Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,172 Results found
Educación para la transformación Year of publication: 2012 Author: Marcelo Cabrol | Miguel Székely Corporate author: Inter-American Development Bank Este libro presenta un diagnóstico sobre el estado de la calidad educativa y sus prioridades (logro académico, formación en ciudadanía, deserción adolescente y formación docente) en América Latina y el Caribe a inicios del siglo XXI. También muestra las políticas públicas que pueden modificar dicha realidad. 
UNESCO GCED eNewsletter Issue 4 Year of publication: 2016 Corporate author: UNESCO Feature: Mobilizing support for global citizenship and sustainable development through Education Target 4.7 UNESCO 1974 Recommendation used to measure progress towards education target 4.7 Measuring progress towards 4.7 Gyeongju Action Plan: NGOs join UNESCO Global capacity-building workshop on GCED organized by APCEIU Southern Africa Regional Meeting on GCED convened in Johannesburg, South Africa UNESCO launches Teacher's Guide on the Prevention of Violent Extremism Expert meeting on the Prevention of Violent Extremism through Education European ministers back education for democracy to counter extremism and racaism UN discusses innovative solutions to prevent violent extremism through education UNESCO's YESPeace Network taps the power of youth worldwide to change the future GCED Topics and Learning Objectives available in seven languages. 
[Video] Learning to live together in peace through Global Citizenship Education Year of publication: 2016 Corporate author: UNESCO The UNESCO video on “Learning to live together in peace through Global Citizenship Education” explains the importance of Global Citizenship Education (GCED) in a globalized and increasingly interconnected and interdependent world. GCED is key to understand the interconnections between the local and the global and nurture a sense of belonging to a common humanity. It builds motivation to assume active roles to contribute to a more just, peaceful, tolerant and sustainable world. The video also illustrates how GCED can be delivered in and outside of schools. [Vidéo] Apprendre à vivre ensemble dans la paix par l’éducation à la citoyenneté mondiale Year of publication: 2016 Corporate author: UNESCO La vidéo de l'UNESCO sur le thème "Apprendre à vivre ensemble dans la paix par l’Éducation à la Citoyenneté Mondiale", explique l'importance de l'Éducation à la Citoyenneté Mondiale (ECM) dans un monde globalisé et de plus en plus interconnecté et interdépendant. ECM est essentiel de comprendre les interconnexions entre le local et le global et à favoriser un sentiment d'appartenance à une humanité commune. Il construit la motivation à assumer un rôle actif pour contribuer à un monde plus juste, pacifique, tolérante et durable. La vidéo montre également comment ECM peut être livré dans et à l'extérieur des écoles. 
Global Education for Teachers: MOOC Year of publication: 2020 Author: Nicole Blum | Frances Hunt Corporate author: University College London (UCL) The Global Education for Teachers MOOC (Massive Online Open Course) is a three-week course for teachers (3 hours per week) around the world hosted by FutureLearn. The course has been designed specifically for teachers as an introduction to global education and related terms such as global learning / global citizenship education. It will engage teachers with key issues and debates in global education, support collaboration between teachers around the world and provide practical support on how to introduce global issues into teaching. It is intended to develop teachers’ confidence, knowledge and skills to include global education in teaching and in so doing, better prepare students to take on the global challenges they will face now and in the future. 
Educación para el Desarrollo y la Ciudadanía Global (EpDCG): Guía para su integración en centros educativos Year of publication: 2016 Corporate author: InteRed | Agencia Española de Cooperación Internacional para el Desarrollo (AECID) InteRed presenta en este documento un marco teórico de referencia para acompañar los procesos y acciones de integración de la Educación para el Desarrollo y la Ciudadanía Global como un enfoque integral en los proyectos educativos de los Centros. 
2019 꿈다락 토요문화학교: 드림 아트랩 4.0; Bunker 465-16 결과자료집 Year of publication: 2020 Corporate author: 한국문화예술교육진흥원 이 문서는 2019 꿈다락 토요문화학교 드림 아트랩 4.0 프로그램 관련, 토탈미술관에서 진행한 Bunker465-16 프로그램 결과자료집이다.융복합 프로그램에 있어서 기술을 소비하는 관점이 아닌, 왜 그러한 기술을 사용해야 하는지에 대한 이해를 바탕으로 교육 과정을 설계하였다. 전체적인 프로그램에 예술적인 맥락을 끌여들여 미래친구, 식물친구, 소리친구를 설정, 각각의 주제와 매체(AR마커, AI, 식물키트제작, 악기제작 등)를 연결시켰고, 각 과정별 다양한 아티스트와의 협업을 만들어냈다.본 자료집에는 프로그램 개발과정에서부터 실제 운영 내용(커리큘럼 등) 이후 보완 필요사항 등에 대한 관찰일지가 자세히 기록되어 있다. 
