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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Global Citizenship Education: A Guide for Trainers Year of publication: 2018 Corporate author: APCEIU APCEIU has published Global Citizenship Education: A Guide for Trainers in order to aid trainers to conduct introductory workshops for educators on Global Citizenship Education (GCED). Designed as a training manual for trainers, the Guide offers overview of GCED, including backgrounds and core concepts as well as pedagogical principles, but also provides guidelines on the workshop design and facilitation. Consisting of five chapters, the Guide first introduces the rise of GCED within the latest shift in education and global development agendas. Under this framework, the next chapter explores the meanings of a ‘global citizen’ and ‘global citizenship,’ and introduces key concepts and principles of GCED. The next two chapters deal with how to teach GCED, presenting topic areas and themes as well as pedagogies and strategies. The Guide concludes with the last chapter that summarizes and integrates the contents learned in previous chapters by sharing case studies as examples and providing guidelines on how to design GCED activities.The Guide is available in English and French. <Contents> Chapter 1- Why GCED Now?Chapter 2- What is GCED?Chapter 3- GCED: What to Teach?Chapter 4- How to Teach GCED?Chapter 5- Preparing for ActionAnnex: Global Education AgendasUNESCO’s Topics and Learning ObjectivesGCED Resources & Reference Materials 
The United Nations world water development report 2018: nature-based solutions for water Year of publication: 2018 Corporate author: UNESCO World Water Assessment Programme (WWAP) The 2018 edition of the World Water Development Report (WWDR 2018) seeks to inform policy and decision-makers, inside and outside the water community, about the potential of nature-based solutions (NBS) to address contemporary water management challenges across all sectors, and particularly regarding water for agriculture, sustainable cities, disaster risk reduction and water quality. NBS use or mimic natural processes to enhance water availability (e.g., soil moisture retention, groundwater recharge), improve water quality (e.g., natural and constructed wetlands, riparian buffer strips), and reduce risks associated with water-related disasters and climate change (e.g., floodplain restoration, green roofs). The WWDR2018, titled Nature-based solutions for water, demonstrates how nature-based solutions (NBS) offer a vital means of moving beyond business-as-usual to address many of the world’s water challenges while simultaneously delivering additional benefits vital to all aspects of sustainable development. Currently, water management remains heavily dominated by traditional, human-built (i.e. ‘grey’) infrastructure and the enormous potential for NBS remains under-utilized. NBS include green infrastructure that can substitute, augment or work in parallel with grey infrastructure in a cost-effective manner. The goal is to find the most appropriate blend of green and grey investments to maximize benefits and system efficiency while minimizing costs and trade-offs. NBS for water are central to achieving the 2030 Agenda for Sustainable Development because they also generate social, economic and environmental co-benefits, including human health and livelihoods, food and energy security, sustainable economic growth, decent jobs, ecosystem rehabilitation and maintenance, and biodiversity. Although NBS are not a panacea, they will play an essential role towards the circular economy and in building a more equitable future for all. Working with nature improves the management of water resources, helps achieve water security for all, and supports the core aspects of sustainable development. The World Water Development Report was presented at the 8th World Water Forum, in Brasilia (Brazil) on the 19th of March. URL: http://www.unesco.org/new/en/natural-sciences/environment/water/wwap/wwdr/2018-nature-based-solutions/ 
Sustainability Education Principal Training Manual Year of publication: 2012 Corporate author: UNESCO | Beijing Sustainable Development Education Association | China National Council for Sustainable Development Education Secretariat This article is devoted to explaining the application of sustainable development in China. 
On the Value Orientation of Global Citizenship Education in Chinese Colleges and Universities from the Perspective of Globalization Year of publication: 2016 Author: Feng Qi | Zhang Wanhong Civic education is not only an educational issue, but also the foundation and development of the country. With the advent of the era of globalization, global civic education has gradually become an inevitable trend in the development of civic education, and it is also the pursuit of modernity in civic education. College students are in the important period of the transformation of their identity relationship. They are experiencing the transformation from “school citizenship” to “social citizenship”. The value orientation of global citizenship education in China's colleges and universities is directly related to the future development of global civil society. Under the background of globalization, global civic education in China's colleges and universities attempts to explore and summarize the five values of orientation based on fairness and justice, guided by democratic rationality, with respect for tolerance, national characteristics and sustainable development. 
A Review of Neo-liberal Global Citizenship Education in Western Societies Year of publication: 2016 Author: Zhou Xiaoyong Global citizenship education has become an increasingly dominant discourse among western societies. However, practices of global citizenship education assume plural forms, among which neo-liberal global citizenship education is an important one. Neo-liberalism competitiveness emphasizes personal choice based on cometition and access to global competitiveness and global cultural capital guided by competence. If this marked-oriented competition continues to ignore question of power and access, global citizens of this kind will take it for granted that the privilege they enjoyed is a natural result and a symbol of personal success. For people in developing countries, this is an obviously unfair situation. 
Cultivating "Global Citizens": Relevant Photographs of Current Curriculum Construction: Rational Thinking and Practical Exploration of International Understanding Education Year of publication: 2018 Author: Pan Guowei The international understanding of education has quietly emerged. Its purpose is to enable students to grow into “global citizens” and promote human harmony. Based on this aim, schools should make a difference in the experience of students experiencing foreign languages, so that students can gradually form the necessary qualities of “global citizenship” in expanding international knowledge, enhancing the common prosperity of the world, and improving the ability of foreign activities. 
International Environmental Politics and Critical Approach to Global Citizenship Education Year of publication: 2017 Author: Zheng Fuxing The research and practice of global citizenship education have thrived since 1990s, but the effectiveness of global citizenship education is limited. The research cannot avoid the problematic premise of the possibility of global citizenship education. The identity predicament of global citizen and alienation of local implementing make probability of the global citizenship education problematic. The practial predicament of the global citizenship education maninfest5s that the nation state is the key factor of policy implementation. Environmental question, which is about global common good, attracts the attention from the government of most of nations, and becomes the good case for exploring the feasibility of global citizenship education. Environmental politics explain the inequality and injustice in the globally enviromental governance which made the global citizenship education critical. The critical ecopedagogy becomes the new form of global citizenship. The practice of the global citizenship education becomes viable by hybrid activism generated by dialectical movement between local and global in the limit of nation-state. 
International Task Force on Teachers for Education 2030 Strategic Plan 2018–2021 Year of publication: 2018 Corporate author: UNESCO With the end of the EFA era, the TTF has decided to articulate its activities around the newly adopted international education goals. The Strategic Plan 2018–2021 builds on the Sustainable Development Goals (SDGs), especially the SDG 4.c target on teachers, and the Education 2030 Incheon Declaration and Framework for Action adopted in 2015. 
Citizenship identity and citizenship education in globalization Year of publication: 2017 Author: Shi Yudan | Guo Zhimin In the era of globalization, the construction of citizenship in national states has been faced up with new challenges. The recognition of citizenship has become more and more decentralized and personal. Consequently, citizenship has thus become more diverse. These changes in citizenship will trigger conflicts between citizenship identity and national identity. As the trend of constructing a diverse multi-citizenship system has been regarded as unstoppable, it is necessary to highlight the role of citizenship education in solving problems of citizenship identity in order to build positive recognition of citizenship and cultivate qualified citizens. 
An Analysis of Global Citizenship Education Year of publication: 2011 Author: He Xiaofang The nation-state has always been the basic unit of modern civic education research. However, with the continuos advancement of the globalization process, there are an increasing more people participate in various global matters as a "global citizens". This is not only a useful complement to the modern civic education paradigm, but also a fundamental challenge of the civic education system in the nation-state.