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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World programme for human rights education: second phase; plan of action Year of publication: 2012 Corporate author: UN Office of the High Commissioner for Human Rights According to Human Rights Council resolution 12/4, the second phase of the World Programme (2010–2014) will focus “on human rights education for higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel at all levels” and “Member States should also continue the implementation of human rights education in primary and secondary school systems”. The plan of action focuses on human rights education in two broadly defined sectors, i.e. higher education and training for civil servants, law enforcement officials and the military. 
Plano de ação: Programa Mundial para Educação em Direitos Humanos Year of publication: 2012 Corporate author: UN Office of the High Commissioner for Human Rights The Plan of Action for the first phase (2005-2007) of the World Programme was adopted by all United Nations Member States in July 2005. It proposes a concrete strategy and practical guidance for implementing human rights education in primary and secondary schools. On 10 December 2004, the General Assembly of the United Nations proclaimed the World Programme for Human Rights Education (2005-ongoing) to advance the implementation of human rights education programmes in all sectors. Building on the foundations laid during the United Nations Decade for Human Rights Education (1995-2004), this new initiative reflects the international community’s increasing recognition that human rights education produces far-reaching results. By promoting respect for human dignity and equality and participation in democratic decision-making, human rights education contributes to the long-term prevention of abuses and violent conflicts. To help make human rights a reality in every community, the World Programme seeks to promote a common understanding of the basic principles and methodologies of human rights education, to provide a concrete framework for action and to strengthen partnerships and cooperation from the international level down to the grass roots. 
Plan of action: world programme for human rights education; first phase Year of publication: 2006 Corporate author: UN Office of the High Commissioner for Human Rights The Plan of Action for the first phase (2005-2007) of the World Programme was adopted by all United Nations Member States in July 2005. It proposes a concrete strategy and practical guidance for implementing human rights education in primary and secondary schools. On 10 December 2004, the General Assembly of the United Nations proclaimed the World Programme for Human Rights Education (2005-ongoing) to advance the implementation of human rights education programmes in all sectors. Building on the foundations laid during the United Nations Decade for Human Rights Education (1995-2004), this new initiative reflects the international community’s increasing recognition that human rights education produces far-reaching results. By promoting respect for human dignity and equality and participation in democratic decision-making, human rights education contributes to the long-term prevention of abuses and violent conflicts. To help make human rights a reality in every community, the World Programme seeks to promote a common understanding of the basic principles and methodologies of human rights education, to provide a concrete framework for action and to strengthen partnerships and cooperation from the international level down to the grass roots. 
The war in our minds: is global citizenship the answer? (Blue Dot issue 1) Year of publication: 2015 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Feature Global Citizenship Education: A New Educational, Pedagogical and Political Narrative in the World System? (by Carlos A. Torres) In Pursuit of a Global Civics (by Hakan Altinay) Global Citizenship: Necessary and Possible (by Paul and Anne Ehrlich) Cover Story YOUth Speak for a better today and tomorrow (by Piyali Sarkar Debnath, UNESCO MGIEP) Essays Unlocking the Civic Sense of Young Minds (by Karthik Shankar) Shared Home, Shared Hopes and Shared Actions (by Trang T. Nguyen) Redesigning the Education System for Global Citizenship (by Ayodeji Ojo) Youth Voices Who is a global citizen? News What we have been up to UNESCO MGIEP Crossword Event Calendar Address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the International Launch of the United Nations Decade on Education for Sustainable Development (2005-2014); United Nations Headquarters, New York, 1 March 2005 Year of publication: 2005 Corporate author: UNESCO. Director-General, 1999-2009 (Matsuura, K.) This speech was presented by Mr Koïchiro Matsuura, Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO), on the occasion of the International launch of the United Nations Decade on Education for Sustainable Development (2005-2014). Global citizenship education: the school as a foundation for a fair world Year of publication: 2009 Corporate author: Conectando Mundos Consortium (Cidac, inizjamed, Intermon Oxfam, Ucodep) This publication is based on an initiative about the development education, intercultural education, popular education, the education of values, human rights education, education for sustainability, education for peace, education for gender equality, etc. The pedagogical proposal of Global Citizenship Education aspires to integrate in a coherent and challenging vision all these themes, keeping them in a close relationship with one another and taking into consideration the (increasing) interdependence of human beings living in a planet whose sustainability is under threat. This book is the fruit of a process that was triggered off by the joint effort of four European development NGOs, namely Cidac, Inizjamed, Intermón Oxfam and Ucodep within the frame of a project co-financed by the European Commission. These organisations set for themselves the objective to promote the acknowledgment and the inclusion of the contents and the methodology of Global Citizenship Education in the formal educational contexts in their respective countries, in order to kick-start a process of change in attitudes, values, and the beliefs of the pupils. Thanks to the initiative and efforts of the above-mentioned four organisations, and through various meetings and seminars carried out over the last three years in Spain, Italy, Portugal and Malta, groups of educators have been able to come face-to-face with each other, exchange experiences and reflect on the role of formal education with respect to the challenges of our times. Among the other experiences, the publication contains that of a key