Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,432 Results found
Communities in action: lifelong learning for sustainable Year of publication: 2015 Author: Fumiko Noguchi | Jose Roberto Guevara | Rika Yorozu Corporate author: UNESCO Institute for Lifelong Learning (UIL) This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which was in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms. 
Global Citizenship Education in Hong Kong and Shanghai Secondary Schools: Ideals, Realities and Expectations (Citizenship Teaching and Learning vol 2, no. 2) Year of publication: 2006 Author: Wing On Lee | Sai Wing Leung Corporate author: Intellect The world has become increasingly interdependent with the ongoing trend of globalization. Preparation for citizenship obviously needs to extend beyond students’ national boundary, such as understanding the impact of citizenship behaviors in one region upon the other parts of the world, and the promotion of peace and justice across nations. This paper reports a study on global citizenship education (GCE) in secondary schools in Hong Kong and Shanghai conducted from December 2002 to June 2003, organized by the Centre for Citizenship Education of the Hong Kong Institute of Education, the Department of Education of the Shanghai Teachers' University, and the Love Outreach Education Academy and Oxfam Hong Kong, with funding provided by the latter. The study aimed at understanding (1) teachers’ knowledge, skills and values toward GCE, (2) GCE curriculum available in schools and its implementation; (3) difficulties in implementing GCE in schools; and (4) the kind of change and support that teachers expected for enhancing the development of GCE. The study also provided data for comparing the similarities and differences in the two major international cities in China. The study finds that that teachers in Hong Kong and Shanghai both support global citizenship education in their schools, but they have encountered problems and difficulties such as pressure from the exam-oriented curriculum, lack of training, lack of support from the school and government, and also a lack in self-efficacy, not feeling that personal efforts can bring about changes in the world. There are interesting contrasts between Hong Kong and Shanghai teachers. Shanghai teachers are comparatively more interested in global affairs, whereas Hong Kong teachers are relatively more interested in local affairs. Shanghai teachers tend to focus on knowledge and skills in global citizenship education, whereas Hong Kong teachers tend to focus on values. 
The Role of UNESCO in the Search for Peace Year of publication: 2019 Author: Inuk Kang | Sunghae Kim | Jihon KIM | Jieun Seong | Seongsang YOO | Dongjoon Jo | Dongju Choi | Kyungkoo Han Corporate author: Korean National Commission for UNESCO UNESCO's international intellectual cooperation for peace has achieved substantive tangible results in education and culture. Though some problems have been politicized and have produced limitations along the way, UNESCO has played a leading role in education and culture while setting the direction of international cooperation and activities in this regard.UNESCO has regretfully not played an active role in fostering broader, more diverse, and more extensive new research and practices related to peace, even with the international Cold War realities. While UNESCO was an international organization created explicitly for peace, it has neither led to momentous peace-related academic discourse nor does it lead to theoretical development in this regard. The concept of a "Culture of Peace," for example, was first mentioned in the Ivory Coast (Cote d'Ivoire) in 1989. However, it was not until 1997 that UNESCO started its "Toward a Culture of Peace Program" and the U.N. General Assembly declaring 2000 as the "Year of Peace."UNESCO's situation provides an opportunity for South Korea to play a more active role. South Korea needs to break with its history of taking a passive stance focused on short-term national interests and its preoccupation with "situational tracking" responses aimed at fostering national prestige when such opportunities present themselves. Instead, while prioritizing a "global community" founded on world peace and the well-being of humanity-as long-term shared benefits to all nations-and by sharing the financial burdens involved, the country can increase its international status and become a moral leader raising a "global citizenship power." 
Education for Develpment (EdD) in a Diverse World: Comparative Study of Education for Global Citizenship (EdGC) in Paraguay and Spain Year of publication: 2017 Author: Ángela Alcaide Capilla | María Jesús Martínez Usarralde Corporate author: University of Valencia According to the summary of the author: "This article aims to collect a comparative analysis regarding Global Citizenship Education in two different contexts: Spain and Paraguay. The objective is to discover the main characteristics of this education, in meaning and practice, focusing on the diversity of views and constraints of reality, which enrich existing theory speeches, opening this field of knowledge to the experience of its application. In fact, this is the objective and the conclusion. The research justifies the value of this information in the field of study, based on interviews with experts from which relevant information that eludes the rhetorical speeches can be extracted." La Educación para el Desarrollo (EpD) en un mundo diverso: estudio comparativo de la Educación para la Ciudadanía Global (EpCG) en Paraguay y España Year of publication: 2017 Author: Ángela Alcaide Capilla | María Jesús Martínez Usarralde Corporate author: University of Valencia Según el resumen de los autores: "El presente artículo pretende acometer un análisis comparado en relación a la Educación para a la Ciudadanía Global en dos contextos diferentes: España y Paraguay. Se pretende con ello reconocer los rasgos principales de esta educación, en significado y práctica, bajo la premisa de destacar la diversidad de visiones y condicionantes de la realidad, que conceden a los discursos ya existentes en la teoría una gran riqueza, abriendo su campo de conocimiento a la experiencia que de su aplicación se extrae. En sí, este es objetivo y conclusión. Con la investigación se justifica el valor que esta información tiene para el campo de estudio, a partir de entrevistas a personas expertas de las que se extrae información relevante que escapa a la retórica." 
