Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
204 Results found
Ecocentrism and GCED : Beyond Human Rights to Natureโs Rights (SangSaeng; No.63, 2024) Year of publication: 2024 Corporate author: APCEIU In the context of Sustainable Development Goal (SDG) 4, global citizenship and sustainability are spotlighted through SDG Target 4.7, which underscores the importance of harmonising cultural and biological diversity.To address the urgent need for harmony between humanity and the nature, ecocentrism needs to be explored as a guiding principle for fostering ethical and sustainable coexistence.In this light, Issue 63 of SangSaeng delves into Ecocentrismโa perspective advocating for the ethical treatment of all beings and recognising their intrinsic valueโalongside Global Citizenship Education (GCED). Contents 03 Editor's Note 04 Special Column- Creating Respectful, Valued Society โ Strengthening Global Citizenship Education (GCED) to Combat Hate, Racism, and Discrimination Worldwide / Peter K. Ngure 08 FOCUS Ecocentrism and GCED: Beyond Human Rights to Natureโs Rights- Getting Over Ourselves โ Ecocentrism: The Importance of Earth Jurisprudence, Compassionate Conservation, and Personal Rewilding / Marc Bekoff- Combating Decline of Natureโs Diversity โ Global Citizenship Education for Geodiversity, Biodiversity Conservation / Eunhee Lee- Ecocentrism and Global Citizenship Education โ Fostering Coexistence with Critically Endangered Primates through Citizen Science / Andie Ang- Dolphins Dream of Peace: Beyond Human Rights to Natureโs Rights / Interview with Seungmok Oh 23 Special Report- Small Actions, Global Ripples โ How GCED is Revitalizing Peace / Micha Aime 26 Best Practices- Whatโs Good for the Community โ GCED in Action Fosters Culture of Bulungi Bwansi in Uganda / Barbara Nakijoba- Sharing Emotional Sensibility in Education โ Practicing Arts Opens up the Spirit of Global Citizenship / Seoyoung Bae - Teaching GCED through Liberation History โ Working to Eradicate Entrenched Racism, Intolerance, Xenophobia / Charles Chikunda 36 GCED YOUTH NETWORK- How Youth Leaders Redefine Advocacy, Leading Global Change to Shape our Future โ Deep Dive into South Asian Youth Declaration on GCED, Facilitation Techniques for Empowered Youth / Noora Elkenawi 39 Peace in My Memory- Pathway to Inner Peace โ Journey is Interconnected with Relationships and Environment / Itseng Kwelagobe 42 Story Time- From Drops to Waves โ Power of Poetry-telling in Times of Crisis / Kalpani Dambagolla & Alessia Marzano 45 Understanding the Asia Pacific Region- Central Asian Heart of Culture โ Legacy of Horsemanship from Tradition to Modernity / Gulzhan Kabysheva 48 Letter- Raising a Global Citizen / Nelly Aluanga Omino 50 APCEIU in Action 
Global Citizenship Education in Australian Elementary Schools(Journal of Ethics; Vol. 137, No 1) Year of publication: 2022 Author: ํ์์ | ์ถ๋ณ์ Corporate author: ํ๊ตญ์ค๋ฆฌํํ Global citizens think and act about the world as a universal community of borderless members who care for each other and are dedicated to taking care of the earth. Considering these visions and moral ideals, global citizenship education is an important goal and content of moral education. However, at present, we do not have a framework for dealing with global citizenship education in moral education. In this regard, Australia is the country we should pay attention to. Australia declared a national statement for global citizenship education in 2002. Since 2009, it has been reflected in the Australian curriculum. This article examines the historical development of global citizenship education in Australia, analyzes the current systems of global citizenship education system in primary schools, and investigates what Australia's approach to global citizenship education suggests for elementary moral education in Korea. In conclusion, we proposed three things. First, we must develop and apply a framework for the practice of global civic education in moral education. Second, we should emphasize the aspects of knowledge and understanding, skills and processing, behavior and participation as well as values and attitudes. Third, we must seek a balance between moderate global citizenship education and critical global citizenship education. 