moment in the process. This took place in July 2008 in Cortona, a small and beautiful Tuscan city close to the border with Umbria, and in which many educators shared the benefit of what was the first international encounter of educators for global citizenship. The Cortona experience, in which around ninety teachers coming from Spain, Portugal, Malta, Italy, the Dominican Republic and Costa Rica have participated, was one of the stages – the starting point, in fact – of a process and a relationship that it is our aim to develop at the regional, national and international levels. In this publication, therefore, one can find theoretical cues put forward at Cortona that encourage educators to share their experiences and to compare the work done by different groups.This publication has two parts. The first part contains contributions of a theoretical type, whereas the second part concentrates on the educational experiences of the participants in the Cortona meeting. Peace education in formal schools of West Africa: an implementation guide Year of publication: 2012 Corporate author: West Africa Network for Peacebuilding (WANEP) This guide, first and foremost, seeks to bring hope and provide opportunity for practitioners to use tried and tested techniques to develop capacities of young people to build requisite knowledge and skills to become credible and responsible leaders. It provides both a conceptual and practical framework of peace education and confirms the potential benefits of Peace Education, particularly in the formal sector. It has been developed based on the extensive experience of WANEP’s Peace Education programme across West Africa and this experience has been outlined in great detail throughout the manual. The guide lays emphasis on entry points for developing and initiating Peace Education programmes in schools and provides practical tools for engaging various stakeholders and the wide range of potential roles they can play. In terms of the content of a peace education programme, guidelines are provided on developing a comprehensive programme that integrates effectively key concepts such as Gender and Human Rights. Critical issues of sustainability, resource mobilisation and monitoring and evaluation are covered using practical case studies based on the WANEP experience. The concluding chapter is devoted to addressing some Frequently Asked Questions. This laudable initiative and recommend this guide for adoption by West African states and institutions especially the educational sector as a tool for inculcating a culture of peace and nonviolence amongst children.The guide is divided into six chapters.Chapter 1 consists of introduction and the conceptual definition of basic philosophy that influenced the peace education program of WANEP. It also examines the role of peace education on the psycho social behaviour of youths in West Africa.Chapter 2 highlights WANEP’s guiding principles to the development of its peace education in the sub region and also the basic steps it took to implement its program in the seven (7) pilot states.Chapter 3 looks at how to mobilise resources to sustain the peace education program especially within the context of West Africa.Chapter 4 highlights the challenges that WANEP encountered in implementing the program.Chapter 5 emphasises the importance of monitoring and evaluation for impact and success of a peace education program.Chapter 6 deals with frequently asked questions by interested stakeholders. 
Civic education for media professionals: a training manual Year of publication: 2009 Author: Fackson Banda Corporate author: UNESCO Civic awareness enables both media practitioners and users to appreciate the role of journalism and media in building democratic societies. This manual serves as a resource for journalism students and media professionals in developing countries, providing them with essential knowledge for the analysis of the relationship between media functions and active citizenship, and the underlying nexus of democracy, development and the media based on the fundamental principles of democracy and human rights that lie at the heart of UNESCO’s mandate. For the purpose of this manual, civic education refers to the cultivation of civic knowledge, civic skills and civic virtues. Civic knowledge consists of fundamental ideas and information that learners must know and use to become effective and responsible citizens in a democracy. Civic skills include the intellectual skills needed to understand, explain, compare, and evaluate principles and practices of government and citizenship. They also include participatory skills that enable citizens to monitor and influence public policies. Civic virtues include the traits of character, dispositions, and commitments necessary for the preservation and improvement of democratic governance and citizenship. Examples of civic virtues are respect for the worth and dignity of each person, civility, integrity, self-discipline, tolerance, and compassion. Commitments include a dedication to human rights, the common good, equality and the rule of law. Global citizenship: a typology for distinguishing its multiple conceptions Year of publication: 2013 Author: Laura Oxley | Paul Morris Corporate author: Society for Educational Studies | Taylor & Francis The promotion of ‘Global Citizenship’ (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is based on two general forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC – namely, the political, moral, economic and cultural; the latter incorporates four other conceptions – namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC. The prospects of development education in African countries: building a critical mass of citizenry for civic engagement Year of publication: 2015 Author: Simon Eten Corporate author: Centre for Global Education (CGE) This article argues that development education is often framed in an African context within notions of national citizenship designed to engender support for public institutions and policies rather than develop critical thinking skills. This limited concept and application of development education often results in public apathy and disengagement from participation in community, national and global development initiatives. The author argues that recourse to the more radical, Freirean conception of development education practice in African states could potentially support more engaged public activism in issues underpinning poverty and injustice locally and globally. The author draws upon his knowledge and experience of the public sector in Ghana and general trends across Africa to propose potentially fertile areas of research that could support more effective DE practice that nurtures enhanced civic engagement.