The Digital Transformation of Education: Connecting Schools, Empowering Learners Year of publication: 2020 Author: Ana Sepúlveda | Doreen Bogdan-Martin | Alex Wong | Chris Fabian | Borhene Chakroun | Anna Polomska | Samantha O’Riordan | Miguel Alcaine | Istvan Bozsoki | Vladimir Daigele | Jose Maria Diaz Batanero | Hani Eskandar | Aminata Amadou Garba | John Garrity | Farid Nakhli | Sylvia Poll Ahrens | Martin Schaaper | Christine Sund | Nancy Sundberg | Sandeep Taxali | Cleveland Thomas | Frank McCosker | James Lo | Fengchun Miao | Jaime Archundia | Janice Dean | Sophia Farrar | Sunita Grote | Aditi Poddar | Naroa Zurutuza | Nanjira Sambuli | Kavita Gupta Corporate author: International Telecommunication Union (ITU) | UNESCO | United Nations Children's Fund (UNICEF) This report looks into school connectivity and introduces a methodology and framework for mapping and connecting primary and secondary schools to the Internet. It aims to help governments, their partners and interested stakeholders to develop more holistic school connectivity plans. The analysis of this report provides a better understanding of the school connectivity landscape and requirements, to evaluate the benefits of different technologies for different environments, and to analyze business and financial models, as well as suitable content articulating connectivity with quality, safe, and inclusive learning. 
평생교육시대, 교사의 의미 탐색: 플라톤의 교육사상을 중심으로 (한국교원교육연구 제36권 제3호) Year of publication: 2019 Author: JiSuk Huh Corporate author: Korean Society for the Study of Teacher Education 본 연구는 평생교육시대의 변화에 부합하는 교사의 모습에 대한 재탐색이 필요하다는 문제의식 하에, 플라톤의 교육사상을 중심으로 교사의 본질적 의미와 역할에 대해 탐구하는데 목적이 있다. 이를 위해 먼저 UNESCO 평생교육의 네 가지 원리를 근거로 학교의 안팎의 변화와 교사의 역할이 어떻게 요구되고 있는지를 고찰하였다. 다음으로 플라톤의 관점에서 바라본 소피스트, 소크라테스, 플라톤의 철인, 동굴의 비유에 대해 살펴본 후, 플라톤이 제시한 교사상이 오늘날 평생교육시대에서 어떤 의미와 가치가 있는지 밝히고, 그 속에 내포된 교사로서의 역할과 의미를 구체적으로 탐색하였다.연구결과, 평생교육시대의 교사의 역할은 점점 더 중요해지고 있으나 이는 단순히 안내자, 조언자로서의 단순한 역할 변화를 의미하는 것이 아니다. 평생교육시대 교사의 변화된 모습은 지식전달자로부터 삶을 풍성하게 살아가기 위한 윤리적 훈련가로, 교사-학생의 관계에서 벗어나 대화와 토론을 통한 공동의 학습자로, 학습소외, 학습 불평등 가운데 포용적 교수의 실천가로, 열망을 가지고 끊임없이 배우는 생성적 존재로 모색된다. 이를 통해 오늘날 추락하는 교권과 학습권의 자리다툼 가운데 기존 교사의 역할을 넘어 교사가 지닌 새로운 가능성과 의미에 대해 시사점을 제안하였다. 
Educação 2030 Declaração de Incheon Rumo a uma educação de qualidade inclusiva e equitativa e à educação ao longo da vida para todos Year of publication: 2016 Corporate author: UNESCO | United Nations Development Programme (UNDP) | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Population Fund (UNFPA) This framework — painstakingly drafted over many months with input from governments, international agencies, civil society and experts — provides guidance for implementing the education commitments made in the 2030 Agenda for Sustainable Development at a national, regional and global level. In particular: it aims at mobilizing all countries and partners around Sustainable Education Goal 4 and its targets; it proposes ways of implementing, coordinating, financing and monitoring the new commitments; and it proposes indicative strategies which countries may wish to draw upon in developing their plans, taking into account different national realities, capacities and levels of development and respecting national policies and priorities.