideas, and taking action. Chapter seven considers core principles of instruction for teaching global competence. Chapter eight looks at what students and education institutions can do to promote global competence - and how they might create a culture of global competence for youth and adults. Finally, chapter nine places global competence in the larger framework of public education systems in and beyond the United States.