Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
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Global Citizenship Education in ASPnet Schools: An Ethical Framework for Action Año de publicación: 2018 Autor: Lynette Shultz | Maren Elfert Autor corporativo: Canadian Commission for UNESCO This report proposes global citizenship not so much as a curriculum subject or a pedagogical approach, but as an ethical position, a worldview that emphasizes human rights and earth rights, the interconnectedness of all human beings with each other, the animals and the planet, and an awareness of our global responsibilities in the face of the key challenges that we are facing today on our planet.This document is structured into three sections: It starts by introducing the UNESCO Associated Schools Network and the UNESCO perspective on global citizenship. In the second section, it shows the framework to implement GCED in schools, which will serve as the foundation for a whole school approach to the integration of a GCED perspective in curricula, lesson plans and broader school and community activities. It also gives some selected resources and examples in section three. 
Inclusive Lifelong Learning in Cities: Policies and Practices for Vulnerable Groups Año de publicación: 2021 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) This publication features chapters on learning cities’ endeavours to promote inclusive lifelong learning for vulnerable groups. It is based on research papers prepared for the fourth International Conference on Learning Cities, which took place in 2019 in Medellín, Colombia, under the theme ‘Inclusion – A principle for lifelong learning and sustainable cities’ and hence marks a transition between the learning city conferences of 2019 and 2021. 
Lifelong Learning Opportunities for All: Medium-Term Strategy 2022–2029 Año de publicación: 2022 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) The 2021 Futures of Education report calls for a new social contract for education, with recognition of an extended right to education throughout life. It represents an important restatement of the principles of UNESCO, and particularly its historic focus on our shared humanity, the universal right to education and its rich potential in addressing social, economic and political challenges. The need for a formal recognition of a universal entitlement to lifelong learning was also highlighted in the United Nations Secretary General’s Common Agenda report (also published in 2021) and is increasingly an avowed priority of the global development agenda for education, labour, human rights and sustainability. It is in this context that the UNESCO Institute for Lifelong Learning (UIL) advances its strategy for the next eight years. With this new Medium-Term Strategy (MTS), UIL aims to strike a balance between priorities rooted in the challenges faced by the global community and this new and emerging thinking about – and interest in – lifelong learning. The world must embrace lifelong learning if we are to build fairer societies and a sustainable world. 
How Can a Lifelong Learning Perspective Enhance the Relevance and Impact of the 1974 Recommendation?: Thematic Paper Año de publicación: 2022 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) Lifelong learning is rooted in the integration of learning with participation in society. It includes learning activities for people of all ages, in all life-wide contexts and spaces (family, school, community, workplace and more), and through a variety of modalities (formal, non-formal and informal).The purpose of this background paper is to propose ways in which the significance of lifelong learning can be reflected in the revision of the 1974 Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms. It does this by recalling previous international contributions to the promotion of lifelong learning, including the landmark publications Learning to Be: The World of Education Today and Tomorrow (Faure et al., 1972) and Learning: The Treasure Within (Delors et al., 1996), which show the benefits of lifelong learning not only for employment but for the whole life of an individual and their participation in society. 
Leveraging Innovative Technology in Literacy and Education Programmes for Refugees, Migrants and Internally Displaced Persons Año de publicación: 2022 Autor corporativo: UNESCO Institute for Lifelong Learning (UIL) The publication Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons brings together a selection of 21 case studies showcasing how ICTs can be integrated both innovatively and effectively into literacy and education programmes for refugees, migrants and IDPs. The case studies in this compilation demonstrate the potential of technology to support learners’ acquisition of literacy skills through arts-based learning, integrated literacy programmes, entrepreneurship training or in combination with tertiary education opportunities. They highlight the multitude of stakeholders that have come together across sectors to shape innovative responses that can make a real difference to learners’ lives. At the same time, the compilation shows the various modalities through which technology can be harnessed to deliver effective literacy and educational opportunities in diverse and challenging environments while recognizing and remaining sensitive to the needs of learners, be they refugees, IDPs or migrants. 
