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Global education guides Año de publicación: 2009 Autor corporativo: Global Education Network of Young Europeans (GLEN) This document was written as an introduction to global education and as a practical support tool for planning, managing and evaluating global education projects. It is addressed to members of GLEN, the Global Education Network of Young Europeans, as well as to other global educators. The following pages are the result of numerous discussions that have occurred during the last five years both within GLEN and with external global education practitioners and academics. Many of these discussions crystallised at the European Global Education Days (EGED), a five-day seminar that GLEN organised on the occasion of the network’s fifth anniversary in November 2008. The EGED brought together more than 70 global education activists, practitioners and academics from 15 European countries, with the aims of exchanging experiences and good practices of global education, discussing how to evaluate global education projects and measure impact; reflecting on the potential of global education as a tool for activists and how it relates to concepts such as citizenship or development; and using the results of these discussions for the future work of our network: planning global education projects and further engaging with other stakeholders. The world is currently going through a period of accumulated crises: the ecological crisis, the financial and economic crisis, the food crisis. And this on top of all the other problems: hunger, poverty, unequal distributions of resources, violent conflict, etc. The challenges which humankind is facing seem to be greater than ever. However, the Greek word ‘crisis’ does not mean downfall, but decision. We, as human beings and as citizens of this world, can decide to contribute our share for bringing about more just political and economic structures; and more sustainable, democratic, peaceful and inclusive ways of living together. If we do global education, it is in order to address exactly these issues; it is to empower people to become agents of change in view of this vision. So, in this spirit, let us use the present momentum and make the current ‘crisis’ a turning point. Guide d'éducation globale Año de publicación: 2009 Autor corporativo: Global Education Network of Young Europeans (GLEN) Ce document a été écrit comme une introduction à l'éducation mondiale et comme un outil de support pratique pour la planification, la gestion et l'évaluation des projets d'éducation globale. Il est adressé aux membres de GLEN, le Réseau Éducation Mondiale des Jeunes Européens, ainsi que d'autres éducateurs mondiaux. Les pages qui suivent sont le résultat de nombreuses discussions qui ont eu lieu au cours des cinq dernières années, tant au sein de GLEN et avec les praticiens de l'éducation mondiale externes et des universitaires. Beaucoup de ces discussions cristallisées lors des Journées Européennes Global Éducation (JEGÉ), un séminaire de cinq jours qui GLEN organisé à l'occasion du cinquième anniversaire du réseau en Novembre 2008. Le JEGÉ a réuni plus de 70 mondiaux éducation des militants, des praticiens et des universitaires de 15 pays européens, avec les objectifs de l'échange d'expériences et de bonnes pratiques de l'éducation mondiale, discuter de la façon d'évaluer les projets mondiaux d'éducation et de mesurer l'impact; réflexion sur le potentiel de l'éducation mondiale comme un outil pour les militants et comment il se rapporte à des concepts tels que la citoyenneté ou de développement; et en utilisant les résultats de ces discussions pour les travaux futurs de notre réseau: la planification des projets mondiaux d'éducation et engager davantage avec d'autres parties prenantes. Le monde traverse actuellement une période de crises accumulées: la crise écologique, la crise économique et financière, la crise alimentaire. Et cela au-dessus de tous les autres problèmes: la faim, la pauvreté, les distributions inégales des ressources, les conflits violents, etc. Les défis auxquels l'humanité est confrontée semblent être plus que jamais. Cependant, le mot grec ‘crise’ ne signifie pas la chute, mais la décision. Nous, en tant qu'êtres humains et en tant que citoyens de ce monde, pouvons décider de contribuer à provoquer des structures politiques et économiques plus justes; et des moyens plus durables, démocratiques, pacifiques et inclusifs de vivre ensemble. Si nous faisons l'éducation mondiale, il est dans le but de répondre exactement à ces questions; il est d'habiliter les gens à devenir des agents de changement en vue de cette vision. Donc, dans cet esprit, nous utilisons la dynamique actuelle et de faire la ‘crise’ actuelle un point tournant. 글로벌 교육 가이드 Año de publicación: 2009 Autor corporativo: Global Education Network of Young Europeans (GLEN) 본 문서는 글로벌 교육을 소개, 계획 및 관리하고 글로벌 교육 프로젝트를 평가하기 위한 실질적 지원 도구로 작성되었다. 이것은 GLEN 멤버와 영 유로피언의 글로벌 교육 네트워크뿐 아니라, 다른 글로벌 교육자들을 위한 것이다. 다음의 내용은 GLEN 내부와 외부 글로벌 교육 실무자 및 학계 양측에서 지난 5년간 이뤄졌던 수많은 논의의 결과다. 이 논의의 대부분은 2008년 11월 GLEN 네크워크 5주년에 즈음하여 조직된 5일간의 세미나- ‘유러피언 글로벌 교육의 날(EGED)’에서 결정되었다. ‘유러피언 글로벌 교육의 날(EGED)’은 유럽 15개 국에서 70명 이상의 글로벌 교육 활동가, 실무자 및 학계 관계자들이 함께 하여 어떻게 글로벌 교육 프로젝트를 평가하고 그 영향을 측정하는 가에 대한 논의를 하였다. 또한 활동가를 위한 도구로써 글로벌 교육의 잠재력을 반영하는 것과 이를 어떻게 ‘시민의식’ 혹은 ‘개발’의 개념과 연계시키는 가에 대한 논의도 이어 나갔다. 아울러, 향후 우리의 네트워크 작업을 위한 본 논의들의 결과를 어떻게 사용하는 가에 대한 방안도 모색하였는데, 여기에선 글로벌 교육 프로젝트를 계획하고 더 나아가 다른 이해관계자들도 참여시키는 방안도 모색하였다. 세계는 현재 축적된 위기의 시간을 겪고 있다. 즉, 생태 위기, 금융 및 경제 위기, 식량 위기를 겪고 있다. 그리고 그 위에 기아, 빈곤, 불평등한 자원 분배, 폭력 충돌 등 다른 문제들도 산적하고, 이러한 문제들에 직면한 인류의 도전은 그 어느 때보다 중요하게 여겨진다. 그러나 그리스어 ‘위기’라는 단어는 ‘몰락’이 아니라 하나의 ‘결정’을 의미한다. 우리는 인류와 세계시민으로서 더 정의로운 정치와 경제구조를 이끌기 위해 우리 각자의 몫을 기여할 수 있고, 더불어 평화롭게 함께 살고, 더 지속가능하고 민주적인 것에 기여하는 방법을 찾을 수 있다. 우리가 글로벌 교육을 하는 것은 바로 이러한 문제점을 해결하기 위해서이다. 다시 말해서, 미래에 대한 비전을 갖고 변화의 동인이 되는 사람에게 힘을 실어 주는 것이다. 그러므로 우리는 이러한 정신으로 현재의 동력이 되어 오늘날의 위기를 전환점으로 만들도록 한다. 
내 영웅은 너야! : 어린이들은 코로나19와 어떻게 싸울 수 있을까요? Año de publicación: 2020 Autor: 헬렌 패턱 Autor corporativo: 한국심리학회 | 질병관리본부 코로나19로부터 사랑하는 사람들을 어떻게 보호할 수 있을까요? 사라와 친구들이 모험을 통해서 그 방법을 하나씩 배운다고 해요!가족과 친구를 코로나 바이러스로부터 안전하게 지키고, 이 시기를 씩씩하게 이겨내어 영웅이 되는 법까지 우리 함께 알아보러 가볼까요? ※ 본 영상은 한국심리학회와 질병관리본부가 코로나19 예방을 위해 IASC에서 만든 어린이 동화 「My hero is you」를 국내 상황에 맞게 번역 각색하였습니다. 
