Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
517 Results found
Migrations et développement Year of publication: 2012 Corporate author: Îles de Paix Tous les enfants ne vont pas à l'école au Burkina Faso. Mais il existe des solutions qui permettent d'améliorer la situation : construction d'écoles, de logements de maître, théâtre forum dans les villages ou encore la construction de barrages et l'installation de forages. 
Yiéga (version longue, écoles secondaires) Year of publication: 2017 Corporate author: Îles de Paix Ana habite dans le village de Yiéga, au Burkina Faso. Elle vit avec sa maman Sibidi, son papa Arzoumbouga et ses 7 frères et sœurs. Ses voisins et ses parents sont agriculteurs et, dans ses temps libres, Ana les aide avec ses frères et sœurs.Au Burkina Faso, les agriculteurs rencontrent beaucoup de difficultés et doivent s'adapter au réchauffement de la planète, à la sécheresse et aux crises alimentaires. Ils apprennent de nouvelles manières de cultiver, agroécologiques, et varient leurs productions. Grâce à diverses pistes de solutions, et avec l’accompagnement d’Iles de Paix, ils deviennent capables de rebondir en cas de coup dur… on parle de résilience. 
L'émancipation des femmes Year of publication: 2015 Corporate author: Îles de Paix Iles de Paix mène au Bénin un programme dédié aux femmes. Il concerne le développement de leurs activités rémunératrices, mais aussi des formations en gestion, au crédit, à l’épargne et des sensibilisations pour une amélioration de leur position dans la société. Ce programme ambitieux, qui concernera directement, sur trois ans, plus de 600 femmes, engendre de profonds bouleversements et, pour bien de ses bénéficiaires, des changements majeurs dans leur vie quotidienne. En témoigne cette femme, qui y a participé. « Au début, quand je voulais suivre une formation pour mener une activité, mon mari me battait pour m’en empêcher. Il me disait que ma place était à la maison.Mais aujourd’hui, il constate que, grâce à cette formation et aux choses que j’ai apprises, je gagne beaucoup mieux ma vie. Alors, il m’encourage à continuer et… il me supplie de lui donner de l’argent ! »Il reste à souhaiter que tous ses gains ne finissent pas dans l’escarcelle de son mari et qu’ils servent avant tout à répondre à ses besoins personnels et à ceux de ses enfants. 
Educar para una ciudadanía global: construir un mundo justo desde la escuela Year of publication: 2009 Author: Colette Grech | Roderick Mallia | William Grech 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. 
UNESCO Regional consultation in sub-saharan Africa: Why teach about genocide? The example of the Holocaust, 10-11 Septembre 2012, Cape Town, South Africa: report Year of publication: 2013 Corporate author: UNESCO The rst UNESCO consultation on « Why Teach about Genocide? The Example of the Holocaust » was organized following the UNESCO General Conference resolution 34C/61 on Holocaust Remembrance. The consultation of Member States is part of a series of initiatives launched by UNESCO to promote education about the Holocaust and other genocides, in particular with a view to contributing to the prevention of genocide and mass atrocities and promoting education for peace.The consultation took place in Cape Town, South Africa, on 10-11 September 2012 in the presence of senior representatives from the Ministries of Education of 14 countries in Sub-Saharan Africa. The following countries were represented: BENIN, BURUNDI, DEMOCRATIC REPUBLIC OF THE CONGO, CÔTE D’IVOIRE, ETHIOPIA, REPUBLIC OF MAURITIUS, NAMIBIA, KENYA, RWANDA, SENEGAL, SOUTH AFRICA, TANZANIA, TOGO and ZAMBIA. Experts in Holocaust and genocide studies from various countries and institutions were invited to present key issues throughout the consultation and participate in the discussions. The consultation was supervised by the Education Sector of UNESCO/Division of Education for Peace and Sustainable Development/Section of Education for Peace and Human Rights and UNESCO Regional Bureau for Education in Africa (BREDA, Dakar, Senegal)The main purpose of the meeting was to discuss how the history of the Holocaust, and more generally the history of genocide, could be included in the curricula of participating countries. The meeting also clari ed various conceptual and pedagogical issues, and paved the way for further cooperation between UNESCO and participating Ministries of Education on how to launch new educational programmes in interested countries. Adult education and development: global citizenship education (no 82, 2015) Year of publication: 2015 Corporate author: DVV International Issue 82/2015 of the international journal Adult Education and Development (AED) explores the topic global citizenship education.In the international debates, we are witnessing a growing interest in the concept of global citizenship education. It is one of the three pillars of the Global Education First Initiative (GEFI) launched by the United Nations Secretary-General in 2012 and is being internationally promoted by the work of UNESCO. According to the GEFI, education that fosters global citizenship “must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies”. The 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in September 2015, refers to global citizenship as one tool to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development”.The ambitions are high, but the concrete understanding of global citizenship education and its implications differ widely. Is it just another abstract concept? What meaning can the word citizenship have if it does not refer to a specific nation? What do people in different parts of the world understand by global citizenship? And how can global citizenship education be put into practice?Adult Education and Development decided to engage in the debate and invited authors from different regions, backgrounds and disciplines to share their thoughts and experiences on the topic and related questions such as identity, migration, peace, the meaning of citizenship, globalisation and sustainable development.Irina Bokova, Director-General of UNESCO, explains the organisation’s understanding of global citizenship education, and why adult education and “learning beyond the classrooms” are crucial when it comes to promoting global citizenship. Canadian author and journalist Doug Saunders (“Arrival City: How the Largest Migration in History Is Reshaping Our World”) talks about the challenges and opportunities of what he refers to as the last great human migration, that from the countryside to the cities, and about the positive role adult education can play during this transition.In the section “Citizens’ voices” people from all over the world talk about what global citizenship means to them and in what ways they see themselves as global citizens. And photographer Viktor Hilitksi travelled through Belarus and captured with his camera how villages rediscover their local traditions and cultures. 
