Ressources
Explorez une large gamme de ressources sur le GCED afin d’approfondir votre compréhension et de renforcer vos activités de recherche, de plaidoyer, d’enseignement et d’apprentissage.
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The Role of Education in Addressing Future Challenges Année de publication: 2020 Auteur institutionnel: Bridge 47 In response to UNESCO’s Futures of Education consultation, Bridge 47 has released the following report on the power that transformative education has to address future challenges, including those linked to inequalities, climate change and health.Through the consultation process UNESCO raises questions about the importance and purpose of education by 2050. In a fast-evolving world, Bridge 47 supports the idea that education should foster the kind of education that helps learners of all ages to become active global citizens and thus contribute to building a more just and sustainable report world for all.The report, ‘The Role of Education in Addressing Future Challenges’, further emphasises the importance of measuring and monitoring the progress towards achieving the transformative vision of education as outlined in Sustainable Development Goal Target 4.7. It is hoped that the overall Future of Education report will encourage a measuring framework for SDG 4.7 that acknowledges the connection between non-formal and formal education as well as supporting dialogue between key actors that the reflect any conceptual shifts within the fields of Education for Sustainable Development and Global Citizenship Education. 
The Global Citizen's Journey: A Resource for Global Citizenship Education Année de publication: 2021 Auteur institutionnel: GOAL Global This resource for Global Citizenship Education is designed by our Global Youth Programme for educators and leaders of 14–18-year-olds all over the world. Centring on the themes of interconnectedness, development, power and inequality this free, downloadable booklet of activities encourages critical thinking, reflection, and empower the pursuit of positive change.To find out more, watch our introductory video here. 
The prospects of development education in African countries: building a critical mass of citizenry for civic engagement Année de publication: 2015 Auteur: Simon Eten Auteur institutionnel: Centre for Global Education (CGE) This article argues that development education is often framed in an African context within notions of national citizenship designed to engender support for public institutions and policies rather than develop critical thinking skills. This limited concept and application of development education often results in public apathy and disengagement from participation in community, national and global development initiatives. The author argues that recourse to the more radical, Freirean conception of development education practice in African states could potentially support more engaged public activism in issues underpinning poverty and injustice locally and globally. The author draws upon his knowledge and experience of the public sector in Ghana and general trends across Africa to propose potentially fertile areas of research that could support more effective DE practice that nurtures enhanced civic engagement. Les perspectives de l'éducation au développement dans les pays africains: la construction d'une masse critique de citoyens pour l'engagement civique Année de publication: 2015 Auteur: Simon Eten Auteur institutionnel: Centre for Global Education (CGE) Cet article soutient que l'éducation au développement est souvent encadrée dans un contexte africain dans les notions de citoyenneté nationale visant à susciter le soutien des institutions et des politiques publiques plutôt que de développer la pensée critique. Ce concept limité et l'application de l'éducation au développement se traduit souvent par l'apathie du public et le désengagement de la participation à la communauté, les initiatives nationales et mondiales de développement. L'auteur fait valoir que le recours à la plus radicale, la conception freirienne de la pratique de l'éducation au développement dans les pays africains pourrait soutenir l'activisme public plus engagé dans les questions qui sous-tendent la pauvreté et de l'injustice localement et globalement. L'auteur puise dans ses connaissances et de l'expérience du secteur public au Ghana et les tendances générales à travers l'Afrique pour proposer des zones potentiellement fertiles de la recherche qui pourrait soutenir la pratique DE plus efficace qui favorise l'engagement civique renforcée. 