SDG4 ์ดํ ์ด์ง์ ์ํ ์งํ ์ฐ๊ตฌ Year of publication: 2025 Author: ๋ฐ๊ทผ์ | ์ฃผํ๋ฏธ | ๋ฌธ๋ฌด๊ฒฝ | ์ค์์ง | ๋ฅ๊ธฐ๋ฝ | ์กฐํ์น | ๋ณ์ข
์ | ์ง์ ๋ฏธ | ์ด์ฌ๋น | ๋ฐ๊ธฐ์
| ์ํด์ | ์๋ฌด๊ณ Corporate author: ์ ๋ค์ค์ฝํ๊ตญ์์ํ ์ง์๊ฐ๋ฅ๋ฐ์ ๋ชฉํ(SDGs) ์ดํ์ ์ ํ์ ์ ๋ง์ ๊ตญ๋ด ๊ต์ก์ ํํฉ๊ณผ ๊ณผ์ ๋ฅผ SDG4 ์งํ๋ฅผ ํตํด ์ง๋จํ๊ณ ํฅํ ๋ฐฉํฅ์ ํ์ํ ์ฐ๊ตฌ ๋ณด๊ณ ์ <๋ชฉ์ฐจ> ๋ฐ๊ฐ์ฌ โSDG4 ์ดํ ์ด์ง์ ์ํ ์งํ ์ฐ๊ตฌโ ๋ณด๊ณ ์๋ฅผ ๋ฐ๊ฐํ๋ฉฐ ์๋ก ํ ์์ ์ SDG4 ์ดํ ์์ค ์ ๊ฒ๊ณผ ๊ฐ์ ๋ฐฉํฅ ํ์์ ๋น์์ฑ SDG 4.1 ๊ณตํํ๊ณ ์์ง์ ์ดยท์ค๋ฑ ๊ต์ก ์ด์ ๋ณด์ฅ์ ๋ํ ํ๊ตญ ํํฉ ๋ฐ ํฅํ ๊ณผ์ SDG 4.2 ์์ ์ ๊ต์ก๊ณผ ๋ณด์ก ์งํ ๊ฒํ ์ ํฅํ ๊ณผ์ SDG 4.3 ๊ณ ๋ฑ๊ต์ก์ ์์์ฑ๊ณผ ํํ์ฑ ๋
ผ์ ๋ฐ ํฅํ ๊ณผ์ SDG 4.4 ๊ณ ์ฉ์ ์ํ ์คํฌ: SDG 4.4์ ์ดํ ํํฉ๊ณผ ๊ณผ์ SDG 4.5 ๊ต์ก ํํ์ฑ ์คํ์ ์ํ SDG 4.5 ์งํ ๊ฒํ ์ ์ดํ ํํฉ ๋ถ์ SDG 4.6 ํ๊ตญ์ SDG 4.6 ์ดํ ํํ๊ณผ ๊ณผ์ : ์ฑ์ธ ๋ฌธํด๋ ฅ SDG 4.7 ๋๋ถ์ด ์ด๊ธฐ ์ํ ํ์ต์ ํฅํ์ฌ: ์ธ๊ณ์๋ฏผ๊ต์ก ๋ฐ ์ง์๊ฐ๋ฅ๋ฐ์ ๊ต์ก ์ดํ ํํฉ๊ณผ ๋ชจ๋ํฐ๋ง ๊ฐ์ ๋ฐฉ์ ํ์ SDG 4.a SDG 4.a.1๊ณผ ํ๊ตญ ๋์งํธ ๊ต์ก ์ดํ ํํฉ: ์ ๊ทผ์ฑ, ์ฌ์ฉ๋, ์คํฌ SDG 4.b ๊ณต์ ๊ฐ๋ฐ์์กฐ(ODA) ์ฅํ๊ธ ํ๋ SDG 4.c ์๊ฒฉ์ ๊ฐ์ถ ๊ต์ฌ์ ๊ณต๊ธ ๊ด๋ จ ์ดํ ํํฉ ๋ฐ ๊ฐ์ ๋ฐฉ์ ๊ฒฐ๋ก ์๊ฒฉํ ํ์ค ์ธ์์ ๊ธฐ๋ฐํ ๋ค์ ๋ชฉํ๋ก์ ์ดํ ์ค๋น 
A Report on Korean-Sustainable Development Goals (K-SDGs) 2019 Year of publication: 2019 Corporate author: ๋ํ๋ฏผ๊ตญ ํ๊ฒฝ๋ถ ์ง์๊ฐ๋ฅ๋ฐ์ ์์ํ South Korea's Commission on Sustainable Development set up the Korean Sustainable Develpment Goals(K-SDGs) in 2018 by applying the international sustainable development goal system to domestic circumstances. 
