Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,380 Results found
[vidéo] Éducation à la Citoyenneté mondiale pour un monde juste, pacifique, inclusive et durable: un cadre conceptuel et son application dans le domaine Year of publication: 2015 Corporate author: United Nations (UN) Le séminaire a eu lieu au Siège de l'ONU intitulé «Éducation Mondiale Citoyenneté pour un monde juste, paisible, inclusive et durable: un cadre conceptuel et son application sur le terrain» a été co-organisée par les Missions permanentes de la France, le Nigeria, le Qatar et les République de Corée, la Mission des États-Unis et l'Organisation de l’ONU pour l'éducation, la science et la culture (UNESCO), à l'appui de First Éducation Mondiale Initiative du Secrétaire général (GEFI).Le débat a été animé par S.E. Ambassadeur Hahn Choong-hee de Corée. Certains des orateurs pour cet événement inclus S.E. Ambassadeur Richard Erdman, représentant par intérim à l'ECOSOC de la Mission permanente des États-Unis d'Amérique auprès de l'Organisation de l’ONU; IL. Ambassadeur Usman Sarki, Représentant permanent adjoint de la Mission permanente de la République fédérale du Nigéria auprès de l’ONU; Yousef LARAM, Représentant permanent adjoint de l'Etat du Qatar auprès de l'Organisation de l’ONU; M. François Gave, Conseiller à la Mission permanente de la France auprès de l’ONU; et Christopher Castle, la Section de l'éducation à la citoyenneté mondiale chef de l'UNESCO. Cet événement a été divisé en deux segments. Dans le premier, ECM a été discuté au niveau du concept. Comment peut-on renforcer les trois piliers de l'Organisation de l’ONU et les trois piliers du développement durable dans la poursuite d'un monde juste, pacifique, inclusif et durable. Dans le second, des exemples sur le terrain - aux niveaux local, national et international - ont été présentées et discutées de même que certaines opportunités à l'avenir, y compris le rôle important des médias. 
Address by Irina Bokova, Director-General of UNESCO, on the occasion of Seminar on Global Citizenship Education, UNHQ; New York, 6 March 2015 Year of publication: 2015 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This document is an address by Irina Bokova, Director-General of UNESCO on the occasion of "Seminar on Global Citizenship Education" in New York, 6 March 2015. She highlights the importance of GCED for education in the 21st century. 
World Youth Report: Youth and the 2030 Agenda for Sustainable Development Year of publication: 2018 Corporate author: United Nations (UN) The World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”, prepared by the United Nations Department of Economic and Social Affairs (UN DESA), examines the mutually supportive roles of the new agenda and current youth development efforts. The report provides insight into the role of young people in sustainable development in the context of the implementation of the 2030 Agenda for Sustainable Development and related frameworks, in particular, the Addis Ababa Action Agenda of the Third International Conference on Financing for Development and the World Programme of Action for Youth.The Report considers the role the 2030 Agenda can play in enhancing youth development efforts and examines how evidence-based youth policies can help accelerate youth-related objectives. It explores the critical role young people have in the implementation of sustainable development efforts at all levels. 세계청소년보고서: 청소년과 2030 지속가능발전 의제 Year of publication: 2018 Corporate author: United Nations UN 경제사회국이 작성한 『세계청소년보고서: 청소년과 2030 지속가능발전 의제(World Youth Report: Youth and the 2030 Agenda for Sustainable Development)』는 청소년 개발에 대한 현재의 노력과 새로운 의제 간의 상호 보완적인 역할을 다루고 있습니다. UN 경제사회국은 경제, 사회 및 환경 분야 글로벌 정책과 국가적 실천 사이의 연결고리를 제공하고 있습니다. 2년마다 발간되는 본 보고서는 회원국 및 기타 이해관계자들이 청소년 문제 해결에 대한 진전 사항을 파악하고, 정책과 현실의 격차를 평가하고, 가능한 정책 대안을 마련하기 위한 정보와 분석 결과를 제공합니다.본 보고서는 2030 지속가능발전 의제 및 관련 프레임워크 이행의 맥락, 특히 제3차 개발재원총회 아디스아바바 행동의제 (Ababa Action Agenda of the Third International Conference on Financing for Development) 및 세계청소년행동계획 (World Programme of Action for Youth) 의 이행과 관련하여 지속가능발전을 위한 청소년의 역할에 대한 통찰을 제시합니다. 2030 의제는 청소년개발 노력을 증진하고 증거기반(evidence ― based) 청소년정책이 청소년 목표 증진에 이바지하는 바를 검토하는 데 있어 중요한 역할을 할 수 있습니다. 본 보고서는 이를 통해 모든 수준에서의 지속가능발전 이행에 있어 결정적으로 중요한 청소년의 역할을 살펴봅니다. 
