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
[Video] Global Citizenship Education - The Key to a Just, Peaceful and Inclusive World Year of publication: 2015 Corporate author: Global Education First Initiative Global Citizenship Education gives students the knowledge and skills they need to answer the big questions of the day, and to help forge more tolerant, peaceful and inclusive societies. 
Ontario’s Strategy for K–12 International Education Year of publication: 2015 Corporate author: Ontario (Canada). Ministry of Education Ontario’s strategy for international education will provide an integrated, coordinated approach that will link the continuum of learning from K–12 schooling to postsecondary education and training, to living and working in Ontario.The Ministry of Education will lead with phase one of the provincial strategy, focusing on K–12 learning opportunities. Ontario’s international education strategy will provide: enhanced course offerings and opportunities with an international context, to help Ontario K–12 students and educators build the global competencies, knowledge, and experiences needed to succeed in the worldwide economy;high-quality programs and services and a safe, welcoming environment for international students, to promote achievement and well-being and stimulate intercultural learning;opportunities to develop and share expertise among Ontario and international educators; andpathways for international students studying in Ontario, from elementary/secondary school to postsecondary education and beyond. 
Inspiring Citizenship: Ontario's Careers/Civics Curriculum Year of publication: 2009 Corporate author: Ontario Student Trustees' Association This publication is the culmination of over a year's work in research and collaboration on the part of student leaders from across Ontario. It seeks to celebrate the past years that the civics and careers curriculum has in the province while also challenging the system to do more.As the only province in Canada that has a recognized curriculum devoted to civic education system for responding to the need to nurture active, engaged citizens to tomorrow today. However, while implementation is one matter, delivery is another - and the two must go hand-in-hand. 
[Video] Socio-emotional Learning - the Key to Building Global Citizenship Year of publication: 2018 Author: Nandini Chatterjee Singh Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Dr. Nandini Chatterjee Singh, Programme Specialist, UNESCO MGIEP speaks about 'Socio-emotional Learning: the Key to Building Global Citizenship' as part of Association for Childhood Education International (ACEI)'s online learning event for educators, titled 'Breakthroughs in Education: Innovations in Equity, Access & Quality. 
Botswana National Implementation Plan for Sustainable Development Goal (SDG) 4 - Education 2030 Year of publication: 2018 Corporate author: Botswana National Commission for UNESCO The Sustainable Development Goal (SDG) 4 is an ambitious and specific goal to drive the education development agenda from 2016 – 2030 and a means through which all the seventeen (17) SDGs will be achieved. The SDGs aim among others, to end poverty, hunger and inequality, take action on climate change and the environment, improve access to health and education, and build strong institutions and partnerships.To ensure adequate attention to the different thematic areas of education, SDG 4 has been broken down into seven targets and three means of implementation. The targets and the means of implementation are crafted in such a way that all the critical areas of education, both emerging and the unfinished Education for All (EFA) business could be addressed in some way through the global education agenda.This publication presents Botswana’s National Strategy for the Implementation of SDG 4 – Education 2030, which was developed with guidance from the Incheon Declaration on Education 2030. The Incheon Declaration on Education 2030 is a guide to Member States on the implementation of SDG 4. It provides an outline on how to translate the agenda into national priorities and further proposes some strategies and thematic indicators for measuring success on the different SDG 4 targets. 
Can Education Contribute to Peace? Year of publication: 2018 Author: Krishna Kumar Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The paper questions the common assumption that education promotes peace. By referring to pedagogic routines and the political culture of nationalism, the paper indicates the nature of reforms education requires for contributing to peace. The basis of discussion is the author’s own study of the role played by school education, specifically through the teaching of history, in maintaining mutual hostility between India and Pakistan. The paper is divided into four sections.The first section summarizes conceptual issues raised by philosophers and educators in the context of schooling and peace. Section II introduces the author’s Indo-Pak study in relation to the challenges that nationalism, religion and culture place before education. Section III deals with regimentation as an integral aspect of modern schooling and its implications for the role expected from education in promoting peace.The final section discusses the demands and contradictions education faces under the increasing dominance of the human capital ideology. The paper concludes by highlighting the importance of humanist goals and processes in education for serving the cause of peace. 
[Facts and Figures] The United Nations World Water Development Report 2019: Leaving No One Behind; Facts and Figures Year of publication: 2019 Author: Engin Koncagül | Michael Tran | Richard Connor | Stefan Uhlenbrook Corporate author: UNESCO World Water Assessment Programme (WWAP) Water availability and demandFigure 1 provides a global overview of countries experiencing different levels of water stress (the ratio of total freshwater withdrawn annually by all major sectors, including environmental water requirements, to the total amount of renewable freshwater resources, expressed as a percentage).Over 2 billion people live in countries experiencing high water stress. Recent estimates show that 31 countries experience water stress between 25% (which is defined as the minimum threshold of water stress) and 70%. Another 22 countries are above 70% and are therefore under serious water stress (UN, 2018a).Growing water stress indicates substantial use of water resources, with greater impacts on resource sustainability, and a rising potential for conflicts among users.It has been estimated that about 4 billion people, representing nearly two-thirds of the world population, experience severe water scarcity during at least one month of the year (Mekonnen and Hoekstra, 2016). 
Global Education Digest 2015-2017: Compiled by the Development Education Research Centre Year of publication: 2018 Corporate author: Development Education Research Centre (DERC) This is the first edition the Global Education Digest, a bibliography of recent published academic and research material relevant to the field of global education. This Digest has been compiled by Development Education Research Centre (DERC) on behalf of Global Education Network Europe (GENE) in the framework of ANGEL activities. ANGEL (Academic Network on Global Education & Learning) is the academic network of global education researchers and academics. The Digest is divided into eight themes/ areas of work, and within each we have identified policy reports, books, academic articles and doctoral research related to global education. Items for inclusion were found through keyword searches of Scopus, Web of Science, Google Scholar, and British Library (including ETHOS and Proquest) databases, as well as through informal discussions with colleagues in the field. The core focus of the Digest is on literature on global education. Selected literature with a focus on related concepts, such as global citizenship, environmental education, and education for sustainable development, has also been included where these have clear links to concerns in global education. 
Are We There Yet?: Education Unions Assess the Bumpy Road to Inclusive Education Year of publication: 2018 Corporate author: Education International (EI) | Tania Principe This report is based on a global membership survey that Education International conducted in 2017-18. The report shows that while many countries have integrated the UN Conventions into their national laws, implementation is running far behind. School materials and facilities are often not accessible, teachers are not adequality supported or consulted, and there are too few education support personnel. In addition, public services are not consistently made available for families with children and youth with disabilities, which can be a major barrier to school attendance. The survey results are a wake-up call for governments to take action and show that a thorough rethinking of past policy-making and current implementation is urgently needed. 
Snapshot Report: SDGs in the UNECE Region Year of publication: 2019 Corporate author: United Nations Economic Commission for Europe (UNECE) This document provides a brief snapshot of some aspects of SDG performance in the UNECE region. It covers the SDGs that will be discussed at the 2019 Regional Forum on Sustainable Development for the UNECE region but it does not attempt to provide an exhaustive assessment. It only uses the available information in the UN SDG Global Database and the sources referenced there to illustrate a selected number of SDG issues. In a very few cases, when no data is available from this database and associated sources, information from other international organizations is used to provide some context to the discussions.