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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Peace education: framework for teacher education, 2005 Year of publication: 2005 Corporate author: UNESCO New Delhi UNESCO has taken a commendable initiative in promoting peace education. It has generated some important literature and educational material on peace education. ‘Learning the Way of Peace: A Teacher’s Guide to Peace Education’ is a pioneering work. It is because of UNESCO’s initiative that this material on peace education for teacher education has been developed. It would be useful to read this document in conjunction with “Learning the Way of Peace.” 
Teaching respect for all: implementation guide Year of publication: 2014 Corporate author: UNESCO Teaching Respect for All is a joint UNESCO-United States of America-Brazil project launched in January 2012 to counteract discrimination both in and through education. Acknowledging that discrimination is on the rise worldwide, Teaching Respect for All promotes an educational response to counter discrimination and violence through strengthening the foundations of mutual tolerance and cultivating respect for all people, regardless of colour, gender, class, sexual orientation, national, ethnic, or religious orientation/identity. Teaching Respect for All has chosen to focus efforts on the formal and informal classroom, targeting learners of 8-16 years old, and aims to build curiosity, openness, critical thinking and understanding among youth learners, thus equipping them with the awareness, knowledge, and skills to cultivate respect and stop discrimination on all levels. The project is founded on the universal values and core principles of human rights, while acknowledging each country has its own history and mechanism for addressing the issue of discrimination in education. 
Fostering peaceful co-existence through analysis and revision of history curricula and textbooks in Southeast Europe: preliminary stocktaking report Year of publication: 2006 Author: Jean Damascène Gasanabo | Jade Maître Corporate author: UNESCO To accomplish this aim, the study reviews policies and processes for developing history curricula and producing history textbooks in ten participating countries: Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Greece, Romania, Montenegro, Serbia, Slovenia and The Former Yugoslav Republic of Macedonia (FYROM). The resulting report has been compiled for the dual purpose of (1) presenting a composite picture of the educational policies and practices in these countries with regard to history teaching and textbook production, distribution and use; (2) laying the groundwork for the development of national and/or sub-regional initiatives aimed at improving the processes currently in place. Address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the International Forum on ESD dialogue 2008: to be delivered by Mr Mark Richmond, Director of Division for the Coordination of United Nations Priorities in Education Year of publication: 2008 Corporate author: UNESCO. Director-General, 1999-2009 (Matsuura, K.) This address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the International Forum on ESD Dialogue 2008 was delivered by Mr Mark Richmond, Director of Division for the Coordination of United Nations Priorities in Education. Monitoring education for global citizenship: a contribution to debate Year of publication: 2015 Author: Harm-Jan Fricke | Cathryn Gathercole | Amy Skinner Corporate author: DEEEP | CONCORD DARE Forum 1. This report aims to provide a stimulus for further thought, work and debate in the design of assessment frameworks for an education that supports people in leading fulfilling lives in a changing, globalised world, and in particular within the context of debates around post-2015 universal targets and indicators that are relevant to an education for global citizenship (EfGC). 2. In providing that stimulus the report addresses the following questions: a. What are the key differences and similarities between diverse forms of ‘adjectival educations’ that contribute to, or generally express themselves as allied to an ‘education for global citizenship’? b. What do they contribute to an education for global citizenship? c. How, if at all, do they interpret the notion of ‘transformation’? d. What do practitioners consider to be the major challenges and opportunities for monitoring (transformative) education for global citizenship? e. Which approaches and means of monitoring and assessing transformative education for global citizenship appear to be feasible? 3. The report is based on information obtained from: a. Literature reviews; b. Workshops, involving 65 educators in total, held in Brazil, Tanzania, Zimbabwe, and three locations in Europe; c. Responses to a questionnaire completed by 218 educators working in more than 50 countries, albeit with a predominance of respondents based in Europe. 4. The origins and key characteristics of development education, global education and global learning, human rights education, and education for sustainable development are explored, leading to statements about their commonalities and contributions to an education for global citizenship. These commonalties appear to be particularly in the areas of their shared global orientation, pursuit of personal and/or societal transformation, active and enquiry based teaching and learning methodologies, and overlapping content. 5. The commonalities which the discussed educations contribute to - and share with – education for global citizenship appear to be particularly around: a. values and dispositions which enable a response to, and advocacy for, change, b. engagement with diverse ideas, opinions and understandings, c. a stimulus to investigate and develop creativity by means of learning, d. building skills and capacities as part of a process of lifelong learning, e. a generic educational approach that aims at involvement in an explicit process of change. 6. Within such a context differences appear amongst practitioners and theoreticians in the use, meaning and function of the term ‘global citizenship’, with some seeing it primarily as a tool in advocacy while others view it primarily as a means of explanation of human relations globally. 7. Critique on the usefulness and use of the terms ‘global citizenship’ is outlined and the world-wide, universal, use of the term ‘education for global citizenship’ is questioned. However, its intentions as an approach of transformative education for critical and active engagement in a globalised society are seen as having universal relevance. 8. That approach is described as “a learning process for people’s critical and active engagement in and with global society, involving people in developing their capacities, capabilities and motivation to be actively engaged in personal and collective human development. It does this by drawing on a critical understanding and consideration of global processes and interdependencies, of other people’s perspectives and interests, of environmental opportunities and limitations, and of universal rights.” 