Education for peace: planning for curriculum reform; guidelines for integrating an education for peace curriculum into education sector plans and policies Year of publication: 2015 Corporate author: UNESCO | UNESCO International Bureau of Education (IBE) | UNESCO International Institute for Educational Planning (IIEP) This Resource and Development Capacity Package was developed based on the belief that, as part of a wider social, economic and political effort, education can play a significant role in a country’s peace-building efforts. Its purpose is to assist Member States in integrating or strengthening peace education programs in their national education systems to promote peace and prevent future conflict. UNESCO, IBE, and IIEP developed this resource within the framework of UNESCO’s Intersectoral Project, Promoting a culture of peace and nonviolence in Africa through education for peace and conflict prevention. The Package contains Technical Guidelines and Capacity Development training modules on policy, program design and curriculum planning to integrate peace and conflict prevention into all aspects of the education system. It is meant for curriculum developers and planners from Africa. The development of the package received the support of the UNESCO Addis-Ababa Office, which assisted in the testing of materials in Addis-Ababa (Ethiopia) and Yaounde (Cameroon).This resource will furthermore help to ensure that curricula, teaching and learning resources and teacher education are in line with the post-2015 vision of education for holistic development. This vision reconceptualises education in terms of global citizenship and responsibility by focusing on inclusion and social cohesion that is global in orientation. In this regard, Global Citizenship Education (GCED) seeks to empower learners with knowledge, skills, values and attitudes that are needed to forge more just and inclusive societies, capable of resolving existing conflicts and emerging global challenges. Éducation pour la paix: la planification de la réforme du curriculum; lignes directrices pour l'intégration d'un programme d'éducation pour la paix dans les plans et politiques du secteur éducatif Year of publication: 2015 Corporate author: UNESCO | UNESCO International Bureau of Education (IBE) | UNESCO International Institute for Educational Planning (IIEP) Cette trousse de ressources et de développement des capacités a été élaborée sur la base de la conviction que, dans le cadre d'un effort plus large social, économique et politique, l'éducation peut jouer un rôle important dans les efforts de consolidation de la paix d'un pays. Son but est d'aider les États membres à intégrer ou renforcer les programmes d'éducation à la paix dans leurs systèmes nationaux d'éducation pour promouvoir la paix et prévenir les conflits futurs. UNESCO, le BIE, et l'IIPE ont développé cette ressource dans le cadre du projet intersectoriel de l'UNESCO, Promouvoir une culture de la paix et de la non-violence en Afrique par l'éducation pour la paix et la prévention des conflits. Le paquet contient des directives techniques et des modules de formation de renforcement des capacités sur la politique, la conception des programmes et de la planification des programmes pour intégrer la paix et de prévention des conflits dans tous les aspects du système d'éducation. Il est destiné aux concepteurs de programmes et les planificateurs de l'Afrique. Le développement de l'emballage a reçu le soutien du Bureau d'Addis-Abeba de l'UNESCO, qui a participé à l'essai des matériaux à Addis-Abeba (Ethiopie) et Yaoundé (Cameroun).Cette ressource sera en outre aider à faire en sorte que les programmes, les ressources d'enseignement et d'apprentissage et la formation des enseignants sont en ligne avec la vision post-2015 de l'éducation pour le développement holistique. Cette vision reconceptualise l' éducation en termes de citoyenneté et de responsabilité globale en mettant l'accent sur l'inclusion et la cohésion sociale qui est mondiale dans l'orientation. À cet égard, Éducation à la Citoyenneté Mondiale (ECM) vise à habiliter les apprenants des connaissances, des compétences, des valeurs et des attitudes qui sont nécessaires pour forger des sociétés plus justes et inclusives, capables de résoudre les conflits existants et nouveaux défis mondiaux. 
