Resources
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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A School of Cosmopolitanism: Experiences with Global Citizenship Education in Classroom Practice Year of publication: 2019 Author: Heidi Grobbauer | Werner Wintersteiner Corporate author: Austrian Commission for UNESCO This publication focuses on examples from academic practice: this best practice collection demonstrates how young people can successfully be inspired to “think globally, act locally”. What is crucial is maintaining a view of the wider world; in particular, cooperation efforts with educational institutes outside of Europe (e.g. “élèves pour élèves” in Burkina Faso) provide a critical awareness of global connections. Learning to know/Learning to do/Learning to be/Learning to live together – these four pillars form the pedagogical foundation of the work carried out at more than 90 UNESCO schools throughout the whole of Austria. Since their founding in 1957, UNESCO schools have been considered model schools at which lessons are structured in a project-oriented, participative and even topic-specifc way. The unique ‘spirit’ of UNESCO schools often makes special projects possible. In the programme for the annual meetings of recent years, for example, Global Citizenship Education has been an ongoing topic of focus, accompanied by experts from various specialised institutions and NGOs. The pedagogical preparation of contents in a manner that ensures they are actually absorbed in the classroom presents a major challenge. Different types of schools have different educational goals, and the themes have to be made accessible for different age groups. The pedagogical finesse of each class team or individual teacher lies in finding the most motivating approaches. 
Global citizenship education: citizenship education for globalizing societies Year of publication: 2015 Author: Werner Wintersteiner | Heidi Grobbauer | Gertraud Diendorfer | Susanne Reitmair-Juárez Corporate author: Austrian Commission for UNESCO This text reflects the work we have been doing for many years in the area of Global Citizenship Education (GCED) in Austria. Two endeavors particularly stand out: first, the continuing Masters programme GCED at the Alps-Adriatic University (Alpen-Adria Universität) in Klagenfurt, which is a specialized course of study for educationalists, teacher trainers, NGO associates and teachers (participants may either graduate with a certificate after two years or an MA degree after three years respectively), and second, our cooperation with the Austrian UNESCO Associated Schools Project Network. This was the originally intended audience for the German version of this brochure, which constitutes the programmatic basis for our training programs. We understand GCED as a concept that is located at the interface between civic education, global education and peace education, as well as education for sustainable development and intercultural learning. Our approach is characterized by these four features:* theoretical grounding and a particular focus on terminology in order to foster competence of judgment regarding political concepts* investigating the historical dimension of GCED in depth in order to account for colonialism and neocolonialism* socio-critical orientation in order to set us apart from strands of GCED that ultimately perpetuate concepts of Western hegemony* didactic implementation that is systematic and based on appropriate theoretical work in order to avoid pragmatismWith this English edition (the section specific to the Austrian context was omitted) we wish to initiate a dialog with colleagues in the whole world and hope to engage in lively exchange. 
Preventing Violent Extremism through Sport: Technical Guide; Criminal Justice Handbook Series Year of publication: 2020 Corporate author: UN. Office on Drugs and Crime (UNODC) The Technical Guide on Preventing Violent Extremism through Sport, developed in consultation with international experts, recognizes the importance of promoting the well-being of children and youth. It applies an approach that encourages prosocial behaviour and good safeguarding and welfare practices, with particular emphasis on educational and social development measures in line with the United Nations Guidelines for the Prevention of Crime.The guide, addressed mainly to policy makers and implementing organizations, has been carefully designed to support effective integration of sport-based learning in primary prevention frameworks. By adopting a five-zone approach to prevent violent extremism namely safe space, empowerment, resilience, social inclusion and education, it supports informed policy development and a Theory of Change that can shape curriculum design and content. To further support global efforts in preventing violent extremism, UNODC is also developing an e-learning module and a practical tool for trainers that will be published soon and will complement this technical guide. 
Well-Being and Safety of Women: OSCE-Led Survey on Violence Against Women Year of publication: 2019 Corporate author: Organization for Security and Co-operation in Europe (OSCE) This report presents the cross-regional, comparable findings of the OSCE-led Survey on the Well-being and Safety of Women, which was implemented in 2018 in Albania, Bosnia and Herzegovina, Montenegro, North Macedonia and Serbia, Moldova3 and Ukraine. The research was also conducted in Kosovo.The OSCE-led survey included a quantitative and qualitative component and was undertaken with the goal of providing comparable data on different forms of violence women experience in their childhood and throughout the course of their lives. The research examined violence that women experience in conflict and non-conflict settings, as well as the impact violence has on women, including its lasting consequences. Questions on norms and attitudes connected to violence against women were asked to better understand the underlying causes of violence.The area covered by this research is diverse and has different historical, social and economic contexts. Rather than focusing on the findings from particular locations, the report aims to provide an overview of women’s experiences and to highlight the issues – often similar – that persist and continue to hamper the well-being and safety of women throughout the area covered by the research.