The Paraguayan Educational System Facing the Social Challenges of the 21st Century: A Historical Evolution Towards the Educational Goals Program 2021 Year of publication: 2018 Author: Carlos Novella García Corporate author: Autonomous University of Madrid In the summary the author sustains: "In 2011 the Iberoamerican States Organization for Education and Culture assumed the responsibility of coordinatin the actions and follow a challenging educative programa called "Educative Goals 2021: the education that we want for the generations of the bicentenary". This article pretends to learn the full details of this program and analyze the progresses and achievements made by Paraguay, one of the countries that signed this project. Different national and international reports were analysed in order to know, in detail and in a reliable way, the results of the application and development of the eleven goals of the program regarding education in the Paraguayan context. Nevertheless, due to the extension of this article, the authors focused on three of the eleven goals and obtained very relevant results concerning the absences and achievements of the objectives of these goals. The data evidences considerable progress in the education policies since 2011 although education, selection and professional development of teachers is still lacking development." I would add that the author highlights the importance of an international and Iberoamerican citizenship. El sistema educativo paraguayo ante los desafíos sociales del siglo XXI: una evolución histórica hacia el programa metas educativas 2021 Year of publication: 2018 Author: Carlos Novella García Corporate author: Autonomous University of Madrid En el resumen el autor sostiene: "En el año 2011 la Organización de Estados Iberoamericanos para la Educación y la Cultura asumió la responsabilidad de coordinar las acciones y realizar el seguimiento de un programa educativo muy ambicioso llamado “Metas Educativas 2021: la educación que queremos para la generación de los bicentenarios”. Este artículo pretende conocer con más detalle los fines de este programa y analizar los avances y logros alcanzados por Paraguay uno de los países firmantes de este proyecto. Para dicho análisis nos servimos de informes nacionales e internacionales que nos permitieran conocer con detalle y fiabilidad los resultados de la aplicación y desarrollo de las once metas del programa en materia educativa en el contexto educativo paraguayo. No obstante, por extensión de este artículo nos centramos en tres de estas once metas consiguiendo resultados muy relevantes respecto a los logros y a las ausencias de los objetivos de las metas analizadas. Los datos reflejan un avance considerable de las políticas educativas desde el 2011 hasta la actualidad aunque siguen existiendo carencias notables en aspectos relacionados, principalmente, con la formación, la selección y el fortalecimiento de la profesión docente." Agregaría que el autor subraya la importancia de una ciudadanía internacional e Iberoamericana. 
Intercultural Communication Human and Social Dimensions of Higher Education Year of publication: 2016 Author: Ingrid Steinbach Méndez Corporate author: Universidad Privada de Santa Cruz de la Sierra The starting point of this work is verifying the absence of and disregard for the human and social dimensions (knowing how to be and knowing how to coexist) in university education, including deficient intercultural communication manifested in discrimination ora lack of acknowledgement of the other. The problem is studied from the standpoints of the institution, the students and the faculty of the Faculty of Humanities and Communication of the Universidad Privada de Santa Cruz de la Sierra, Bolivia (FHC-UPSA). Using a qualitative quantitative methodology and a hermeneutic interpretation, voids are confirmed in the areas of "knowing how to be" and "knowing how to coexist" in the curricular designs as well as in the practices, behaviors and attitudes (habitus) of the students and faculty when faced with diversity. Comunicación intercultural, en la dimensión humana y social de la educación universitaria Year of publication: 2016 Author: Ingrid Steinbach Méndez Corporate author: Universidad Privada de Santa Cruz de la Sierra El trabajo parte de constatar una ausencia y despreocupación por la dimensión humana y social (saber ser y saber convivir) en la educación universitaria y como parte de ello, la deficiente comunicación intercultural expresada en signos de discriminación o desconocimiento del otro.La problemática es estudiada desde el ámbito institucional, estudiantil y docente de la Facultad de Humanidades y Comunicación de la Universidad Privada de Santa Cruz de la Sierra, Bolivia (FHC-UPSA). Utilizando una metodología cuali-cuantitativa, y una interpretación hermenéutica, se confirman vacíos en el "saber ser" y el "saber convivir" tanto en los diseños curriculares como también en las prácticas, comportamientos y actitudes (hábitus) de los estudiantes y docentes frente a la diversidad. 
University Internationalization: A Higher Education Imperative in the Latin American Context Year of publication: 2016 Author: Rosario Leon Robaina | Luz Inmaculada Madera Soriano According to the author: "The article analyzes the challenge of being able to harmonize institutional, national and international interests, in order to fulfill the social mission of contributing to solving social problems and promoting human development, for which a global context has to be taken into account. The resurgence of educational internationalization is actually a consequence of this. Its development is founded on the will to enhance the capacity and identity of the university community for internationalization. Theoretically, the researchers started setting up the foundations from a qualitative approach, methodologically based on structural and systemic action research to establish the university internationalization strategy. The results show that the proposed strategy is an instrument that has enhanced the development of the internationalization culture, defining objectives and strategies, which from the praxis, are materialized in different action plans, using specific measurement criteria, and levels of achievement" The authors argument that a socially committed globalization is promoted.