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
Educación para la ciudadanía mundial en Colombia. Oportunidades y desafíos Year of publication: 2018 Author: Nicolás AguilAr Forero | Ana María Velásquez El presente artículo busca contribuir al análisis crítico sobre la educación para la ciudadanía mundial en Colombia, como concepto y estrategia aún en construcción. En primer lugar, expone una reflexión sobre cuatro enfoques que dan cuenta de los debates sobre dicha estrategia. Posteriormente, analiza las oportunidades de su implementación, asociadas especialmente al acuerdo de paz entre el gobierno y las Fuerzas Armadas Revolucionarias de Colombia, así como a las característi- cas de un sistema educativo descentralizado. Finalmente, el trabajo presenta los desafíos ligados, entre otros, a la polarización política del país y a la necesidad de fortalecer la educación para la protección ambiental, la diversidad sexual y de género, y la construcción de democracia. 
Second UNESCO Forum on Global Citizenship Education: building peaceful and sustainable societies: final report Year of publication: 2015 Corporate author: UNESCO The Second UNESCO Forum on Global Citizenship Education (GCED) was organized in Paris from 28 to 30 January 2015 under the overall theme 'Building peaceful and sustainable societies: preparing for post-2015'. The Forum was organized in support of the UN Secretary General's Global Education First Initiative (GEFI) and on the occasion of UNESCO's 70th Anniversary. The Forum was organized by the Division for Teaching, Learning and Content, Educatio Sector, UNESCO, with the support of Austria, the Sultanate of Oman and the Republic of Korea. Other partners also included the United Nations Secretary-General's Global Education First Initiative (GEFI), UNESCO's Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), UNESCO's Asia-Pacific Centre of Education for International Understanding (APCEIU), the King Abdullah Bin Abdulaziz International Centre for Interreligious and Intercultural Dialogue (KAICIID) and the Learning Matrix Task Force. Some 250 participants from 61 countries from all regions of the world attended the Forum. These included decision-and policy-makers, practitioners, teachers, development partners, academics, the private sector, civil society representatives (national, regional and international level) as well as learners and youth representatives. The Forum was organized around three plenary sessions and 20 concurrent sessions. Topics under consideration included, among others, GCED in the post-2015 education agenda, measuring GCED learning outcomes, teaching practices, peace and human rights education, respect for diversity and inter-religious education, tackling discrimination and violence, education for sustainable development, youth involvement, the use of ICT and social media, and others. For an overview of the programme, please see Annex I. Second UNESCO Forum on Global Citizenship Education: building peaceful and sustainable societies: final report Year of publication: 2015 Corporate author: UNESCO Le deuxième Forum de l'UNESCO sur l'éducation à la citoyenneté mondiale (ECM) a été organisé à Paris du 28 au 30 Janvier 2015 sous le thème général «Construire des sociétés pacifiques et durables: préparer l'après-2015». Le Forum a été organisé à l'appui d’Éducation Globale Première Initiative du Secrétaire général de l'ONU (EGPI) et à l'occasion du 70e anniversaire de l'UNESCO. Le Forum a été organisé par la Division de l'enseignement, l'apprentissage et du contenu, Secteur Educatio, l'UNESCO, avec le soutien de l'Autriche, le Sultanat d'Oman et la République de Corée. D'autres partenaires comprenaient également ’Éducation Globale Première Initiative du Secrétaire général du Secrétaire général de l’ONU (EGPI), Mahatma Gandhi Institute de l'UNESCO de l'éducation pour la paix et le développement durable (MGIEP), Asie-Pacifique Centre de l'UNESCO de l'éducation pour la compréhension internationale (APCEIU), le roi Abdallah Bin Abdulaziz Centre international pour le dialogue interreligieux et interculturel (KAICIID) et le Groupe de travail Matrice d'apprentissage. Quelque 250 participants de 61 pays de toutes les régions du monde ont participé au Forum. ceci inclut décisions et les décideurs politiques, les praticiens, les enseignants, les partenaires de développement, des universitaires, le secteur privé, les représentants de la société civile (niveau national, régional et international), ainsi que les apprenants et les représentants de la jeunesse.Le Forum a été organisé autour de trois sessions plénières et 20 sessions simultanées. Sujets à l'étude comprenaient, entre autres, ECM dans l'agenda de l'éducation post-2015, la mesure des résultats ECM d'apprentissage, les pratiques d'enseignement, éducation à la paix et les droits de l'homme, le respect de la diversité et de l'éducation inter-religieux, la lutte contre la discrimination et la violence, l'éducation pour le développement durable, la participation des jeunes, l'utilisation des TIC et des médias sociaux, et d'autres. Pour un aperçu du programme, s'il vous plaît voir l'annexe I. 