UNESCO GCED eNewsletter Issue 2 Año de publicación: 2015 Autor corporativo: UNESCO Featuring:Taking Global Citizenship Education a step furtherGCED endorsed as target of the education SDG at the United Nations SummitGCED: Topics and Learning ObjectivesEDD event: UNESCO-UNRWA session on GCEDCapacity-building workshops-providing assistance for GCED implementationGCED for West African countries – building on peace and human rights educationTool for writing textbooks free of prejudiceOrientation and Capacity Building on GCED for Latin American and Caribbean countriesKey tweetsUpcoming events 
Nepal: lessons from integrating peace, human rights, and civic education into social studies curricula and textbooks Año de publicación: 2015 Autor: Melinda Smith Autor corporativo: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Education Above All (Qatar) This case study examines the process undertaken by the Ministry of Education (MoE) in collaboration with development partners to revise the social studies curriculum in Nepal. The aim was to promote education for peace, human rights, and civic education (PHRCE) in the wake of a 10-year Maoist insurgency and the transition to a democratic republic. It provides a critical analysis of the process, synthesizing information from two assessments of the initiative, and makes recommendations for the future based on challenges and gaps identified by stakeholders. The study also provides recommendations to countries in post-conflict transition which are interested in undertaking similar curriculum reform initiatives.Information is drawn from a number of reports and programme documents developed by the implementing partners, as well as 12 interviews with individuals involved in the process of curriculum reform. Interviewees included representatives of the major agencies involved in the revision process: the MoE’s Curriculum Development Centre, the National Centre for Education Development, Save the Children, UNESCO, and UNICEF. In addition, interviews were conducted with representatives of civil society and non-governmental agencies supporting peace education and representing marginalized groups, and the external international consultant who provided technical assistance. Népal: leçons tirées de l'intégration de la paix, des droits de la personne et de l'éducation civique dans les programmes d'études et les manuels scolaires Año de publicación: 2015 Autor: Melinda Smith Autor corporativo: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Education Above All (Qatar) Cette étude de cas examine le processus entrepris par le Ministère de l'Éducation (MdE) en collaboration avec les partenaires au développement pour réviser le programme d'études sociales au Népal. L'objectif était de promouvoir l'éducation pour la paix, les droits humains et l'éducation civique (PDHEC) à la suite d'une insurrection maoïste de 10 ans et la transition vers une république démocratique. Il fournit une analyse critique du processus, synthétise l'information à partir de deux évaluations de l'initiative et formule des recommandations pour l'avenir en fonction des défis et des lacunes identifiés par les intervenants. L'étude fournit également des recommandations aux pays en transition post-conflit qui sont intéressés à entreprendre des initiatives de réforme du curriculum similaires. L'information provient d'un certain nombre de rapports et de documents de programme élaborés par les partenaires d'exécution, ainsi que de 12 entrevues avec des personnes impliquées dans le processus de réforme du curriculum. Les personnes interrogées comprenaient des représentants des principaux organismes impliqués dans le processus de révision: Centre de développement, le Centre national pour le développement Education Curriculum MdE, Save the Children, l'UNESCO et l'UNICEF. En outre, des entrevues ont été menées avec des représentants de la société civile et les organisations non gouvernementales qui soutiennent l'éducation de la paix et représentant des groupes marginalisés, et le consultant international externe qui a fourni une assistance technique. 
