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Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century Year of publication: 2014 Corporate author: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives.The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. Éducation à la citoyenneté mondiale : Préparer les apprenants aux défis du XXIe siècle Year of publication: 2014 Corporate author: UNESCO Qu’est-ce que l’éducation à la citoyenneté mondiale ? Est-ce que nous l’apprenons à l’école ? Quels changements peut-elle générer ? Comment peut-elle être introduite dans les programmes scolaires et devenir une pratique courante ? Cette publication cherche à répondre à ces questions, ainsi qu’à d’autres encore.Pour l’UNESCO, l’éducation à la citoyenneté mondiale (ECM) renforce les connaissances, les compétences, les valeurs et les comportements dont les apprenants ont besoin pour construire un monde plus juste, pacifique et durable, et pour prospérer en tant que citoyens du monde au XXIe siècle.Dans un monde globalisé en rapide mutation, il est fondamental que les générations actuelles et futures développent la capacité d’agir dès aujourd’hui et de trouver des solutions aux problèmes mondiaux de demain.Le point de départ de l’ECM est la reconnaissance de l’apport de l’éducation dans la compréhension et la résolution de problèmes mondiaux complexes. C’est aussi la reconnaissance du rôle qu’elle a à jouer pour aller au-delà du simple développement de capacités cognitives – par exemple, lire, écrire et compter – en inculquant aux apprenants des valeurs et des compétences sociales et émotionnelles capables de promouvoir le changement social et la coopération entre les nations.Cette publication a pour objectif : d’améliorer la compréhension de l’ECM en tant qu’approche éducative et de ses implications sur les contenus éducatifs et les méthodes d’enseignement ; d’identifier des approches novatrices et de bonnes pratiques en matière d’ECM ; et de partager les enseignements tirés et les moyens de promouvoir davantage encore l’ECM. Cette publication a été préparée à l’intention des responsables des politiques chargés de l’éducation, des praticiens, des organisations de la société civile et des leaders de la jeunesse, à partir des conclusions de deux conférences internationales consacrées à l’ECM. Educación para la Ciudadanía Mundial: Preparar a los Educandos para los Retos del Siglo XXI Year of publication: 2014 Corporate author: UNESCO Esta publicación explora una serie de condiciones favorables para la promoción y la puesta en práctica de la ECM. Entre estos se incluyen: la existencia de un entorno abierto para los valores universales, la aplicación de pedagogía transformativa y el apoyo a las iniciativas dirigidas por los jóvenes. El estudio reconoce que hay una serie de tensiones vigentes para con los conceptos de ciudadanía mundial y educación para la ciudadanía mundial. Si bien estas tensiones varían, todas ellas apuntan a la cuestión fundamental de cómo promover la universalidad (p. ej. la identidad, el interés, la participación, el deber comunes y colectivos), respetando al mismo tiempo la singularidad (es decir, los derechos individuales, la superación personal). Se proponen algunas maneras de avanzar para resolver estas tensiones, a la vez que se mantiene que las dificultades que plantean los elementos teóricos de la ECM no deben socavar su práctica. 
