Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,367 Results found
Diversity, Dialogue and Sharing: Online Resources for a More Resourceful World Year of publication: 2017 Author: Francine Saillant Corporate author: UNESCO The different societies and regions of the world are developing original perspectives on diversity, cultural rapprochement and intercultural dialogue. These perspectives arise through the complex interactions between regional structures, governmental bodies, civil society and cultural institutions. The tools available to these actors are easily identifiable on a global scale, particularly those regularly produced by UNESCO. However, other tools exist - intercultural universities, virtual libraries, training programs for urban policies, MOOCS, video conferences, virtual exhibitions, online archives, to name but a few - their visibility limited by their fragmented distribution. It is through these resources that countries and regions succeed in producing responses in support and promotion of diversity adapted to their context specific problems.This book provides a reinterpretation of the concept of intercultural dialogue rooted in regional perspectives on diversity, giving a broad panorama of the shared theoretical, practical and technical tools and online resources available.This book comprises three parts. Part 1 examines the perspectives selected for our inquiry from a conceptual and reflective standpoint. Topics covered will include the notions of diversity and dialogue, an examination of these notions, and finally our methodology. Part 2 introduces the regions (in the sense established by UNESCO), their diversity-related characteristics and issues, and the regional strategies adopted in order to promote not only diversity but also rapprochement and dialogue. Finally, Part 3 details the various actions that embody the regions’ strategies and broad orientations, with each action being presented based on its underlying aims. Parts 2 and 3 represent two different ways of approaching the shared and shareable resources in question, of which we hope to present the most promising aspects. 
Dialogue: cultural diversity and globalization, the Arab-Japanese experience; proceedings Year of publication: 2005 Corporate author: UNESCO The symposium on “Cultural Diversity and Globalization: the Arab-Japanese Experience, a Cross-Regional Dialogue”, organized on 6 - 7 May 2004 at UNESCO in Paris with the purpose of promoting dialogue and cooperation between the Arab world and Japan, gave its participants an opportunity to lay the groundwork for thinking about the key concepts enshrined in the UNESCO Universal Declaration on Cultural Diversity adopted by the General Conference at its 31st session, on 2 November 2001. 
Global Citizenship in a Digital World (The MILID Yearbook, 2014) Year of publication: 2014 Author: Sherri Hope Culver | Paulette Kerr Corporate author: International Clearinghouse on Children, Youth and Media (Sweden) | NORDICOM | University of Gothenburg The theme of the 2014 Yearbook is Global Citizenship in a Digital World. Global citizenship assumes ease of participation in global spaces in which persons are media and information literate and are equipped with competencies and attitudes to deal with the multi-faceted nature of a mediated world in which information is no longer bound by space or time. The unprecedented access to and use of media and Internet technologies for communication and collaboration especially among youth, suggest that effective strategies must be found to enable active critical inquiry and effective media production. The proliferation of mediated spaces throughout education environments, as well as personal and professional environments, does not in itself guarantee that citizens will consider their role as global citizens as they create and consume media. This awareness must be cultivated, encouraged and taught.The 2014 MILID Yearbook brings together a range of reviewed articles, which articulate the theme of global citizenship from varied perspectives and regions of the world. The articles represent different expressions on media and information literacy from researchers and practitioners who offer bold new strategies, share research findings and best practices, and share musings and reflections. 
[Video] Preventing Violent Extremism (English w/subtitles) Year of publication: 2017 Corporate author: Inter-agency Network for Education in Emergencies (INEE) The number of violent extremist attacks committed across the world has increased sharply in recent years. And there are more attacks on schools and students than ever before. So, why is this happening and what can be done to change this pattern?The Inter-Agency Network for Education in Emergencies (INEE) has developed a whiteboard video to illustrate education’s role in preventing violent extremism (PVE). The 5-minute video -- available in English, Arabic, French, Spanish, and Portuguese -- looks at some definitions of PVE and education’s role in fostering inclusive and equitable environments, encouraging critical thinking, promoting tolerance and respect for diversity, and thereby contributing to wider social cohesion and the reduction of violence in all forms.For further information on education and PVE, please visit the INEE website (www.ineesite.org/preventing-violent-extremism), where you can find key activities and resources, including a curated catalogue of PVE resources. 