Citizenship and Development in the XXI Cities: Polis and Civitas or Just Urbs? Year of publication: 2016 Author: Joselito Fernández Tapia The article aims to determine the problems of the city as polis, civitas and urbs, to identify its characteristics and emphasize the serious problem that means the centrality of the urbs in the modern city. It analyzes aspects of public space, citizenship and city, as interrelated, recovering from urban studies, political and social analysis of the city, to better characterize their problems. From the literature and existing studies we found that civitas and polisare in crisis, and reduced danger of disappearing, to result in a urbs, utilitarian and less and less symbolic value. The result is poverty, greater inequality and social fragmentation, fear, insecurity, isolation, weakening of the civitas and polis, disenfranchisement, depoliticization and dehumanization; against the hegemonic and development of real estate market. It is concluded that dominates the urbs, which, as all the problems of the city needs to be rethought from the civitas and polis. Ciudadanía y desarrollo en las ciudades del siglo XXI: ¿polis y civitas o sólo urbs? Year of publication: 2016 Author: Joselito Fernández Tapia El artículo tiene por objetivo determinar la problemática de la ciudad como polis, civitas y urbs, para identificar sus características y enfatizar el grave problema que significa la centralidad de la urbs en la ciudad moderna. Analiza los aspectos del espacio público, la ciudadanía y la ciudad de forma interrelacional; recupera los estudios desde el análisis urbanístico, político y social de la ciudad para caracterizar mejor la problemática de ésta. A partir de la reflexión teórica y los estudios existentes se encuentra que civitas y polis están en crisis, reducidas y en peligro de desaparición para dar lugar a una urbs utilitaria y con cada vez menos valor simbólico. El resultado de ello es pobreza, mayores desigualdades y fragmentación social; miedo, inseguridad, aislamiento, debilitamiento de la civitas y de la polis como proceso de desciudadanización, despolitización y deshumanización frente a la urbanización hegemónica de las inmobiliarias y el mercado. En conclusión, la urbs es dominante, por tanto, así como la problemática de la ciudad necesita repensarse desde la civitas y la polis. 
Second UNESCO Forum on Global Citizenship Education video Year of publication: 2015 Corporate author: UNESCO Highlights of the Second UNESCO Forum on Global Citizenship Education (GCED) Building peaceful and sustainable societies: preparing for post-2015 (28-30 January 2015, UNESCO HQs, Paris). The Forum was organized by the Division for Teaching, Learning and Content, Education Sector, UNESCO, with the support of Austria, the Sultanate of Oman and the Republic of Korea, and the UN Secretary-General's Global Education First Initiative (GEFI). Second UNESCO Forum on Global Citizenship Education video Year of publication: 2015 Corporate author: UNESCO Faits saillants du deuxième Forum de l'UNESCO sur l’éducation à la citoyenneté mondiale (ECM) Construire des sociétés pacifiques et durables: la préparation pour l'après-2015 (28-30 Janvier 2015, Siège de l'UNESCO, Paris). Le Forum a été organisé par la Division de l'enseignement, l'apprentissage et du contenu, Secteur de l'éducation, l'UNESCO, avec le soutien de l'Autriche, le Sultanat d'Oman et la République de Corée, et Première Éducation Mondiale Initiative du Secrétaire Général de l'ONU (PISG). 
Generation Z: Global Citizenship Survey Year of publication: 2017 Corporate author: Varkey Foundation The Varkey Foundation commissioned Populus to carry out research on a global scale into the attitudes of 15- to 21-year-olds on a variety of ethical, personal, community and political issues. We chose twenty countries to poll: Argentina, Australia, Brazil, Canada, China, France, Germany, India, Indonesia, Israel, Italy, Japan, New Zealand, Nigeria, Russia, South Africa, South Korea, Turkey, the UK and the US. We chose a range of countries that would give a geographic spread, include some of most populous nations, and would also include those that have particular political significance – as rising powers and/or countries that are important in global geopolitics and cultural influence.The first part of the survey asked about young people’s wellbeing, hopes and ambitions – from their relationships and future careers, to their physical and mental health.. The second part focused on their personal, community and religious values – from their attitudes towards abortion, same sex marriage and transgender rights, to the importance of religion in their lives and whether they feel equipped to contribute to their own community. Finally, it covered issues of global citizenship – attitudes towards migrants, the factors that make young people hopeful and fearful for the future, and their views on whether the world is becoming a better or worse place. This is the first time that there has been an international comparative study of the attitudes of young people on these matters. Not only have we asked them how they feel, what their attitudes are, and who influenced them: we have also reflected on what differences and similarities there may be in terms of their wellbeing, fears, hopes and views across the world.With this survey, we do not aim to document the events that loomed large in young people’s lives or the social forces that have shaped their emotions and opinions. That is a huge subject for expert analysis. Rather, we wanted to hold up a mirror to Generation Z and simply record the reflection that they give us – providing some illumination to help us all understand them better. 
Learning to Leapfrog: Innovative Pedagogies to Transform Education Year of publication: 2019 Author: David Istance | Alejandro Paniagua | Rebecca Winthrop | Lauren Ziegler Corporate author: Center for Universal Education at Brookings This report follows up on the book “Leapfrogging Inequality: Remaking Education to Help Young People Thrive,” published in 2018 by the Center for Universal Education (CUE) at the Brookings Institution. The book argued the importance of education leapfrogging–creating transformative shifts rather than incremental evolution by harnessing the power of innovation to advance a breadth of skills. The book put forth a framework for leapfrogging that outlined two core elements (teaching and learning, and recognition of learning) and two support elements (people and places, and technology and data).This report focuses on the teaching and learning element of the leapfrog framework, especially on pedagogical approaches and the role of teachers, but draws on the others as relevant. It does not attempt to be exhaustive and does not pretend to address neither all education policy variables, nor critical system factors such as political will and adequate funding, nor demand-side factors such as student and parent support for innovative approaches. 
Education at a Glance 2019: OECD Indicators Year of publication: 2019 Corporate author: Organisation for Economic Co-operation and Development (OECD) Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies.The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4.