Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
87 Results found
“Nobody Has Ever Asked About Young People’s Opinions”: Young People’s Perspectives on Identity, Exclusion and the Prospects for a Peaceful Future in Central Asia Year of publication: 2012 Corporate author: Saferworld This report offers a number of recommendations for the governments of Central Asian countries, as well as for international donor organizations that provide financial assistance to these states. Recommendations include suggestions priorities and approaches related to institutional and state construction; proposals on creating favorable conditions for enhancing youth participation in political processes; suggestions on how to instill in young people the skills necessary to participate in democratic processes; how to strengthen social unity through building intercommunal dialogue and intergenerational dialogue; as well as how to fight extremism. 
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. 
Write for Rights 2018: A Human Rights Education Toolkit for Educators Year of publication: 2018 Corporate author: Amnesty International The annual Write for Rights (W4R) campaign is one of Amnesty International’s biggest human rights events. In 2018 the campaign focuses on women human rights defenders who have suffered human rights violations or are at great risk because of the positions they have taken on certain human rights issues.This Human Rights Education toolkit was created to support teachers’ participation with their students in the W4R campaign. It provides a broad perspective on human rights issues and offers the opportunity to open young people’s minds to global concerns. By learning about and writing persuasive letters to help end human rights violations and achieve justice, teachers and students contribute to the international human rights movement and see for themselves how words can make a difference in the world.This toolkit was created for students aged 13 and above and is primarily designed for use in a school setting: both inside the classroom as well as in clubs or school-wide events. Activities can also be adapted for use in other, non-formal education contexts such as youth groups and community settings. The toolkit contains general activities on human rights and highlights six women human rights defenders from the W4R campaign who have made extraordinary contributions to the advancement of human rights around the world. 
Securitisation, Counterterrorism and the Silencing of Dissent: The Educational Implications of Prevent Year of publication: 2016 Author: Aislinn O'Donnell Corporate author: Society for Educational Studies | Taylor & Francis This paper outlines some of the implications of counterterrorist legislation, including Prevent, for the pedagogical relationship and for educational institutions. The concept of ‘radicalization’, central to the Prevent Strategy, is one that is contested in the field of counterterrorism, yet educators are now expected to identify and refer students ‘at risk of radicalization’. Based on the experience of teaching IRA and INLA prisoners in the Republic of Ireland, the author outlines a set of philosophical and ethical principles that ought to underpin education. It is argued that education must not be subordinated to security and intelligence agendas on pragmatic, educational and ethical grounds. 
The Global Goals Food Project: Every Plate Tells a Story Year of publication: 2017 Corporate author: World’s Largest Lesson This lesson plan, “Every Plate Tells a Story,” provides a guided activity for teachers and students to work together in efforts to bring the Global Goals to classrooms and learning.The lesson begins by broadly introducing the term “goal” and invites students to make personal connections to people, places, and environments by considering goals in their lives. Learners build knowledge as they integrate understanding of the Global Goals and the processes in which they were designed.During the lesson, students will engage in a process of inquiry through dialogue, collaboration, and research and will establish concrete realizations of the sustainability of the food they eat. Multiple sources of evidence/formative assessments can be used throughout the lesson to document learning, guide conversation, and inform future instruction. 
Toward one world or many? A comparative analysis of OECD and UNESCO global education policy documents Year of publication: 2019 Author: Vaccari, Victoria | Gardinier, Meg P. Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their vision of global education. This paper examines the policy discourses of these organizations in light of SDG 4–Education. Specifically, through a comparative analysis of selected terms and underlying concepts in key policy documents, the paper distinguishes between UNESCO's notion of global citizenship and the OECD's framework for global competence. Ultimately, the authors discuss whether the organizations' agendas are aimed at a common global vision, or, alternatively, towards two distinct and divergent conceptualizations of an imagined future. 
Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum Year of publication: 2019 Author: Nicole Blum | Anita Berlin | Anna Isaacs | William J. Burch | Chris Willott The paper, entitled "Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum", is based on a small-scale qualitative study with UCL(University College London) medical students. It aimed to explore Year 5 medical students’ knowledge and learning about global health issues, as well as their wider perspectives on its relevance to their professional development. The work builds on DERC(Development Education Research Centre)’s long-term interest in global issues within the initial training and professional development of a number of key global professions, such as teaching, medicine and engineering. 
Education for All: Meeting the Challenges of the 21st Century Year of publication: 2017 Corporate author: Global Partnership for Education (GPE) In this speech at the London School of Economics on May 22 2017, Julia Gillard, Board Chair of the Global Partnership for Education, described the global education crisis that the world is facing, and how investing in inclusive, quality education is urgently needed to achieve sustainable development. 
In Search of Safety: Children and the Refugee Crisis in Europe; A Teaching Resource Year of publication: 2016 Author: Carolyne Willow Corporate author: UNICEF UK This resource aims to allow teachers to help their students – primary (age seven upwards) and secondary – make sense of the current refugee and migrant crisis in Europe, within a children’s rights framework. It provides an historical overview of migration, contextualising the challenges we face today with a reminder of what has gone before. Guidance is provided to help you prepare for potentially difficult conversations and situations, and to enable you to be ready to access help for any child that needs it. The resource also includes ideas for extra activities by curriculum area, and ideas for whole-school activities. A range of films, images and information is provided and sign-posted to help you bring these activities to life. 
Shifting the Agenda on Education & Extremism Year of publication: 2018 Corporate author: Think Global This research report aims to build an understanding of young people’s idea of diversity, identity and extremism as well as how schools and young people can be better supported to promote social cohesion and engage in active citizenship opportunities.