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Global Education Guidelines: A Handbook for Educators to Understand and Implement Global Education Año de publicación: 2008 Autor: Alicia Cabezudo | Christos Christidis | Miguel Carvalho da Silva | Valentina Demetriadou-Saltet | Franz Halbartschlager | Georgeta-Paula Mihai Autor corporativo: North-South Centre of the Council of Europe These Global Education Guidelines are the result of a need expressed by the North-South Centre’s (NSC) network of global education practitioners – the Global Education Week network - to have a common tool, built on experience gained by the network and other partners, to support educators to comprehend and successfully implement global education initiatives. By offering perspectives on global education as well as related methods and evaluation criteria – including sharing of practices, tools and resources - these Guidelines aim at strengthening the overall work for global education. It also aims at supporting practitioners in formal and non-formal education settings by introducing general elements which may be developed by them according to the needs and based on their own experiences; assist them in identifying existing global education approaches and practices; support them in reflecting on and becoming more aware of their own global education activities; increase global education practice sharing and create synergies between stakeholders; contribute to education policies at local, regional, national and international level.The Global Education Guidelines are an initiative of the Global Education Programme of the NorthSouth Centre of the Council of Europe, involving a team of educators from the Global Education Week network which constituted the drafting team with the mandate of drafting collectively the Global Education Guidelines. The writing process included a participatory method at several levels of consultancy amongst global education educators and practitioners actively involved with the North-South Centre global education and youth programmes. Moreover, a Group of Mentors was identified among NSC’s European and international partners, which included, inter alia, a team of trainers from the NSC’s University on Youth & Development.Topics presented in the Guidelines aim at clarifying fundamental questions related to global education; it suggest strategies on how to build contents; put forward aims, skills, values and attitudes; offer guidance on methods, curricular design and evaluation and list useful contacts, links and bibliography. The Guidelines should be regarded as an ongoing process of evolution, which should be regularly reviewed with new ideas, inputs and practices brought from a diversity of partners and their experiences.

Pautas para una Educación Global : Manual para que los educadores comprendan e implementen la educación global Año de publicación: 2008 Autor: Alicia Cabezudo | Christos Christidis | Miguel Carvalho da Silva | Valentina Demetriadou-Saltet | Franz Halbartschlager | Georgeta-Paula Mihai Autor corporativo: North-South Centre of the Council of Europe Estas Pautas para la Educación Global son el resultado de (una) la necesidad expresada por la Red Norte-Sur-Centro (NSC – NSC sus siglas en inglés) de los partidarios de la educación global - la Red Semanal de Educación Global – quienes precisaban una herramienta común, basada en la experiencia adquirida por la red y otros compañeros, para asistir a los educadores en una mejor comprensión e implementación exitosa de iniciativas y acciones en el campo de la educación global.Las Pautas para una Educación Global son una iniciativa del Programa de Educación Global del Centro Norte-Sur del Consejo de Europa, que involucra a un equipo de educadores de la Red de la Semana de Educación Global con la misión de reunir colectivamente pautas para sus prácticas y actividades. El proceso de redacción del presente documento se realizó mediante un método participativo en varios niveles de consulta entre educadores y profesionales de la educación global activamente involucrados en programas para la juventud del Centro Norte-Sur. Además, se seleccionó un grupo de Asesores entre los socios europeos e internacionales del NSC que incluye, entre otros, a un grupo de instructores de la Universidad del NSC sobre Juventud y Desarrollo.

