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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Snapshot 2019: The State of Media Literacy Education in the U.S. Año de publicación: 2019 Autor: Sherri Hope Culver | Theresa Redmond Autor corporativo: National Association for Media Literacy Education (NAMLE) The intention of this SNAPSHOT is to provide information that may be useful in facilitating the development of media literacy education across the country and helping the U.S. education system align with the media-rich world in which students, and all citizens, are immersed today. Together, we seek to reinvigorate curricula so it is relevant to students’ lives and their 21st century education needs.The purpose of this SNAPSHOT is to inspire dialogue and create momentum to support research, training, practice, and policy efforts needed in order to grow the field of media literacy more fully as we enter 2020 and beyond. 
Life After Youth Media: Insights About Program Influence Into Adulthood Año de publicación: 2014 Autor: Suniya Farooqui | Amy Terpstra Autor corporativo: Social IMPACT Research Center This report examines the impact of Chicago’s youth media sector on the ability to consume and produce information that impact civic dispositions and engagement. 
Education Under Attack 2020 Año de publicación: 2020 Autor: Marika Tsolakis | Jerome Marston Autor corporativo: Global Coalition to Protect Education from Attack (GCPEA) This report is the fifth edition of Education under Attack, a series of publications on attacks on education and military use of educational facilities. Such attacks are defined as any threat or actual use of either targeted or indiscriminate force by state armed forces, including law enforcement, as well as by non-state armed groups, on students, education personnel, or educational infrastructure or materials, for political, military, ideological, sectarian, ethnic, or religious reasons. In addition, this report also monitors the use of schools and universities for military or security purposes. The report examines situations of both armed conflict and insecurity. 
Artificial Intelligence: Media and Information Literacy, Human Rights and Freedom of Expression Año de publicación: 2020 Autor: Igor Shnurenko | Tatiana Murovana | Ibrahim Kushchu Autor corporativo: UNESCO Institute for Information Technologies in Education (IITE) | TheNextMinds The collection of papers “Artificial Intelligence: Media and Information Literacy, Human Rights and Freedom of Expression” continues the UNESCO IITE’s series of publications entitled “Digital Transformation of Education”.The publication describes the fundamentals of artificial intelligence and AI-based technologies, their impact on the modern information and media environment, new challenges in the field of media and information literacy associated with the growing automation of the processes of creating, disseminating and accessing information, the use of AI in decision-making and control systems in various areas. There is a strong focus on the growing risks of reducing individual agency, people’s ability to interpret reality autonomously and to act according to their own agenda.These issues are more relevant now than ever before for education undergoing digital transformation. The publication seeks to contribute to a critical understanding of the digital environment in which learning and teaching unfold, and strategies and tactics for the use of new technologies and the digitalization of educational interactions. 
The United Nations World Water Development Report 2021: Valuing Water Año de publicación: 2021 Autor corporativo: UNESCO World Water Assessment Programme (WWAP) The 2021 edition of the United Nations World Water Development Report focuses on valuing water. There is enough water for all provided we use and manage it efficiently. But we don’t. We invest too little, and ineffectively. We use too much water, creating scarcities. Quality is suffering and so is the environment.The value we place on water varies, depending upon who is using it, and why. Value can be a guide to what our goals should be, what actions are needed, and where we should invest. Many of our problems arise because we don’t value water highly enough; all too often water is not valued at all.This report explains various approaches to valuing water for environmental considerations, water-related infrastructure, drinking water, sanitation and hygiene. It looks at valuation issues in food and agriculture, business, industry, energy and financing. And it highlights the perspectives of different value systems and cultures, and associated social and gender-based considerations. 
STEM Education for Girls and Women: Breaking Barriers and Exploring Gender Inequality in Asia Año de publicación: 2020 Autor corporativo: UNESCO Bangkok Science, Technology, Engineering and Mathematics (STEM) fields are considered catalysts for the achievement of the 2030 Agenda for Sustainable Development. Yet, particularly for STEM fields, girls and women, for a multitude of social, cultural and psychological reasons, engage and participate at a lower rate than boys and men. This research collection aims to highlight the contextual barriers that girls and women face in STEM education and careers and offer concrete examples of interventions that successfully encourage participation of girls and women in STEM. These eight case studies from across Asia explore both the barriers and the achievements in SDG 4 and SDG 5, and give context-specific analysis of different aspects of gender disparities in the respective countries. 