[Summary] World Youth Report: Youth and the 2030 Agenda for Sustainable Development Year of publication: 2019 Corporate author: United Nations (UN) The World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”, prepared by the United Nations Department of Economic and Social Affairs (UN DESA), examines the mutually supportive roles of the new agenda and current youth development efforts. The report provides insight into the role of young people in sustainable development in the context of the implementation of the 2030 Agenda for Sustainable Development and related frameworks, in particular, the Addis Ababa Action Agenda of the Third International Conference on Financing for Development and the World Programme of Action for Youth.The Report considers the role the 2030 Agenda can play in enhancing youth development efforts and examines how evidence-based youth policies can help accelerate youth-related objectives. It explores the critical role young people have in the implementation of sustainable development efforts at all levels. This publication is a summary of the World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”. [요약문] 세계청소년보고서: 청소년과 2030 지속가능발전 의제 Year of publication: 2019 Corporate author: United Nations (UN) UN 경제사회국이 작성한 『세계청소년보고서: 청소년과 2030 지속가능발전 의제(World Youth Report: Youth and the 2030 Agenda for Sustainable Development)』는 청소년 개발에 대한 현재의 노력과 새로운 의제 간의 상호 보완적인 역할을 다루고 있습니다. UN 경제사회국은 경제, 사회 및 환경 분야 글로벌 정책과 국가적 실천 사이의 연결고리를 제공하고 있습니다. 2년마다 발간되는 본 보고서는 회원국 및 기타 이해관계자들이 청소년 문제 해결에 대한 진전 사항을 파악하고, 정책과 현실의 격차를 평가하고, 가능한 정책 대안을 마련하기 위한 정보와 분석 결과를 제공합니다.본 보고서는 2030 지속가능발전 의제 및 관련 프레임워크 이행의 맥락, 특히 제3차 개발재원총회 아디스아바바 행동의제 (Ababa Action Agenda of the Third International Conference on Financing for Development) 및 세계청소년행동계획 (World Programme of Action for Youth) 의 이행과 관련하여 지속가능발전을 위한 청소년의 역할에 대한 통찰을 제시합니다. 2030 의제는 청소년개발 노력을 증진하고 증거기반(evidence ― based) 청소년정책이 청소년 목표 증진에 이바지하는 바를 검토하는 데 있어 중요한 역할을 할 수 있습니다. 본 보고서는 이를 통해 모든 수준에서의 지속가능발전 이행에 있어 결정적으로 중요한 청소년의 역할을 살펴봅니다. 이 간행물은 『세계청소년보고서: 청소년과 2030 지속가능발전 의제(World Youth Report: Youth and the 2030 Agenda for Sustainable Development)』의 요약본입니다. 
: Противодействие нетерпимости и дискриминации в отношении мусульман: руководящие принципы. Борьба с исламофобией через образование для преподавателей Year of publication: 2013 Corporate author: UNESCO | Council of Europe | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Intolerance and discrimination against Muslims are not new phenomena. However, they have evolved and gained momentum in recent years, particularly under conditions of the “war on terror”, the global economic crisis, anxieties about national identity and difficulties in coping with the increased diversity in many societies. Such developments have contributed to a growth in resentment and fear of Muslims and Islam that often been fuelled by sections of the media and by some political discourse. Muslims are often portrayed as extremists who threaten the security and well-being of others.These stereotypes have impact not only on young people but also on their parents, as well as on teachers and other education professionals. This presents a new challenge for educators. While teachers cannot be expected to resolve the political and social tensions among communities, they can play a central role in shaping the attitudes and behaviours of young people. The actions and approaches adopted by teachers and school administrators can be crucial in promoting respect for diversity and mutual understanding, both in schools and in society.Developed by OSCE/ODIHR, the Council of Europe and UNESCO, these Guidelines aim to support educators in countering intolerance and discrimination against Muslims. They are intended for a wide audience, including teachers, principals and head teachers, education policymakers and officials, teacher trainers, teacher unions and professional associations, and NGOs. The Guidelines are relevant for both primary and secondary education and can also be used in non-formal education settings. 
Address by Irina Bokova, Director-General of UNESCO, on the occasion of the UNESCO Week for Peace and Sustainable Development: The Role of Education; Ottawa, Canada, 8 March 2017 Year of publication: 2017 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This address was presented by Irina Bokova, Director-General of UNESCO on the occasion of the UNESCO Week for Peace and Sustainable Development. She highlights on the role of education.