9. The approach is further defined by a number of ‘core signifiers’ (which can form the basis for indicators of achievement) relating to: a. pedagogy – characteristics of the teaching process, b. capacities and capabilities – regarding the learner’s competence, c. values – as exhibited in the teaching and learning process, d. content – the learner’s acquisition of core understandings, e. outcome – regarding the learner’s dispositions, f. social transformation – regarding the learner’s contributions to community and wider society. 10. The report continues by providing a summary review of selected literature regarding the design of monitoring frameworks that appear pertinent to an education for global citizenship. It discusses work done in relation to universal targets and indicators, country based frameworks, education institutional monitoring, educator competence, and learner outcomes. It draws particular attention to the importance of quality assessment, the need to involve the range of education stakeholders in the design, application and interpretation of indicators, and the need to enable learning from experiences. 11. Further information about the challenges and opportunities for monitoring education for global citizenship is obtained from ideas and opinions given by workshop participants and questionnaire respondents. Respondents recognise that developing a universal monitoring framework can help to clarify the purpose and meaning of EfGC for both practitioners and policy makers. However, they also recognise that there is a risk that agreement might be reached around a lowest common denominator approach. The importance of participation by practitioners in, and their ownership of, the monitoring content and process is highlighted. The potential uses of monitoring data and analyses in demonstrating the impact of EfGC on broader cross-curricular outcomes and educational achievements, is seen by respondents as a means to gain further recognition of the value of EfGC. 12. Based on the foregoing, the final chapter of the report provides a number of suggestions as a stimulus for further work, thought and debate. These suggestions focus on: a. a monitoring framework that addresses the holistic nature of EfGC; b. an assessment framework to do with learning outcomes that exemplify the core signifiers mentioned in paragraph 9 above; c. indicators and a monitoring approach that is applicable at national levels, enabling monitoring of progress for specific sectoral aspects of EfGC (teacher education is given as an example of such a sectoral aspect); d. a universal target that builds on the description of EfGC given in paragraph 8 above; e. indicator groupings that can show progress against such a universal target. Human rights education in Russia: analytical report Year of publication: 2008 Author: Anatoly Azarov Corporate author: Moscow School of Human Rights The book examines the status, trends, and issues of human rights education, including HIV/AIDS prevention education in the Russian Federation. It spans the period from the early 1990s to December 2008, analyzing both positive preconditions for the spread of human rights and freedoms knowledge in Russia and obstacles encountered in the process. A special focus is on laws, regulations and standards applicable to higher education. The book describes the activities of the primary social institutions engaged in HRE: comprehensive schools and universities, human rights commissioners, NGOs. It shows examples of international humanitarian law teaching; offers an evaluation of HRE literature for Russian universities; offers a concept of Science and Discipline of Human Rights. The book also examines the condition of HIV/AIDS prevention education within the context of human rights observance. The authors’ conclusions and judgments are supported with a special opinion poll. The round table: putting human rights into practice-the role of education; report Year of publication: 2008 Corporate author: UNESCO This publication highlights some of the key ideas and features of the events based on the theme “60 years of Human Rights Education” at UNESCO headquarters in Paris from the 2nd of December 2008 till the 27th of February 2009. In addition to substantial opening and closing sessions, the Round Table consisted of four panels, the reporting of each consists of Summary, Introduction, Case Studies, Discussion and Recommendations. This publication can be read on a number of levels: as a retrospective commemoration of human rights education; as a celebration of current good practice; and, through its discussion and recommendations, as a source of guidance for future directions in human right education. Education sector technical notes: human rights education Year of publication: 2013 Corporate author: UNESCO Human rights are enshrined in international law, and states have an obligation to respect, protect and fulfil them. Despite this, human rights violations remain widespread. ◗ Educating children and adults on human rights is essential. Individuals and groups must understand their rights in order to see them upheld and to ensure that their own behavior does not compromise the rights of others. ◗ States have an obligation to promote human rights and human rights education is now recognized as a right in itself. ◗ UNESCO, along with the Office of the United Nations High Commissioner for Human Rights, co-leads the World Programme for Human Rights Education (2005-ongoing). 
Address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the Award Ceremony for the UNESCO Prize for Peace Education 2008; UNESCO, 18 September 2008 Year of publication: 2008 Corporate author: UNESCO. Director-General, 1999-2009 (Matsuura, K.) This is an address by Address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the Award Ceremony for the UNESCO Prize for Peace Education 2008. 
UNESCO prize for peace education, 2008 Year of publication: 2009 Corporate author: UNESCO The UNESCO Prize for Peace Education 2008 was awarded to the Institute for Justice and Reconciliation (South Africa) by Mr Koïchiro Matsuura, Director-General of UNESCO, on the recommendation of the International Jury of the Prize. The prize-giving ceremony, organized as part of the celebrations of the International Day of Peace (21 September), the International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001- 2010) and the 60th anniversary of the Universal Declaration of Human Rights, was held at UNESCO Headquarters on 18 September 2008 in the presence of Mr Mohammed Arkoun, President of the International Jury, and H.E. Mr Javier Pérez de Cuéllar, member of the International Jury, former Prize laureates, Permanent Delegates of Member States and representatives of governmental and non-governmental organizations. The award ceremony was preceded by the screening of an excerpt from the documentary Truth, Justice, Memory: South Africa’s Truth and Reconciliation Process and by a video message from Archbishop Emeritus Desmond Tutu, winner of the 1984 Nobel Peace Prize for his role as a unifying leader in the campaign to resolve the problem of apartheid in South Africa, and former Chairperson of South Africa’s Truth and Reconciliation Commission