Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
707 Results found
International Principles of Practice for Educators Year of publication: 2020 Corporate author: Childhood Education International This document is a unique tool for educators that outlines how universally accepted beliefs about education can guide them in their work to help young people reach their full potential. By emphasizing the responsibilities and challenges that educators around the world share, it also helps to inspire them as members of a professional community that has inestimable value for promoting positive transformation. 
In Our Own Words: Bringing Authentic First Peoples Content to the K-3 Classroom Year of publication: 2020 Author: Jo Chrona | Heather Froste | Nadine McSpadden | Trena Lynn Sutton | Heidi Wood Corporate author: First Nations Education Steering Committee (FNESC) | First Nations Schools Association (FNSA) This teacher resource guide has been developed to offer teachers information and guidance about how to incorporate authentic First Peoples materials into their instruction and assessment practices. Inside, you will find lesson plans, curriculum connections, assessment resources and suggested texts. 
Doing Development Education: Digital Media Literacy; Junior Cycle Year of publication: 2017 Corporate author: WorldWise Global Schools (WWGS) | Irish Aid In Ireland, Development Education themes, such as ethics, respect, rights and responsibilities, consumerism, citizenship, democracy and the role of the media form part of the learning in the junior cycle Digital Media Literacy Short Course.This resource aims to support Digital Media teachers to teach through a global justice lens, a lens with great educational benefits, which meets the requirements as laid out in the junior cycle Digital Media Literacy specification, and in the (2015) Framework for Junior Cycle. 
En rejse tilbage i tiden – en lære for fremtiden Håndbog for lærere Year of publication: 2010 Corporate author: European Union Agency for Fundamental Rights What role do Holocaust-related sites play in today's societies? What do they offer young people? What should schools and teachers consider when planning a visit to such a site? And how can teachers make best use of such visits for teaching about the Holocaust and human rights? This Handbook provides a number of examples, hints and historical background information, which will help teachers and students to make visits to Holocaust-related sites and exhibitions a meaningful and enriching experience. 
Media Literacy in Finland: National Media Education Policy Year of publication: 2019 Corporate author: European Training and Research Centre for Human Rights and Democracy (Austria) | UNESCO Media literacy in Finland is the media literacy policy and the national media education policy document, published by the Ministry of Education and Culture in 2019. The document updates and extends the cultural policy guidelines for media literacy published in 2013. The need to update the policy arose from the changes that have taken place in media culture and the broader than before target groups of media education in particular. The Program of the Government also highlights the need for media skills for all age groups, from children to seniors. The vision of the policy is to improve everyone’s opportunities to develop their media literacy. 
Global Kids Online: Comparative Report Year of publication: 2019 Author: Sonia Livingstone | Daniel Kardefelt-Winther | Marium Saeed Corporate author: UNICEF Innocenti The internet is often celebrated for its ability to aid children’s development. But it is simultaneously criticized for reducing children’s quality of life and exposing them to unknown and unprecedented dangers. There is considerable debate about when or how children’s rights – including the rights to expression, to privacy, to information, to play and to protection from harm, as set out in the United Nations Convention on the Rights of the Child – may be realized or infringed in the digital age.With more children around the world going online every day, it is more important than ever to clarify how the internet can advance children’s opportunities in life while safeguarding them from harm or abuse. This requires evidence, from children themselves, that represents the diversity of children’s experiences at the national and global levels. By talking to children, we are better able to understand not only the barriers they face in accessing the internet, but also the opportunities they enjoy and the skills and competences they acquire by engaging in these activities.This allows us to enquire about children’s exposure to online risks and possible harms, and about the role of their parents as mediators and sources of support. In bringing children’s own voices and experiences to the centre of policy development, legislative reform and programme and service delivery, we hope the decisions made in these spheres will serve children’s best interests. 
A Study on the Monitoring Framework of GCED in South Korea Year of publication: 2020 Corporate author: APCEIU The purpose of this study is to establish a feasible monitoring system for the implementation of Global Citizenship Education (GCED) in South Korea that can both align itself with the global indicator (SDG 4.7.1) and reflect the domestic context and feasibility. The study further builds upon previous studies carried out by the Asia-Pacific Centre of Education for International Understanding (APCEIU). Particularly, it aims to refine and validate the GCED indicator system for domestic monitoring as proposed in the previous studies, which are also in line with SDG 4.7.1, the global indicator to monitor the mainstreaming of GCED/ESD. To this end, the study involved a Delphi survey and expert consultation to build the refined list and classification of GCED related thematic areas and keywords contextualized in Korea, and aligned these with global indicators so that it could establish a set of sub-indicators for the South Korean context. Then, it pilot-tested the sub-indicators by codifying and statistically analyzing key policy documents and the curricula of Teacher Education Institutes (TEIs) to validate the sub-indicators and to examine the extent to which GCED is mainstreamed in the given domains of the Korean context. Case analyses with focused interviews for some TEI curricula were also added to enrich the study. Lastly, the study draws key implications and proposes some recommendations for the establishment of a feasible and sustainable GCED monitoring system in South Korea. Considering the importance of national input in initiating the SDG agenda, the research concluded with a proposal on how to manage the global citizenship indicators in South Korea. 
The Global Citizen's Journey: A Resource for Global Citizenship Education Year of publication: 2021 Corporate author: GOAL Global | Irish Aid This booklet presents various activities designed to be facilitated both on and offline. Developed, and tested by the participants of the GOAL Global Youth Programme, an innovative programme that brought young people together from across Ireland and Africa for 6 months, the activities are interactive, engaging, and thought provoking.The diverse perspectives and experiences represented in the Global Youth Programme have ensured that The Global Citizen’s Journey is full of activities that develop critical thinking skills for exploring the realities and complexities of our interconnected world and recognizing the imperative for active solidarity at local and global levels. 
Global Citizenship Education and Youth Advocacy for a More Peaceful and Sustainable World: A Resource Manual Year of publication: 2020 Author: Dylan Wray | Lisa Van Wyk | Rigoberto D. Banta Jr. | Roy Hellenberg Corporate author: APCEIU Since 2016 the Global Citizenship Education (GCED) Youth Network and UNESCO Asia-Pacific Centre of Education for International Understanding(APCEIU) have been working together to support young people to take action to make their communities and the world a better place.This manual, which is the outcome of a joint initiative by the GCED Youth Network and APCEIU, is intended to provide a useful resource for those who teach GCED, for youth organisations that are engaged in advocacy on themes that relate to global citizenship, and those who are supporting youth advocacy.The manual is organized in three main sections: Section 1 focuses on GCED and the teaching of history as a strategy for building a peaceful world. Section 2 provides step by step practical guidelines and ideas for youth advocacy organisations to help them plan advocacy initiatives. Section 3 includes background information and practical ideas for youth advocacy on a series of themes that are relevant to GCED, including empowerment of vulnerable communities, media literacy and peace building. It also considers the role of GCED, and young people, in global crises, using the example of the COVID-19 pandemic, and provides suggestions to help youth advocacy and other organisations to prepare for and respond to such crises 
Understand Emotions to Live Better Year of publication: 2013 Corporate author: Spanish Association Against Cancer This guide explains what emotions are, what the basic emotions are and how to manage them. Also, how to teach children to identify and control their emotions, among other things about the emotional world.