EIU Best Practice Series No. 29: Promoting EIU through globally connected classrooms in Thailand Year of publication: 2012 Author: Ajarn Kanchaphat Chaoplaina Corporate author: APCEIU This issue presents a multilateral project in Thailand, which interconnected students from Thailand, United Kingdom, Korea, Indonesia, Malaysia, Taiwan, and Vietnam to share their values and thoughts on EIU issues. Through the portals of connection, students from different regions were able to collaborate in doing group works and activities, which were focused on sharing ideas on studentsโ interest and every day experiences. This case highlights the specific practice that encouraged students to actively learn from one another and understand the cultural diversity, which optimized the outcome of the studentsโ capacity in communication skills, language skills, and personal development as global citizens. In addition to strengthening the network among participating schools, the impact of the multilateral project extended to teachers while they were engaged in exchanging pedagogical methods and knowledge to support and inspire each other. 
Global citizenship education: an emerging perspective Year of publication: 2014 Corporate author: UNESCO This document draws on inputs to, and common perspectives emerging from, a Technical Consultation on Global Citizenship Education organized by UNESCO and the Republic of Korea (i.e., the Ministries of Foreign Affairs and of Education, and the Asia-Pacific Centre of Education for International Understanding) in Seoul on 9-10 September 2013 . Informing this draft document are: a) responses from the expert participants to a questionnaire circulated by UNESCO in advance of the consultation; b) presentations from experts during the consultation; c) discussions during the consultation; and d) reference material contributing to, and prepared for, the consultation. The final draft of this document was prepared by UNESCOโs Division of Education for Peace and Sustainable Development at Headquarters in Paris, with the assistance of a drafting team. 
EIU Best Practices Series No.15: In-service teacher training on education for international understanding in China Year of publication: 2009 Author: Yu Xin Corporate author: APCEIU This document introduces an effective and systematic in-service teacher training programme on Education for International Understanding (EIU) in Beijing, China. In order for this training to take place, the Beijing Institute of Education (BIE) has been working to develop a school-based curriculum on EIU to be implemented in local schools. Through this effort, the in-service teacher training programme on EIU motivated and strengthened the capacity of teachers to incorporate EIU curriculum into various subjects they teach in schools. As a result of this practice, schools in which EIU have been implemented, raised the level of global awareness among their teachers and students. This effort to promote EIU in Beijing is an excellent model for policy makers, curriculum developers and educators to learn the effective strategies to promote EIU in schools. 
EIU Best Practices Series No. 42: Little Circle Foundation Teaching and Inspiring Class Year of publication: 2016 Corporate author: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No. 42 introduces a programme called โLittle Circle Foundation Teaching and Inspiring Classโ, a great example of young people taking action to improve the quality of education in their community in Bali, Indonesia. The activities presented in this case are solely organized by youth for youth themselves. This proves that young people are not only recipients of education, but also active participants and providers of education. 
EIU Best Practices Series No. 43: Embracing Sustainability: You Can Make a Difference Year of publication: 2016 Corporate author: APCEIU โThis monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No. 4โ3 introduces a programme called โEmbracing Sustainability: You Can Make a Differenceโ, โdesigned by a teacher in New Zealand to allowโ his โstudents to think about sustainability from a global perspective. The programme has been successful in engaging disengaged youth by giving them a sense of self-worth and helping them to understand sustainability and see their place in the global society. The valuable insights provided in this case will also be able to inform those who intend to embed EIU/GCED principles in the existing curriculum.โ 
EIU Best Practice Series No. 17: Climate cool schools project in Malaysia: creating awareness and understanding of climate change Year of publication: 2010 Author: Maria Salih Corporate author: APCEIU The Climate Cool Schools (CCS)-Global Platform project is a multilateral learning portal for students in Malaysia, the UK, and Hong Kong to work together to explore local and global climate change issues. The learning portal enables these students to learn from each other about what actions are possible, and to find a voice to advocate wider actions at the local and global levels. The project was initiated in late 2007 and in early 2008 embarked on a two year trial basis with the British Council (BC), Sultan Idris Education University (SIEU), and the Perak State Education Department (JPN, Perak) as the partners. This project is a follow-up from the ZeroCarbonCity project launched in 2005 by the British Council.