Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
12 Results found
An Educator’s Guide to Cyber-Bullying Year of publication: 2018 Corporate author: Media Literacy Council (MLC) Cyber-bullying is an increasingly worrying problem in schools across Singapore, affecting students of all ages. This Guide gives you supplementary materials - such as information about the issue and lesson plans for lower primary to pre-university - to help you teach and guide your students through this problem. 
ARC8 Outlook Report 2030: Inclusive and Diverse Higher Education in Asia and Europe Year of publication: 2021 Corporate author: Asia-Europe Foundation (ASEF) The ARC8 Outlook Report 2030 on ʻInclusive and Diverse Higher Education in Asia and Europe’ was initiated with the objective of better understanding the current state, policies and practices of inclusion in higher education and identifying actions that could accelerate greater inclusion in a post-pandemic era.The ARC8 Outlook Report outlines emerging issues that could grow into major challenges and/ or opportunities in the coming 10 years related to inclusion in higher education. Inputs for the report came from an in-depth consultation process and from previous research done by Asian and European stakeholders. The Report consists of 4 chapters which analyse the future of inclusion from different perspectives: Inclusive Learning and Teaching in a Digital World Inclusive and Flexible Lifelong Learning Pathways Inclusive International Mobility of People and Knowledge Equitable Access and Success in Higher Education 
Empowering Teachers to Build a Better World: How Six Nations Support Teachers for 21st Century Education; Springer Briefs in Education Year of publication: 2020 Author: Fernando Reimers This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students’ curricular aspirations, each takes this expansion of curricular goals in a different direction.The ambitious education reforms studied here explicitly focus on building teachers’ capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals. 
Educating Students to Improve the World (SpringerBriefs in Education) Year of publication: 2020 Author: Fernando Reimers This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today’s’ most urgent challenges and to invent a better future. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed in order to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a “bridge” for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work. 
Global Citizenship Education in Hong Kong Year of publication: 2015 Author: Jun Xing Corporate author: IACSIT Press Education is in the midst of massive reforms in different parts of the world. Over the last few decades, there is an increasing call for global citizenship education(GCE) in the academy. In this paper, the author will first explain why the concept is a game changer in higher education, and then explorethe opportunities as well challenges for GCE, particularly in the Hong Kong academy, from the perspectives of public policies, curriculum and pedagogy. Finally, the author wants to explore how the pedagogy of service learning (SL) can serve as a powerful vehicle to achieve the intended learning outcomes of GCE while, in the meantime, GCEcan inform the theory and practice of international SL. 
A Parent’s Guide to Instagram Year of publication: 2021 Corporate author: Media Literacy Council (MLC) This parent’s guide to Instagram will help parents to update their digital literacy skills and get a better understanding of how social media platforms and their security features work. 
Media-Wise: A Smart Guide for Youths Year of publication: 2015 Corporate author: Media Literacy Council (MLC) Even as a digital native, you might need some help figuring out the safest and kindest route through the digital world - this guide will give you the tips and advice you need to make that journey. 
Because We Matter: Addressing COVID-19 and Violence Against Girls in Asia-Pacific Year of publication: 2020 Corporate author: Save the Children | Plan International This thematic policy brief aims to seek and secure commitment from regional and national leaders to urgently prioritize and invest consistently in the protection of girls, who are disproportionately exposed to multitude forms of violence and their devastating consequences. It provides evidence and raises concerns of girls’ vulnerability to combined and complex risks that are further intensified by the COVID-19 pandemic.This brief is primarily intended for regional policy-makers and duty-bearers responsible for regulating, planning and resourcing protection of There is no definition of what it means to be a girl. It offers a set of recommendations to guide policy and investments across the Asia Pacific region to ensure gender-responsive, effective and well-resourced measures to protect all children, and particularly girls. 
2014 syllabus: character and citizenship education: primary Year of publication: 2014 Corporate author: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum.The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA).The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students. 
2014 syllabus: character and citizenship education: secondary Year of publication: 2014 Corporate author: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum. The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA).The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students.