Recursos
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7th Global Capacity-Building Workshop on GCED: Mentorship Programme Activity Report Año de publicación: 2023 Autor corporativo: APCEIU This report summarizes 15 GCED projects implemented by the selected mentees/grantees of APCElU's 7th Global Capacity-Building Workshop on GCED in 2022. 15 GCED initiatives, including teacher training workshops, curriculum development, school-based activities, and community development projects, have been taken by educators, teachers, and practitioners in Asia, Europe, Africa, Latin America, and the Caribbean. The mentees/grantees first participated in the 7th Global Capacity-Building Workshop on GCED in September 2022. After the completion of the Workshop, graduates submit the GCED proposals to be selected as the grantees/mentees. The selected 15 mentees/grantees are matched with expert mentors to be guided for their project development and implementation. This report describes the summary of 15 projects held in different corners of the world, along with its outputs. 
7th Meeting of UNESCO Category 2 Centres in Education: Meeting Report Año de publicación: 2023 Autor corporativo: APCEIU This meeting report provides the summary of the 7th Meeting of UNESCO Category 2 Centres in Education held on 7 November 2023 in Paris, France. It offers an overview of the presentations delivered by Category 2 Centres in Education, outlining their programmes and activities for the upcoming years, specifically for 2024. 
5th Annual Meeting of the GCED Actors' Platform: Meeting Report Año de publicación: 2023 Autor corporativo: APCEIU This meeting report provides the summary of the 5th Annual Meeting of the GCED Actors' Platform held on 20 October 2023. The report outlined the presentations from UNESCO, regional coordinators from 4 Regional GCED Networks (Arab States, Asia-Pacific, Latin America and the Caribbean and Sub-Saharan Africa), including their achievements in advancing GCED in their respective regions over the past year and discussion on potential ways to strengthen GCED implementation on both regional and global levels. 
Report on Roundtable for Advocating Global Citizenship Education and Climate Change Education Año de publicación: 2023 Autor corporativo: APCEIU This report shares the overview of the Roundtable for Advocating Global Citizenship Education and Climate Change Education, held on Saturday, 11 November 2023. The event was co-organized by the Permanent Delegation of the Republic of Korea to UNESCO, Office for Climate Education, Asia-Pacific Centre of Education for International Understanding (APCEIU) in partnership with the Group of Friends for Solidarity and Inclusion with GCED (Afghanistan, Armenia, Austria, Bangladesh, Canada, Colombia, Italy, Jordan, Kenya, Kuwait, Philippines, Republic of Korea, Saudi Arabia, Senegal, Serbia, Nigeria and Oman), in support of the Korean National Commission for UNESCO and the French National Commission for UNESCO. This report shares the summary of the event, particularly the presentations on GCED activities and Climate Change Education by experts from Uganda, the Republic of Korea, and France to promote the values and initiatives of GCED and CCE. 
아태지역 관점에서 세계시민역량 정의: 예비연구 Año de publicación: 2023 Autor: 임현묵 | 박선운 | 이무성 | 고석영 Autor corporativo: 유네스코 아시아태평양 국제이해교육원 본 연구는 아태지역의 맥락과 관심에 비춰 세계시민역량을 해석하고 재개념화하는 작업을 준비하는 데에 목적이 있다. 이를 위해 세계시민역량에 관한 국내외 기존 문헌을 검토하면서, 재개념화 작업에 참여할 연구자를 파악하기 위해 아태지역의 연구 현황을 분석한다. 이와 함께 세계시민교육이 국제사회의 주요 의제로 포함된 2015년 이후 아태교육원이 지금까지 수행한 여러 세계시민교육 역량강화 프로그램의 주제와 내용을 분석하여 아태교육원이 추구하는 세계시민역량의 핵심을 밝히고자 한다. 
Feasibility Study on Monitoring Global Citizenship Competences in the Asia-Pacific Region (Phase I) Año de publicación: 2020 Autor: Aaron Benavot Autor corporativo: APCEIU In accordance with SDG 4.7, countries are promoting GCED and other aspects of Target 4.7. It is necessary to measure learner levels and progress in global citizenship competencies to assess the extent to which learners are acquiring knowledge, attitudes, and skills related to global citizenship.This report is organized into three substantive sections. Section II discusses existing definitions and conceptualization of GCED and GCC drawing on different sources. Section III describes which Asia-Pacific countries are included in this feasibility study and how relevant policy and curriculum documents are identified and analyzed. This section also discusses some common and share features of GCED that emerge from an analysis of country documents. Section IV briefly reviews existing measurement approaches of GCED or related concepts and then proposes a Measurement Framework of GCC for possible use in the A-P region. Section V of the report provides some forward-looking suggestions. 