Media and Information Literacy for the Sustainable Development Goals (The MILID Yearbook 2015) Year of publication: 2015 Author: Jagtar Singh | Alton Grizzle | Sin Joan Yee | Sherri Hope Culver Corporate author: International Clearinghouse on Children, Youth and Media (Sweden) In the year 2000, governments and development partners all over the world agreed on eight global development targets called the Millennium Development Goals (MDGs). The year 2015 is a pivotal year as it marks the end of the period during which the MDGs were to be reached and the year in which new global development targets are to be set. These new targets are referred to as the Post-2015 Sustainable Development Goals (SDGs). This process is in its highest gear with ongoing debates and consultative meetings/initiatives globally both online and offline. While much progress has been made, achievement of the MDGs has been mixed across countries. The centrality of information and communication to development is irrefutable. The MILID Yearbook provides a case for media and information literacy (MIL) as a tool for open and inclusive sustainable development.The 2015 edition of the MILID Yearbook displays how media and information literacy can be helpful in facilitating progress and achievement of the sustainable development goals. It is sincerely hoped that the articles in this yearbook will go a long way to sensitize the stakeholders about the role and value of MIL in sustainable development of one and all across frontiers. 
Third collection of good practices: intercultural dialogue in support of quality education Year of publication: 2013 Corporate author: UNESCO Associated Schools Project Network (ASPnet) The UNESCO Associated Schools Project Network (ASPnet) conducts pilot projects aimed at reinforcing the humanistic and ethical principles of UNESCO in school curricula and throughout the learning process, often within the framework of UN and UNESCO International Day, Years and Decades, Promoting intercultural dialogue is thus an ASPnet priority. The initiatives presented in this Third Collection of ASPnet Good Practices were carried out by ASPnet schools and their partner institutions in the context of the International Year for the Rapprochement of Cultures (2010). The selected projects illustrate both multicultural education and intercultural education in action. 
Promoting the culture of dialogue between cultures in the Arab world Year of publication: 2013 Author: Selim El Sayegh Corporate author: UNESCO Beirut The major challenge of the Arab uprisings resides in the youth drive. Accounting for 60 per cent of the Arab population, Youth have been calling for political and economic reforms. During the revolts, these claims have become more radical seeking a fundamental change. This gradual evolution, from a relatively partial change to a more absolute comprehensive one, ushers in a new era with a different intellectual construct. With the ousting of dictatorships, all civil society forces are unleashed with huge actual and potential resources mobilized to contribute to building up the new order. Groups of solidarity, communities, parties, associations, and organizations of all nature among many others put forward new ideas and adequate action plans. Liberty thus acclaimed becomes the outcry for dignity, honor and pride. Never before in the Arab world has the individual had such a central place as it does today. An individual fully grasping the possibilities of restored liberty and recognized dignity gives birth to a new citizen acting in a new paradigm; a new citizen that seeks a transcendence of the ego to relate the individual to the common good. This fresh paradigm empowers the individual as a citizen in the name of equality, while simultaneously recognizing the right of difference of each citizen when it comes to belonging to a culture or sub‐culture. The right to be different involves more than the right to differ and to dispute and by the same token, the obligation of peaceful settlement. The right to be different, by belonging to a culture or a sub‐culture means in a new era of liberty and dignity, the obligation to conduct a transformation of the patterns generating disputes and conflicts among cultures. Henceforth, the issue of promoting the culture of intercultural dialogue in the aftermath of the Arab revolts represents major characteristics that will be reflected hereafter. 
