Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
692 Results found
Transitional Justice and Education: Learning Peace (Advancing Transitional Justice Series) Year of publication: 2017 Author: Clara Ramírez-Barat | Roger Duthie Corporate author: Social Science Research Council (SSRC) | UNICEF After periods of conflict and authoritarianism, education institutions often need to be reformed or rebuilt. But in settings where education has been used to support repressive policies and human rights violations, or where conflict and abuses have resulted in lost educational opportunities, legacies of injustice may pose significant challenges to effective reform. Peacebuilding and development perspectives, which normally drive the reconstruction agenda, pay little attention to the violent past. Transitional Justice and Education: Learning Peace presents the findings of a collaborative research project of the International Center for Transitional Justice and UNICEF on the relationship between transitional justice and education in peacebuilding contexts. The book examines how transitional justice can shape the reform of education systems by ensuring programs are sensitive to the legacies of the past, how it can facilitate the reintegration of children and youth into society, and how education can engage younger generations in the work of transitional justice. 
Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature (Sustainability 2020; Vol. 12, No. 4) Year of publication: 2020 Author: Brent Edwards | Manca Sustarsic | Mina Chiba | Mark McCormick | Melissa Goo | Sara Perriton Corporate author: Multidisciplinary Digital Publishing Institute (MDPI) This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs. 
A Pedagogical Guide on Global Citizenship Education in Korean Context Year of publication: 2015 Corporate author: 유네스코 아시아태평양 국제이해교육원(APCEIU) APCEIU has published a pedagogical guide on Global Citizenship Education (GCED) for Korean readers, which is the Korean adaptation of the UNESCO pedagogical guide, GCED: Topics and Learning Objectives (a.k.a. TLOs).Following the recently launched Korean translation of the TLOs, this Korean adaptation contextualizes the TLOs in Korean education, aligns its terminologies with Korean curriculum, and provides further explanations for Korean readers. This guide was developed by professors in the field of teacher education, primary and secondary school teachers, and curriculum developers with special expertise in GCED/EIU.It is hoped that this guide will help Korean educators and key stakeholders better understand GCED as a new pedagogy and also reflect on traditional teaching-learning experiences in various respects. 
Encountering Global Citizenship Education in Schools: Stories of School Teachers on GCED Year of publication: 2016 Corporate author: 유네스코 아시아태평양 국제이해교육원 Titled “Encountering Global Citizenship Education in Schools: Stories of School Teachers on GCED,” the book includes stories of 11 GCED Lead Teachers focusing on the practical implementation of GCED in real educational setting. Readers will be able to learn from the experiences of those teachers, who worked to implement GCED in the field of education. Moreover, this publication provides an opportunity for educators from small primary schools in rural areas to the high schools in big cities, to think about the implications associated with GCED and how GCED can be used for students from diverse backgrounds and various ages. The stories included in the book are as follows: • GCED Starts from the Horizontal Relationships • GCED Practices in Small Schools • Doing by Learning, Learning by Doing • To View Social Issues from the Children's Perspective • Living through Communication with the People of Earth • Meeting Global Citizens in Jeju • Beginning of GCED with Students and Teachers • Starting with a Slow Change : The Story of a Candle • GCED with the views of the Children • A Path to the Future, Walking with Teachers to GCED • GCED is to Search for Values in Daily Lives 
UNESCO - UCLA Chair in Global Learning and Global Citizenship Education Year of publication: 2016 Corporate author: HFP | global media Documentary Presentation of Dr. Carlos A. Torres as UNESCO-UCLA Chair in Global Learning and Global Citizenship Education. 
Peace Education: Making the Case Year of publication: 2019 Author: Darijn Dilia Zwart Corporate author: Quaker Council for European Affairs (QCEA) This publicaiton shows how peace education has responded to difficult political contexts over the decades and demonstrates that peace education is relevant to conflict prevention and peacebuilding today. The report makes the case for a multi-layered approach to peace education which requires a cohesive, coordinated strategy for peace education as a peacebuilding and conflict prevention tool across relevant EU internal and external policies and programmes. 
Preventing Extremism Through Education: A Safe and Supportive School Environment Year of publication: 2020 Author: Mohammad Madbouli This video talks about preventing extremism in schools. The presenter uses the UNESCO guide for policy-makers published in 2018 as framework for discussing preventing extremism. The presenter speaks about safe and supportive environment for students in schools. 
Sustainable Development Goals Progress Chart 2020 Year of publication: 2020 Corporate author: United Nations (UN) The Sustainable Development Goals Progress Chart 2020 presents a snapshot of global and regional progress by the end of 2019. It covers selected targets under the 17 Goals of the 2030 Agenda for Sustainable Development. At the beginning of 2020, the Secretary-General launched the Decade of Action, calling for accelerated solutions by national and local governments, civil society organizations and the private sector to achieve the Sustainable Development Goals by 2030. The progress chart shows how far we have come in realizing our commitments, and which areas require urgent attention. It also shows that, for most Goals, the pace of progress has been insufficient and substantial acceleration is needed. 
Migration and the 2030 Agenda: A Guide for Practitioners Year of publication: 2018 Author: Elisa Mosler Vidal Corporate author: International Organization for Migration (IOM) This guide is designed to serve government actors, both national and local, involved in any process of Sustainable Development Goal implementation, including those working specifically in migration, and those working in other sectors who are interested in integrating migration. It is also for government actors working in the migration field who wish to integrate the SDGs into their work.The focus of this guide is to help policymakers implement the migration aspects of the SDGs. Policymakers can use this guide to integrate migration into local or national development planning, by designing and implementing interventions that relate to migration in the context of the SDGs. These interventions may take the form of legislation, policies, programmes, projects or other activities, and may relate to core migration topics or integrate migration into activities in another sector. For example, policymakers may use this guide to design interventions that directly address human trafficking, as well as interventions in the health sector that help protect victims of trafficking.For actors with experience in migration mainstreaming, this guide offers a new approach that is based on the 2030 Agenda. For those with no experience in migration mainstreaming, it offers an introduction on how migration and development are linked in the context of the SDGs, and how to take action around these connections. 
Bookmarks: A Manual for Combating Hate Speech Online Through Human Rights Education Year of publication: 2020 Author: Ellie Keen | Mara Georgescu Corporate author: Council of Europe The work of the Council of Europe for democracy is strongly based on education: education in schools, and education as a lifelong learning process of practising democracy, such as in non-formal learning activities. Human rights education and education for democratic citizenship form an integral part of what we have to secure to make democracy sustainable. Hate speech is one of the most worrying forms of racism and discrimination prevailing across Europe and amplified by the Internet and social media.Hate speech online is the visible tip of the iceberg of intolerance and ethnocentrism. Young people are directly concerned as agents and victims of online abuse of human rights; Europe needs young people to care and look after human rights, the life insurance for democracy.Bookmarks was originally published to support the No Hate Speech Movement youth campaign of the Council of Europe for human rights online. Bookmarks is useful for educators wanting to address hate speech online from a human rights perspective, both inside and outside the formal education system. The manual is designed for working with learners aged 13 to 18 but the activities can be adapted to other age ranges.This edition of Bookmarks reflects the end of the coordination of the youth campaign by the Council Europe. The campaign may be officially over, but the education and awarenessraising to counter hate speech and promote human rights values remain an urgent task for young people of all ages.