Study on measures taken by municipalities and recommendations for further action to challenge racism through education Año de publicación: 2006 Autor: Klaus Starl Autor corporativo: European Training and Research Centre for Human Rights and Democracy (Austria) Commitment 8 of the Ten-Point Plan of Action of the European Coalition of Cities against Racism requires the measures “Challenging Racism and Discrimination through Education”. This point aims to improve the access to and enjoyment of all forms of education, as well as the promotion of education in mutual tolerance and understanding. To reach this goal, the members of the coalition have been called to undertake activities, elaborate strategies and establish relevant institutions to influence society and train attitudes, behaviour and skills within the population. They are called to find out causes for racist tendencies among their population and to involve all stakeholders, particularly parents and school officials. As an external expert, the European Training and Research Centre for Human Rights and Democracy in Graz, Austria, (ETC Graz) was commissioned by UNESCO to carry out a study on the measures against racism already in place at a local level and serve as good illustration of “Commitment 8”. A major source of information was the written material provided by the selected cities. Additional or missing information could be obtained through direct exchanges and/or interviews with officers responsible for the municipalities and some NGOs. The material should not to be considered as complete. On the basis of the contributions sent in by the participating cities, the ETC assessed whether these actions/activities meet the objectives of Commitment 8. The authors used the following criteria to make this assessment: Does the action undertaken contribute to a) the improvement of access to education and promote equal opportunities; b) the impact of educational measures on individuals (potential victims and offenders) and on the atmosphere at school and in society. The following recommendations are derived from the eight selected measures documented in Chapter II, and the analysis on their “replicability” in Chapter III. The 12 recommendations explicitly or implicitly refer to the replicable documented measures. Where “replicability” requires specific conditions, or it is recommended to fulfil these conditions firstly, i.e. structural and institutional conditions, these are stated. The 12 recommendations are addressed to municipalities in Europe irrespective of their current membership in the European Coalition of Cities against Racism. As already mentioned the recommendations focus on meeting the requirements of Commitment 8, challenging racism through education. 
Study on measures taken by municipalities and recommendations for further action to achieve greater vigilance against racism: Commitment 1 of the Ten-Point Plan of Action Año de publicación: 2006 Autor: Klaus Starl Autor corporativo: UNESCO | European Training and Research Centre for Human Rights and Democracy (Austria) Commitment 1 of the Ten-Point Plan of Action of the European Coalition of Cities against Racism requires ‘Greater Vigilance against Racism’. This point aims at setting up a monitoring, vigilance and solidarity network against racism at the municipal level. To reach this goal, the members of the coalition are called to undertake activities, elaborate strategies and establish relevant institutions to monitor the local situation concerning structures in society, attitudes within the population and racist incidents. They are called to find out causes for racist tendencies among their population and establish solidarity networks involving all stakeholders, particularly civil society organisations. As an external expert, the European Training and Research Centre for Human Rights and Democracy in Graz, Austria, (ETC Graz) was commissioned by UNESCO to carry out a study on the measures already taken against racism at the local level that serve as good illustration of ‘Commitment 1’. Major information resource was the written material provided by the selected cities. Through direct exchange and/or interviews with responsible officers of the municipalities and some NGOs, additional or missing information could be obtained. The material is not to be considered as complete. On the basis of the contribution sent in by the participating cities, the ETC made an assessment whether these actions/activities meet the objective of the Commitment 1. The authors used the following criteria to make this assessment: does the action undertaken contribute to a) creating and promoting vigilance directly; b) creating and promoting vigilance indirectly through awareness raising; c) creating and promoting vigilance through a monitoring measure or d) the establishment and maintenance of a solidarity network. The authors presumed that c) and d) will lead directly to greater vigilance. The following recommendations are derived from the eight selected measures documented in Chapter II, and the analysis on their replicability in Chapter III. The 10 recommendations expicitly or implicitly refer to the replicable documented measures. Where the replicability requires specific conditions, these are stated or it is recommended to fulfil these conditions firstly, i.e. structural and institutional conditions. The 10 recommendations are addressed to municipalities in Europe irrespective of their current membership in the European Coalition of Cities against Racism. As already mentioned the recommendations focus on meeting the requirement of Commitment 1, creating greater vigilance against racism. 
Programa mundial para la educación en derechos humanos: Plan de acción; Tercera etapa Año de publicación: 2017 Autor corporativo: Office of the United Nations High Commissioner for Human Rights (OHCHR) | UNESCO En el Plan de acción para la tercera etapa (2015-2019) del Programa Mundial —que contó con aportaciones y revisiones de diversos expertos y profesionales gubernamentales y no gubernamentales— se proponen una estrategia concreta e ideas prácticas para seguir impartiendo formación y educación en derechos humanos en los ámbitos mencionados en el plano nacional. A continuación se destacan sus elementos principales. Educación en derechos humanos en la enseñanza primaria y secundaria y en la enseñanza superior y formación en derechos humanos de los maestros y los educadores, los funcionarios públicos, los miembros de las fuerzas del orden y el personal military.