Ethical AI and GCED: Exploring the Expanding Domain of Artificial Intelligence (SangSaeng; No. 62, 2024) Año de publicación: 2024 Autor corporativo: APCEIU The 62nd issue of SangSaeng has been published with the theme of “Ethical AI and GCED: Exploring the Expanding Domain of Artificial Intelligence.” AI has never been as pervasive and influential as it is in today’s rapidly changing world. Despite the convenience and cutting-edge technology AI has offered us, it has the potential to pose a threat to humanity. This is where ethics for AI should come forward. In this regard, this issue will lead readers to the alarming side of AI as well as its future developments, focusing on the importance of GCED and AI ethics in tackling any potential problems. Contents03 Editor's Note 04 Special ColumnEmbracing Change to Cultivate Success — Integrating Global Citizenship Education into Tertiary Education / Dendev Badarch 08 FOCUS: Ethical AI and GCED: Exploring the Expanding Domain of Artificial IntelligenceRole of Ethics in the Era of AI — Protecting and Guiding AI Processes for Humanity to Flourish / Emma Ruttkamp-BloemPaying Attention to AI Ethics — An Avenue for a New Competitive Edge in Business / Myoungshin KimDriving Innovative Education — Balancing Future Possibilities and Ethical Concerns: How GCED Can be Used to Address AI Issues / Angelique Southern 20 Special ReportEmpowering a Climate Generation — From Classrooms to Climate Frontlines: The Transformative Role of Education highlighted at COP28 / Djian Sadadou 22 Best PracticesNavigating an AI Future — Ethical AI and the Importance of Critical Thought / Hannah GrantGLACE Brings the World to a City — Empowering Youth as Global Citizens: Lessons from Navotas City’s Project GLAC / Marco D. MedurandaLowering Eco-Anxiety — Teaching Climate Change Through Media and Information Literacy / Laetitia Legrand 33 GCED YOUTH NETWORK New Wave of Youth Advocacy — Role of AI in Youth Advocacy and its Ethical Implications to Global Citizenship / Oshan M. Gunathilake and Diego Manrique 36 Understanding the Asia Pacific RegionDiscovering Auroville — Where Boundaries Fade, Nature Thrives, and Global Minds Unite / Akanksha Arya 39 Peace in My MemoryHappiness without Violence — Mindanao Peace ForumCelebrates Building a Culture of Peace / Ludivina Borja-DekitPeace Scholar Passes Away Amidst Turbulent Times / Kwang-Hyun KIM 45 Story TimeThe Right Footing — My Life Has Purpose Thanks to Football / Hajar Abulfazl 48 LetterShared Challenges of Global Citizens / Natsuki Nagata 50 APCEIU in Action 
Confronting Inequality through GCED: Toward Justice, Inclusion, and Transformation (SangSaeng; No.65, 2025) Año de publicación: 2025 Autor corporativo: APCEIU The 62nd issue of SangSaeng has been published with the theme of “Ethical AI and GCED: Exploring the Expanding Domain of Artificial Intelligence.”AI has never been as pervasive and influential as it is in today’s rapidly changing world. Despite the convenience and cutting-edge technology AI has offered us, it has the potential to pose a threat to humanity. This is where ethics for AI should come forward. In this regard, this issue will lead readers to the alarming side of AI as well as its future developments, focusing on the importance of GCED and AI ethics in tackling any potential problems.Contents03 Editor's Note 04 Special ColumnEmbracing Change to Cultivate Success — Integrating Global Citizenship Education into Tertiary Education / Dendev Badarch08 FOCUS Ethical AI and GCED: Exploring the Expanding Domain of Artificial IntelligenceRole of Ethics in the Era of AI — Protecting and Guiding AI Processes for Humanity to Flourish / Emma Ruttkamp-BloemPayingAttention to AI Ethics — An Avenue for a New Competitive Edge in Business / Myoungshin KimDriving Innovative Education — Balancing Future Possibilities and Ethical Concerns: How GCED Can be Used to Address AI Issues / Angelique Southern 20 Special ReportEmpowering a Climate Generation — From Classrooms to Climate Frontlines : The Transformative Role of Education highlighted at COP28 / Djian Sadadou 22 Best PracticesNavigating an AI Future — Ethical AI and the Importance of Critical Thought / Hannah GrantGLACE Brings the World to a City — Empowering Youth as Global Citizens: Lessons from Navotas City’s Project GLAC / Marco D. MedurandaLowering Eco-Anxiety — Teaching Climate Change Through Media and Information Literacy / Laetitia Legrand 33 GCED YOUTH NETWORKNew Wave of Youth Advocacy — Role of AI in Youth Advocacy and its Ethical Implications to Global Citizenship / Oshan M. Gunathilake and Diego Manrique36 Understanding the Asia Pacific RegionDiscovering Auroville — Where Boundaries Fade, Nature Thrives, and Global Minds Unite / Akanksha Arya 39 Peace in My MemoryHappiness without Violence — Mindanao Peace Forum Celebrates Building a Culture of Peace / Ludivina Borja-DekitPeace Scholar Passes Away Amidst Turbulent Times / Kwang-Hyun KIM 45 Story TimeThe Right Footing — My Life Has Purpose Thanks to Football / Hajar Abulfazl 48 LetterShared Challenges of Global Citizens / Natsuki Nagata 50 APCEIU in Action 