Education for peace: planning for curriculum reform; guidelines for integrating an education for peace curriculum into education sector plans and policies Year of publication: 2015 Corporate author: UNESCO | UNESCO International Bureau of Education (IBE) | UNESCO International Institute for Educational Planning (IIEP) This Resource and Development Capacity Package was developed based on the belief that, as part of a wider social, economic and political effort, education can play a significant role in a country’s peace-building efforts. Its purpose is to assist Member States in integrating or strengthening peace education programs in their national education systems to promote peace and prevent future conflict. UNESCO, IBE, and IIEP developed this resource within the framework of UNESCO’s Intersectoral Project, Promoting a culture of peace and nonviolence in Africa through education for peace and conflict prevention. The Package contains Technical Guidelines and Capacity Development training modules on policy, program design and curriculum planning to integrate peace and conflict prevention into all aspects of the education system. It is meant for curriculum developers and planners from Africa. The development of the package received the support of the UNESCO Addis-Ababa Office, which assisted in the testing of materials in Addis-Ababa (Ethiopia) and Yaounde (Cameroon).This resource will furthermore help to ensure that curricula, teaching and learning resources and teacher education are in line with the post-2015 vision of education for holistic development. This vision reconceptualises education in terms of global citizenship and responsibility by focusing on inclusion and social cohesion that is global in orientation. In this regard, Global Citizenship Education (GCED) seeks to empower learners with knowledge, skills, values and attitudes that are needed to forge more just and inclusive societies, capable of resolving existing conflicts and emerging global challenges. Éducation pour la paix: la planification de la réforme du curriculum; lignes directrices pour l'intégration d'un programme d'éducation pour la paix dans les plans et politiques du secteur éducatif Year of publication: 2015 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | UNESCO International Bureau of Education (IBE) | UNESCO International Institute for Educational Planning (IIEP) Cette trousse de ressources et de développement des capacités a été élaborée sur la base de la conviction que, dans le cadre d'un effort plus large social, économique et politique, l'éducation peut jouer un rôle important dans les efforts de consolidation de la paix d'un pays. Son but est d'aider les États membres à intégrer ou renforcer les programmes d'éducation à la paix dans leurs systèmes nationaux d'éducation pour promouvoir la paix et prévenir les conflits futurs. UNESCO, le BIE, et l'IIPE ont développé cette ressource dans le cadre du projet intersectoriel de l'UNESCO, Promouvoir une culture de la paix et de la non-violence en Afrique par l'éducation pour la paix et la prévention des conflits. Le paquet contient des directives techniques et des modules de formation de renforcement des capacités sur la politique, la conception des programmes et de la planification des programmes pour intégrer la paix et de prévention des conflits dans tous les aspects du système d'éducation. Il est destiné aux concepteurs de programmes et les planificateurs de l'Afrique. Le développement de l'emballage a reçu le soutien du Bureau d'Addis-Abeba de l'UNESCO, qui a participé à l'essai des matériaux à Addis-Abeba (Ethiopie) et Yaoundé (Cameroun).Cette ressource sera en outre aider à faire en sorte que les programmes, les ressources d'enseignement et d'apprentissage et la formation des enseignants sont en ligne avec la vision post-2015 de l'éducation pour le développement holistique. Cette vision reconceptualise l' éducation en termes de citoyenneté et de responsabilité globale en mettant l'accent sur l'inclusion et la cohésion sociale qui est mondiale dans l'orientation. À cet égard, Éducation à la Citoyenneté Mondiale (ECM) vise à habiliter les apprenants des connaissances, des compétences, des valeurs et des attitudes qui sont nécessaires pour forger des sociétés plus justes et inclusives, capables de résoudre les conflits existants et nouveaux défis mondiaux. 
Educación para la ciudadanía mundial: temas y objetivos de aprendizaje Year of publication: 2015 Corporate author: UNESCO This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts. Following the foundational work of UNESCO to clarify the conceptual underpinnings of global citizenship education and provide policy and programmatic directions, this document has been developed in response to the needs of Member States for overall guidance on integrating global citizenship education in their education systems. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings. 
Educação para a cidadania global: preparando alunos para os desafios do século XXI Year of publication: 2014 Corporate author: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives. The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. Education à la citoyenneté mondiale: préparer les apprenants aux défis du XXIe siècle Year of publication: 2015 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives. The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. 
UNESCO GCED eNewsletter Issue 2 Year of publication: 2015 Corporate author: UNESCO Featuring:Taking Global Citizenship Education a step furtherGCED endorsed as target of the education SDG at the United Nations SummitGCED: Topics and Learning ObjectivesEDD event: UNESCO-UNRWA session on GCEDCapacity-building workshops-providing assistance for GCED implementationGCED for West African countries – building on peace and human rights educationTool for writing textbooks free of prejudiceOrientation and Capacity Building on GCED for Latin American and Caribbean countriesKey tweetsUpcoming events Replantear la educación: ¿Hacia un bien común mundial? Year of publication: 2015 Corporate author: UNESCO The changes in the world today are characterized by new levels of complexity and contradiction. These changes generate tensions for which education is expected to prepare individuals and communities by giving them the capability to adapt and to respond. This publication contributes to rethinking education and learning in this context. It builds on one of UNESCO’s main tasks as a global observatory of social transformation with the objective of stimulating public policy debate. It is a call for dialogue among all stakeholders. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity, and shared responsibility for a sustainable future. These are the fundamentals of our common humanity. This book enhances the vision provided by the two landmark UNESCO publications: Learning to Be: The world of education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure within (1996), the ‘Delors Report’.