A Study on the Monitoring Framework of GCED in South Korea Año de publicación: 2020 Autor corporativo: APCEIU The purpose of this study is to establish a feasible monitoring system for the implementation of Global Citizenship Education (GCED) in South Korea that can both align itself with the global indicator (SDG 4.7.1) and reflect the domestic context and feasibility. The study further builds upon previous studies carried out by the Asia-Pacific Centre of Education for International Understanding (APCEIU). Particularly, it aims to refine and validate the GCED indicator system for domestic monitoring as proposed in the previous studies, which are also in line with SDG 4.7.1, the global indicator to monitor the mainstreaming of GCED/ESD. To this end, the study involved a Delphi survey and expert consultation to build the refined list and classification of GCED related thematic areas and keywords contextualized in Korea, and aligned these with global indicators so that it could establish a set of sub-indicators for the South Korean context. Then, it pilot-tested the sub-indicators by codifying and statistically analyzing key policy documents and the curricula of Teacher Education Institutes (TEIs) to validate the sub-indicators and to examine the extent to which GCED is mainstreamed in the given domains of the Korean context. Case analyses with focused interviews for some TEI curricula were also added to enrich the study. Lastly, the study draws key implications and proposes some recommendations for the establishment of a feasible and sustainable GCED monitoring system in South Korea. Considering the importance of national input in initiating the SDG agenda, the research concluded with a proposal on how to manage the global citizenship indicators in South Korea. 2020 세계시민교육 국내 모니터링 체제 구축 연구 Año de publicación: 2020 Autor corporativo: APCEIU 유네스코 아태교육원은 세계시민교육의 국내 모니터링을 체계화하기 위한 노력의 일환으로 “2020 세계시민교육 국내 모니터링 체제 구축 연구”를 실시, 결과물을 보고서로 발간하였다. 본 연구는 지속가능발전목표 글로벌 지표(4.7.1)에 부합하면서 국내 맥락과 실효성이 반영된 세계시민교육 이행 모니터링 체제 구축 방안을 모색하는데 목적이 있다.이를 위하여 첫째, 아태교육원의 선행 연구에서 제안한 세계시민교육 지표체계를 델파이 조사 및 전문가 협의를 통해 정교화하고 타당도를 높였으며, 둘째, 고도화된 하위지표 체계를 적용하여 국내 교육정책 및 교사교육 분야에 있어 세계시민교육 주류화 정도를 문헌연구, 통계자료 분석 등을 통하여 시범적으로 분석하였고, 이와 함께, 정책 및 교원양성교육의 사례도 제시하고 있다. 마지막으로 이러한 연구 결과를 토대로 국내 세계시민교육 모니터링 체제 구축 방안에 대한 시사점을 도출하였으며, 특히 SDGs에서 강조하는 국가별 자율적 이행을 고려하여, 한국에서 어떻게 세계시민교육 지표를 관리할 것인지에 대해 제언하였다. 
EIU Best Practices Series No. 36: Enhancing Student Environmental Sustainability Awareness with Innovative Art Media: A Multidisciplinary of Art and Science Activities Año de publicación: 2014 Autor: Poonarat Pichayapaiboon Autor corporativo: APCEIU This issue is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.36 introduces a multidisciplinary programme of art and science activities implemented in Thailand’s Chulalongkorn University to raise students’ awareness of environmental sustainability. Given the country’s large volume of green mussels, there is increasing concern for shell waste management and global warming. As students of varied age learn how shells can be transformed into pigment and clay, and use to create artwork as part of “Turning Waste into Art to Live a Sustainable Life” project, students come to appreciate the value of environmental protection and management. The programme is an exemplary case in which children are educated to live in harmony with the earth, following one of the key pillars of EIU. 
EIU Best Practices Series No. 37: Early Childhood and Elementary Education for Indigenous Learners Programme Año de publicación: 2014 Autor: Bricks Sabella Sintaon Autor corporativo: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.37 introduces the Early Childhood and Elementary Education (ECEE) for Indigenous Learners Programme initiated in the Philippines. The indigenous peoples (IP) reside in the mountainous regions, away from basic social services and struggling with poverty, malnutrition, and lack of proper education. The aim of ECEE is to facilitate access to quality and culturally-relevant early childhood and elementary education for the Higaonon indigenous children. To achieve this, activities such as curriculum indigenization and teacher training are provided in collaboration with the community members. As the program creates learning process for all through openness, sharing, and collaboration, this is an exemplary case of EIU/GCED pedagogical approach.