Envisioning the Future of Assessment in Transformative Education: A Synthesis Report of the Expert Meeting on Evaluation and Assessment for Transformative Education: Towards and Beyond 2030 Año de publicación: 2025 Autor: Esther Care Autor corporativo: APCEIU Transformative education calls for learning that nurtures not only knowledge, but also the values, attitudes, and behaviours essential for inclusive, just, and sustainable societies. Recent global discussions, including UNESCO’s Reimagining Our Futures Together: A New Social Contract for Education and the Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, emphasise learning that fosters critical thinking, empathy, cooperation, and action-oriented engagement. Within this vision, assessment needs to evolve from primarily measuring achievement to supporting a process of learning that actively enables and evidences learners’ reflection, growth, and empowerment. Traditional approaches, which prioritise standardisation and summative outcomes, are insufficient for capturing the complex competencies at the heart of transformative education, such as socio-emotional development, critical reflection, ethical reasoning, and responsible action. These limitations raise fundamental questions about not only how transformative learning outcomes can be assessed across diverse systems and contexts, but also what purposes assessment should serve.To examine these issues, APCEIU convened the Expert Meeting on Evaluation and Assessment for Transformative Education: Towards and Beyond 2030, held in Seoul, Republic of Korea, on 2–3 July 2025. The meeting brought together global experts, researchers, and policymakers to discuss current challenges, share emerging practices, and consider strategic directions for reimagining assessment in support of transformative education.Building on these rich discussions, this report synthesises the key reflections and forward-looking perspectives shared during the meeting. Part I presents analytical insights and strategic considerations for advancing assessment in transformative education, while Part II documents the meeting proceedings, including presentations and collaborative discussions. 
2019: The International Year of Indigenous Languages (The UNESCO Courier. January-March 2019) Año de publicación: 2019 Autor corporativo: UNESCO With the designation of 2019 as the International Year of Indigenous Languages (IYIL2019), officially launched at UNESCO on 28 January, the international community reaffirms its commitment to supporting indigenous peoples in their efforts to preserve their knowledge and enjoy their rights. Since the adoption of the Declaration on the Rights of Indigenous Peoples (link is external) by the United Nations General Assembly on 13 September 2007, considerable progress has been made in this regard. Nevertheless, indigenous peoples still have a long way to go before they emerge from marginalization and overcome the many obstacles they face. One-third of the world’s people living in extreme poverty belong to indigenous communities, just as in a number of countries, legislation that promotes the rights of indigenous peoples remains incompatible with other laws that deal with issues such as agriculture, land, conservation, forestry, mining and other industries, according to Victoria Tauli-Corpuz (link is external), United Nations Special Rapporteur on the Rights of Indigenous Peoples. The Wide Angle section in this issue of the Courier is dedicated to these indigenous peoples. It takes its title from the Chinese proverb: “When you drink water, think of the source”, to remind us that indigenous knowledge, the source of all knowledge, deserve a prominent place in modernity. The issue also marks the celebration of International Mother Language Day (link is external), 21 February.