How Children Living in Poor Informal Settlements in the Greater Accra Region, Ghana, Perceive Global Citizenship (International Journal of Development Education and Global Learning; Vol. 12, No. 1) Year of publication: 2020 Author: Jane Leithead | Steve Humble Corporate author: UCL Press This investigation looks at the antecedents and outcomes of 141 children living in poor informal settlements in the Greater Accra Region of Ghana identifying with global citizenship. It finds that the model of global citizenship devised by Reysen and Katzarska-Miller (2013) is a moderately good fit for this group of children. Structural equation modelling demonstrates that antecedents of global awareness as well as friends and family supporting global citizenship (normative environment) predict the child’s self-identification as a global citizen. This in turn predicts six prosocial traits: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping and responsibility to act. The research suggests that there may be other elements to a global citizenship model that could be investigated in future research. 
Development Education in Theory and Practice: An Educator’s Resource Year of publication: 2016 Author: Michal Cenker | Louiza Hadjivasiliou | Patrick Marren | Niamh Rooney Corporate author: UNIDEV | NGO Support Centre (Cyprus) | Pontis Foundation (Slovakia) | Kimmage Development Studies Centre (Ireland) This publication has been produced to provide a new teaching resource for academics and educators active in the field of Development Education and related disciplines. It covers twelve themes, each chapter includes both a conceptual overview and a teaching methodology section. The conceptual overview introduces the topic, explores the key concepts, theories and current debates. The teaching methodology section gives educators a set of tools that could help them introduce the topic in both formal and non-formal settings. 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. L’éducation à la paix dans les écoles formelles de l'Afrique de l'Ouest: un guide de mise en œuvre Year of publication: 2012 Corporate author: West Africa Network for Peacebuilding (WANEP) Ce guide, d'abord et avant tout, cherche à apporter l'espoir et offrir la possibilité pour les praticiens à utiliser essayé et testé des techniques pour développer les capacités des jeunes à acquérir des connaissances et des compétences nécessaires pour devenir des leaders crédibles et responsables. Il fournit à la fois un cadre conceptuel et pratique de l'éducation de la paix et confirme les avantages potentiels de l'éducation pour la paix, en particulier dans le secteur formel. Il a été développé sur la base de la longue expérience du programme Education à la Paix de WANEP à travers l'Afrique de l'Ouest et cette expérience a été décrite en détail dans le manuel. Le guide met l'aCECnt sur les points d'entrée pour le développement et le lancement de programmes d'éducation de la paix dans les écoles et fournit des outils pratiques pour engager divers intervenants et le large éventail de rôles potentiels qu'ils peuvent jouer. En termes de contenu d'un programme d'éducation à la paix, les lignes directrices sont prévues sur l'élaboration d'un programme complet qui intègre les concepts efficacement clés tels que le genre et droits de l'homme. Les questions critiques de la durabilité, la mobilisation des ressources et de Suivi et de l'évaluation sont couverts au moyen d'études de cas pratiques fondées sur l'expérience WANEP. Le chapitre final est consacré à aborder quelques questions fréquemment posées. Cette initiative louable et recommande ce guide pour adoption par les Etats et les institutions ouest-africaines en particulier le secteur de l'éducation comme un outil pour inculquer une culture de la paix et de la non-violence chez les enfants. Le guide est divisé en six chapitres. Chapitre 1 est constitué d'introduction et la définition conceptuelle de la philosophie de base qui a influencé le programme d'éducation à la paix de WANEP. Il examine également le rôle de l'éducation de la paix sur le comportement social psycho des jeunes en Afrique de l'Ouest. Le chapitre 2 met en évidence les principes directeurs de WANEP au développement de son éducation à la paix dans la sous-région et aussi les étapes de base qu'il a fallu pour mettre en œuvre son programme dans les sept (7) Etats pilotes. Le chapitre 3 examine comment mobiliser des ressources pour soutenir le programme d'éducation à la paix en particulier dans le contexte de l'Afrique de l'Ouest. Le chapitre 4 met en évidence les défis que WANEP rencontrés dans la mise en œuvre du programme. Le chapitre 5 met l'aCECnt sur l'importance de Suivi et de l'évaluation de l'impact et le succès d'un programme d'éducation à la paix. Chapitre 6 traite des questions fréquemment posées par les parties intéressées.