Let's Decide How to Measure School Violence (Policy Paper 29) Year of publication: 2017 Corporate author: UNESCO Violence in schools and other education settings causes serious harm to children and adolescents that can last into adulthood. As the UN World Report on Violence against Children observed, it is a global phenomenon (Pinheiro, 2006). Policies, laws and strategies to prevent school-related violence depend on accurate knowledge of its global prevalence, trends and effects, but such evidence is lacking.In schools, manifestations of violence include bullying, corporal punishment, verbal and emotional abuse, intimidation, sexual harassment and assault, gang activity and the presence of weapons. While attention usually focuses on extreme events, the more common and often unnoticed forms of violence cause the greatest harm to the education experience of children and adolescents. These tend to be under-reported, as they often involve taboos.To collect data on aspects of violence in schools, large-scale, multi-country school-based surveys are increasingly used; some countries also have well-established monitoring mechanisms. Overall, however, consistent evidence on the global prevalence and trends of school-related violence is lacking. To ensure reliable data is gathered, action is needed to bridge differences between the various monitoring methods. This paper, launched to coincide with the International Symposium on School Violence and Bullying: From Evidence to Action, in Seoul, Republic of Korea (January 17–19, 2017), aims to inform the current debate and propose options for the future. 
17th Asia-Pacific Training Workshop on EIU: Final Report Year of publication: 2017 Author: Yeonwoo Lee | Grace Na Corporate author: APCEIU Since its establishment in 2001, APCEIU has been organizing capacity building training workshops on Education for International Understanding (EIU) for educators to promote a Culture of Peace through education. The critical importance of preparing educators towards building a more peaceful and sustainable world has been reaffirmed by the increased attention to GCED (Global Citizenship Education), with the adoption of the Sustainable Development Goals (SDGs) and Education 2030 Framework for Action in 2015. Fostering global citizenship is in line with EIU’s core values in terms of the promotion of learning to live together to make a more just, peaceful, and inclusive society.The Asia-Pacific Training Workshop on EIU (APTW), APCEIU’s flagship programme, aims to enhance participants’ knowledge, skills, and commitment to EIU and GCED and enable them to competently design and implement EIU/GCED activities in their local and national contexts. Designed as a Training of Trainers (TOT), the APTW not only encompasses key themes and concepts surrounding EIU/GCED, but also has a strong focus on creative methodologies and approaches to teach EIU/GCED. In order to achieve this goal, this intensive 9-day training workshop includes lectures, discussions, workshops, in-depth seminars, field visits, action plan development in small groups where participants can learn from one another and from the experiences they encounter during the workshop. Furthermore, participants are encouraged to plan and carry out their own training workshops to spread the messages of EIU/GCED after their participation in the workshop.This workshop is sponsored by Ministry of Education and partnered with UNESCO Bangkok, supported by Korea Funds-in-Trust. 28 teacher educators/trainers in the Asia-Pacific region participated in the workshop and strengthened their understanding of Global Citizenship Education and discussed pedagogy, and action planning to practice GCED at national and international levels. This report provides an overview, summary, photographs and other information about the 17th Asia-Pacific Workshop on EIU (APTW). 
Review of Curricula and Curricular Frameworks: Report to Inform the Update of the UNESCO International Technical Guidance on Sexuality Education Year of publication: 2018 Author: Nicole Cheetham | Nora Gelperin Corporate author: Advocates for Youth In 2009, UNESCO published the International Technical Guidance on Sexuality Education (ITGSE): An evidence-informed approach for schools, teachers and health educators. The purpose of the ITGSE is to assist education, health and other relevant authorities in the development and implementation of school-based sexuality education programmes and materials (UNESCO, 2009). The publication was released in two volumes: Volume I, which focuses on the rationale for sexuality education and provides sound technical advice on the characteristics of effective programmes; and Volume II, which focuses on the topics and learning objectives to be covered in a ‘basic minimum package’ on sexuality education for children and young people from 5 to 18+ years of age, and includes a bibliography of useful resources.In 2016, UNESCO began a process to update the ITGSE, consisting of a literature review of the evidence and lessons learned since the release of the original publication; a stakeholder consultation on sexuality education held in October of 2016; an online user survey; and an expert, Comprehensive Sexuality Education (CSE) Advisory Group established to inform the process and its findings.This report summarizes evidence-informed conclusions, expert recommendations and current practice for curriculum-based sexuality education for ages 5-18+ and provides preliminary, overarching changes to Volume II of the ITGSE for consideration by the UNESCO CSE Advisory Group.