Raising Citizens' Awareness Through Development Education: Success Stories Collection Année de publication: 2020 Auteur: Lur Fernandez Salinas Auteur institutionnel: PLATFORMA Development Education and Awareness Raising (DEAR) are natural lines of action for local and regional governments active in development cooperation and tie in perfectly with their territorial strategies.Awareness-raising among citizens, through the action of municipalities and regions, remains a core component of the co-responsibility, solidarity, mutual knowledge and mutual understanding needed to mobilise and unite communities.Discover this Success Stories Collection which aims to showcase concrete, impactful and transformative experiences of local and regional governments and their associations actively engaged in DEAR projects and decentralised cooperation strategies. Sensibiliser les citoyens par l’éducation au développement : Exemples de réussites Année de publication: 2020 Auteur: Lur Fernandez Salinas Auteur institutionnel: PLATFORMA Le programme DEAR constitue une ligne d’action tout à fait naturelle pour les collectivités territoriales actives dans la coopération au développement et s’inscrit parfaitement dans leurs stratégies territoriales.La sensibilisation des citoyens, par l’action des municipalités et régions, reste une composante essentielle de la coresponsabilité, de la solidarité, de la connaissance et de la compréhension mutuelles nécessaires pour mobiliser et fédérer les communautés.Le présent recueil d’histoires de réussite vise à montrer les expériences concrètes, percutantes et transformatrices des collectivités territoriales et de leurs associations activement engagées dans des projets DEAR et des stratégies de coopération décentralisé 
Gesturing Towards Decolonial Futures Collective: Global Citizenship Education Otherwise; Study Guide Année de publication: 2019 Auteur: Vanessa de Oliveira Andreotti | Sharon Stein | Rene Suša | Dani d’Emilia | Elwood Jimmy | Bill Calhoun | Sarah Amsler | Camilla Cardoso | Dino Siwek | Kyra Fay | Tereza Čajková Auteur institutionnel: Decolonial Futures Collective This booklet was developed with a specific audience in mind: educators working with global citizenship education in Europe. It presents an overview of the work of the collective and outlines two pedagogical experiments. The first pedagogical experiment, “Bare Basics” is a program for self or group study consisting of a collection of resources organized around 6 thematic areas (denial of violence, denial of unsustainability, denial of entanglement, how education has helped create the problem, so what/now what?, the difficulties/impossibilities of imagining otherwise). The second pedagogical experiment is an experiential learning program that we run by request (as a TTT or a residency). It involves mapping, imagination, body and land-based exercises. We invite you to engage with the outline of both programs, starting with our “broccoli seed agreement” on the back of the booklet. 
No Education, No Protection: What School Closures Under COVID-19 Mean for Children and Young People in Crisis-Affected Contexts Année de publication: 2021 Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) | Alliance for Child Protection in Humanitarian Drawing from research and experience on previous infectious disease outbreaks and an emergent body of work from the current COVID-19 pandemic, this report highlights the primarily negative effects resulting from the combination of sudden school closures and restricted access to and availability of services, social networks, and other protective facilities for children and young people living in crisis-affected contexts. The consequences of school closures on education and child protection can be categorized into three principal areas:1. Loss of learning and impediments to providing inclusive, equitable, quality education2. Negative impact on child well-being and healthy development3. Amplified child protection risks and harms experienced by children and young people 
Gender-responsive Pedagogy for Early Childhood Education: A Toolkit for Teachers and School Leaders Année de publication: 2019 Auteur institutionnel: VVOB | Forum for African Women Educationalists (FAWE) The Gender-Reponsive Pedagogy for Early Childhood Education Toolkit targets early childhood education teachers and all other practitioners who deal with younger children. It is a practical guide that can be adapted to any context and the related needs as well as a source of ideas and resources that individual teachers and school leaders can put to immediate use in their classrooms and schools. The toolkit is also a useful resource for researchers, school-parent committees and governing bodies, civil society organisations, community leaders and education policy makers. 
Private Engagement in Education in Emergencies: Rights and Regulations Année de publication: 2021 Auteur: Francine Sara Menashy | Zeena Zhakaria Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) Efforts to secure inclusive and equitable education for all have prompted calls for greater engagement by the private sector, asserting that businesses and foundations can play significant roles as partners in achieving Sustainable Development Goal 4 (SDG4).In recent years, given shortfalls in public financing and the need for urgent responses, private actors have increasingly become involved in various aspects of educational programming for education in emergencies (EiE). This arrangement, however, can produce tensions between private engagement and humanitarian response in education, which need to be addressed and in turn require extra coordination, advocacy and attention. This brief explores some of these tensions and makes recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises.INEE supports every young person’s right to education and recognizes the State as the primary duty-bearer of schooling, in alignment with international declarations, frameworks, and legal instruments that assert and protect the right to education.