Global education guidelines: a handbook for educators to understand and implement global education Año de publicación: 2008 Autor corporativo: North-South Centre of the Council of Europe These Global Education Guidelines are the result of a need expressed by the North-South Centre’s (NSC) network of global education practitioners – the Global Education Week network - to have a common tool, built on experience gained by the network and other partners, to support educators to comprehend and successfully implement global education initiatives. By offering perspectives on global education as well as related methods and evaluation criteria – including sharing of practices, tools and resources - these Guidelines aim at strengthening the overall work for global education. It also aims at supporting practitioners in formal and non-formal education settings by introducing general elements which may be developed by them according to the needs and based on their own experiences; assist them in identifying existing global education approaches and practices; support them in reflecting on and becoming more aware of their own global education activities; increase global education practice sharing and create synergies between stakeholders; contribute to education policies at local, regional, national and international level.The Global Education Guidelines are an initiative of the Global Education Programme of the NorthSouth Centre of the Council of Europe, involving a team of educators from the Global Education Week network which constituted the drafting team with the mandate of drafting collectively the Global Education Guidelines. The writing process included a participatory method at several levels of consultancy amongst global education educators and practitioners actively involved with the North-South Centre global education and youth programmes. Moreover, a Group of Mentors was identified among NSC’s European and international partners, which included, inter alia, a team of trainers from the NSC’s University on Youth & Development.Topics presented in the Guidelines aim at clarifying fundamental questions related to global education; it suggest strategies on how to build contents; put forward aims, skills, values and attitudes; offer guidance on methods, curricular design and evaluation and list useful contacts, links and bibliography. The Guidelines should be regarded as an ongoing process of evolution, which should be regularly reviewed with new ideas, inputs and practices brought from a diversity of partners and their experiences.

Pautas para una educación global: manual para que los educadores comprendan e implementen la educación global Año de publicación: 2008 Autor corporativo: North-South Centre of the Council of Europe These Global Education Guidelines are the result of a need expressed by the North-South Centre’s (NSC) network of global education practitioners – the Global Education Week network - to have a common tool, built on experience gained by the network and other partners, to support educators to comprehend and successfully implement global education initiatives. By offering perspectives on global education as well as related methods and evaluation criteria – including sharing of practices, tools and resources - these Guidelines aim at strengthening the overall work for global education. It also aims at supporting practitioners in formal and non-formal education settings by introducing general elements which may be developed by them according to the needs and based on their own experiences; assist them in identifying existing global education approaches and practices; support them in reflecting on and becoming more aware of their own global education activities; increase global education practice sharing and create synergies between stakeholders; contribute to education policies at local, regional, national and international level.The Global Education Guidelines are an initiative of the Global Education Programme of the NorthSouth Centre of the Council of Europe, involving a team of educators from the Global Education Week network which constituted the drafting team with the mandate of drafting collectively the Global Education Guidelines. The writing process included a participatory method at several levels of consultancy amongst global education educators and practitioners actively involved with the North-South Centre global education and youth programmes. Moreover, a Group of Mentors was identified among NSC’s European and international partners, which included, inter alia, a team of trainers from the NSC’s University on Youth & Development.Topics presented in the Guidelines aim at clarifying fundamental questions related to global education; it suggest strategies on how to build contents; put forward aims, skills, values and attitudes; offer guidance on methods, curricular design and evaluation and list useful contacts, links and bibliography. The Guidelines should be regarded as an ongoing process of evolution, which should be regularly reviewed with new ideas, inputs and practices brought from a diversity of partners and their experiences.

Guide pratique sur l’éducation à la citoyenneté mondiale : Concepts et methodologies en matière d’éducation à la citoyenneté mondiale à l’usage d’éducateurs et de responsables politiques Año de publicación: 2008 Autor: Alicia Cabezudo | Christos Christidis | Miguel Carvalho da Silva | Valentina Demetriadou-Saltet | Franz Halbartschlager | Georgeta-Paula Mihai Autor corporativo: North-South Centre of the Council of Europe Ce guide pratique sur l’éducation à la citoyenneté mondiale a émané du besoin exprimé par les praticiens du réseau de la Semaine de l’éducation à la citoyenneté mondiale du Centre Nord Sud (CNS), de disposer d’un instrument commun, façonné à la lumière de l’expérience acquise par le réseau et d’autres partenaires, qui pourrait aider les éducateurs à comprendre et à mener à bien des initiatives en matière d’éducation à la citoyenneté mondiale.En offrant des points de vue sur l’éducation à la citoyenneté mondiale ainsi que les méthodes et les critères d’évaluation qui s’y appliquent, notamment en termes d’échange de pratiques, d’outils et de ressources, ce guide pratique étoffe le travail de fond en matière d’ECM. Il apporte, par ailleurs, une aide aux praticiens opérant dans les secteurs formels et non formels de l’éducation : premièrement, en introduisant des éléments primaires que ces premiers peuvent développer au gré de leurs besoins et de leur propre expérience ; deuxièmement, en identifiant des approches et des pratiques déjà en œuvre en matière d’éducation à la citoyenneté mondiale ; troisièmement, en les invitant à réfléchir et à devenir plus conscients de leurs propres activités dans ledit domaine ; quatrièmement, en amplifiant l’échange de pratiques et en créant des synergies entre les parties prenantes ; cinquièmement, en contribuant à la définition des politiques éducationnelles au niveau local, régional, national et international.