Gender Digital Divide Assessment: Uzbekistan Año de publicación: 2023 Autor corporativo: UNDP Uzbekistan The Government of the Republic of Uzbekistan, realizing the negative impact of the gender digital divide on the development of the country, has included the issue of ensuring gender digital equality among its priorities. The United Nations Development Programme in Uzbekistan conducted an assessment to measure and analyze the main factors affecting the digital inclusion (or isolation) of women and girls, and recommended a number of actions that the Government can take to address existing gaps. Оценка гендерного цифрового разрыва: Республика Узбекистан Año de publicación: 2023 Autor corporativo: UNDP Узбекистан Правительство Республики Узбекистан, осознавая негативное влияние гендерного цифрового разрыва на развитие страны, включило вопрос обеспечения гендерного цифрового равенства в число своих приоритетов. Программа развития ООН в Узбекистане провела оценку с целью измерения и анализа основных факторов, влияющих на цифровую инклюзию (или изоляцию) женщин и девочек, и рекомендовала ряд действий, которые правительство может предпринять для устранения существующих разрывов. 
Curriculum GlobALE: Competency Framework for Adult Educators Año de publicación: 2021 Autor corporativo: DVV International | German Institute for Adult Education, Leibniz Centre for Lifelong Learning | International Council for Adult Education | UNESCO Institute for Lifelong Learning (UIL) This publication introduces Curriculum globALE, a basic com- petence framework for the training of adult educators worldwide. By providing a modular, competency-based framework and cross-curricular approach, Curriculum globALE is unique in its aim to professionalize adult learning and education (ALE) on an international scale, via the competencies that support adult educators to work in any educational setting, field or form.It strives to ensure that educators’ knowledge, competencies, skills and attitudes are of a professional standard.Curriculum globALE is suitable to different contexts and its character and structure enables its inclusion in diverse national education systems.Curriculum globALE aims to: enhance the professionalization of ALE by providing a common reference framework for adult learning programmes and a suggested standard of competencies for adult educators; support ALE providers in the design and implementation of ‘train-the-trainer’programmes; foster knowledge exchange and mutual understanding between adult educators worldwide. Curriculum GlobALE: Un curriculum mondial sur l’apprentissage et l’éducation des adultes Año de publicación: 2021 Autor corporativo: DVV International | German Institute for Adult Education, Leibniz Centre for Lifelong Learning | International Council for Adult Education | Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) Cette publication présente Curriculum globALE, un cadre de compétences de base pour la formation des éducateurs d'adultes dans le monde. En fournissant un cadre modulaire basé sur les compétences et une approche interdisciplinaire, Curriculum globALE est unique dans son objectif de professionnaliser l'apprentissage et l'éducation des adultes (ALE) à l'échelle internationale, via les compétences qui aident les éducateurs d'adultes à travailler dans n'importe quel cadre éducatif, champ ou formulaire. Il s'efforce de veiller à ce que les connaissances, les compétences, les aptitudes et les attitudes des éducateurs soient d'un niveau professionnel. Curriculum globALE est adapté à différents contextes et son caractère et sa structure permettent son inclusion dans divers systèmes éducatifs nationaux. Curriculum globALE vise à : améliorer la professionnalisation de l'AEA en fournissant un cadre de référence commun pour les programmes d'apprentissage des adultes et une proposition de norme de compétences pour les éducateurs d'adultes soutenir les prestataires d'AEA dans la conception et la mise en œuvre de programmes de « formation des formateurs » favoriser l'échange de connaissances et la compréhension mutuelle entre les éducateurs d'adultes du monde entier. 
학교 수준 민주시민교육을 위한 교육과정 개선 방안 Año de publicación: 2020 Autor: 장의선 | 김기철 | 박진용 | 박태준 | 이인태 | 강대현 | 정윤미 Autor corporativo: 한국교육과정평가원 본 연구의 목적은 먼저 세계화가 이미 일상화 된 21세기의 학생들에게 요구되는 민주시민성을 폭넓게 성찰하고, 이를 측정할 수 있는 민주시민성 지표를 구안한 후, 구안한 지표를 준거로 민주시민성 인식 및 교육과정 현황 등 민주시민교육 관련 주요 실태와 요구를 분석하여, 민주시민교육 강화를 위한 교육과정 개선안을 도출하는 데 있다.