Promoting inclusive teacher education: methodology Año de publicación: 2013 Autor: Ian Kaplan | Ingrid Lewis Autor corporativo: UNESCO Bangkok ‘Promoting Inclusive Teacher Education’ is a series of five advocacy guides. The guides discuss challenges and barriers to inclusive education in different areas of teacher education and offer related strategies and solutions for effective advocacy towards more inclusive practices. The series begins with this introductory guide. It provides an overview of inclusive teacher education and of what advocacy means in this context. It also provides an introduction to the topics covered in the four other guides in the series. These are ‘Policy’, ‘Curriculum’, ‘Materials’, and ‘Methodology’.Advocacy Guide 5: Methodology – changing teaching methodology within teacher education institutions. Methodology refers to the theory and practice of teaching and learning. This addresses how teaching and learning is understood, organized, and conducted. Methodology, then, is the overall framework or approach to teaching which encompasses specific teaching methods. For example, an overall inclusive teaching methodology involves specific approaches to individualized/personalized instruction, and learner-centred teaching. These four advocacy guides are structured so that they: • break the issue down into several key challenges; • analyse the broad situation in the region, and suggest questions that advocates could ask to help them investigate the situation in their specific context; and • suggest pertinent advocacy goals, and the messages that advocates may want to convey, as well as indicators for deciding whether advocacy on the issue is having any impact. Tables at the end of each advocacy guide summarize the advocacy messages and suggest potential targets for each message, and then offer space for readers to make notes about how they might convey these messages to each target (drawing on advice provided in the brief guide to advocacy in this introductory guide). Illustrative case studies are provided wherever possible, and readers are encouraged to use their own investigations within their context to identify local case studies that they can use to back up their advocacy messages.

A ‘Curtain of Ignorance’: An Analysis of Holocaust Portrayal in Textbooks from 1943 through 1959 If textbooks are supposed to be an honest and impartial portrayal of historical events, they should remain the same over time. However, when examining one event across different editions of the same textbook, it becomes apparent that this is not the case. This study seeks to examine how the beginnings of the Cold War may have influenced how the Holocaust was discussed during the 1940s and 1950s. Results indicate that as Germany transformed from an enemy to be defeated into an ally needed to stop the advance of Communism, discussion of the Holocaust became more muted. While the beginnings of the Cold War may not be the only factor in this phenomenon, the results of this study indicate a methodological process in which textbooks could be used to create critical and historical thinking in today's classroom. (By the author)

Educación para la ciudadanía mundial: temas y objetivos de aprendizaje Año de publicación: 2015 Autor corporativo: 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.

Воспитание глобальной гражданственности: темы и цели обучения Año de publicación: 2015 Autor corporativo: UNESCO Данная публикация, озаглавленная «Воспитание глобальной гражданственности: темы и цели обучения» является первым, подготовленным ЮНЕСКО, педагогическим руководством в области воспитания глобальной гражданственности. Она является результатом обширных исследований и консультаций с участием экспертов из разных частей мира. Это руководство основывается на публикации ЮНЕСКО «Воспитание глобальной гражданственности: подготовка учащихся к проблемам XXI века» и результатах трех ключевых мероприятий ЮНЕСКО в области воспитания глобальной гражданственности: технической консультации по воспитанию глобальной гражданственности (сентябрь 2013 г.), а также первого и второго форумов ЮНЕСКО по воспитанию глобальной гражданственности, прошедших в декабре 2013 г. и январе 2015 г. До составления окончательного варианта руководства оно было протестировано заинтересованными сторонами в области образования в отдельных странах во всех регионах для обеспечения его актуальности в различных географических и социо-культурных ситуациях.

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