More efforts are needed to mainstream values like tolerance and the appreciation of cultural diversity within National Education Policies

An analysis of different themes and concepts associated with Global Citizenship Education (GCED) reveals that within the main topics associated with GCED, appreciation of cultural diversity and tolerance are less likely to be reflected in national education policies, curriculum and teacher education.

Measuring global citizenship education: A collection of practices and tools

This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG).

The author's 5th grade students get into character dressed as their favorite "changemaker," as a part of global-citizenship study at Marin County Day School in Madera, Calif.

How One School Turns Elementary Students Into Global Citizens

Today, teaching global competency hardly seems novel. In fact, in a rapidly changing political and environmental landscape, focusing on the development of global competency seems urgent. The ability to imagine other perspectives and recognize one’s own point of view is essential to understanding the current complexities related to immigration, environmental challenges, and racial and religious tensions at home and abroad. Additionally, studying any environmental, political, economic, or social system without recognizing its global interdependence seems limited.

UN Volunteer Simon Kuany (far right), Associate Project Officer with the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development, with participants at an Inquiry and Integration workshop in New Delhi, India. (Photo: UNV, 2016)

Promoting global citizenship through learning and dialogue

Simon Kuany (South Sudan) is a UN Volunteer with the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), in New Delhi, India. Funded generously by the Indian Government, MGIEP was formed in 2012 and since then has contributed to transforming education for humanity. It is an integral part of UNESCO, and the organization’s specialist institute on education for peace and sustainable development to foster global citizenship.

(Photo: © Ewha Womans University / ISVP)

How can education prevent school violence and bullying based on ethnic discrimination?

UNESCO organized a workshop on Global Citizenship Education as part of the International Symposium on School Violence and Bullying: From Evidence to Action that took place in Seoul, Republic of Korea.

Learning to live together in peace through Global Citizenship Education

This UNESCO video explains the importance of Global Citizenship Education (GCED) in a globalized and increasingly interconnected and interdependent world. GCED is key to understand the interconnections between the local and the global and nurture a sense of belonging to a common humanity. It builds motivation to assume active roles to contribute to a more just, peaceful, tolerant and sustainable world.

Members of the School Parliament organize a puppet show to promote inclusion and tolerance, Jordan. (Photo: @2014 UNRWA, Alaa Ghosheh.)

Making global citizenship education possible for refugees

All around the world we are witnessing an increased focus on global citizenship education (GCE). Global citizenship refers to a sense of belonging to a common humanity. And the values of that common humanity are underpinned by human rights. Accordingly the UN Relief and Works Agency for Palestine Refugees in the Near East delivers this work through its Human Rights, Conflict Resolution and Tolerance Education Programme.

(Photo: UNESCO)

UNESCO Launches Teacher’s Guide on the Prevention of Violent Extremism

UNESCO’s Teacher Guide on the Prevention of Violent Extremism provides practical tips to educators seeking guidance on how to discuss the subject in classrooms. The Guide was developed within the framework of UNESCO’s work on Global Citizenship Education and in response to the request of UNESCO’s Member States for assistance in strengthening their education sector responses to violent extremism.

Southern Africa Regional Meeting on Global Citizenship Education convened in Johannesburg, South Africa

The UNESCO Regional Office for Southern Africa (ROSA), in collaboration with the UNESCO Headquarters and the South African National Commission for UNESCO, organized a Southern Africa Regional meeting on Global Citizenship Education, in Johannesburg, South Africa on July 4-5, 2016.

Gyeongju Action Plan: NGOs join UNESCO in global citizenship education push

UNESCO’s priority mission to strengthen global citizenship education and advocate for its integral role in achieving the Agenda for Sustainable Development was bolstered at the recent United Nations Department of Public Information (DPI)/Non-Governmental Organization (NGO) Conference. The conference culminated in the “Gyeongju Action Plan”, in which NGO participants affirmed their collective belief in the importance of Sustainable Development Goal 4 charting the Education 2030 agenda, recognized GCED as “an essential strategy” to address modern challenges. Under the plan, they commit to GCED principles, such as promoting education that celebrates diversity and collaboration at all levels of society and across cultures.

Helping students become global citizens: Global Capacity-Building Workshop on Global Citizenship Education

The first Global Capacity-Building Workshop on Global Citizenship Education (GCED) was hosted by the Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO. 28 teachers and education experts from 26 nations participated in the workshop in Guro-gu, southwestern Seoul.

Declaration of the World Summit of Educators

We, the participants at the World Summit of Educators, assembled to commemorate the 20th anniversary of the speech by Dr. Daisaku Ikeda given at Teachers College, Columbia University, New York, entitled “Thoughts on Education for Global Citizenship” affirm wholeheartedly that education is a human right established and recognized by the international community. We reaffirm our collaborative conviction that the concept of global citizenship as an objective of education has assumed even greater relevance and significance today in view of the continuing and ever-increasing challenges education systems in our countries face.

Video: Betty Reardon & Anwarul Chowdhury in conversation about Daisaku Ikeda’s “Speech that Changed the World”

On June 13, 2016 Dr. Betty Reardon and Ambassador Anwarul K. Chowdhury engaged in conversation at Soka University of America in celebration of Daisaku Ikeda’s “Speech that Changed the World.” The speech, given at Teachers College, Columbia University 20 years ago, was entitled “Thoughts on Education for Global Citizenship,” and it was through this speech that Ikeda presented a message of hope that is relevant to our current times, rife with divisive rhetoric. The vision of education that Ikeda outlined in his speech has inspired many change makers around the world.

Participants of the 66th United Nations DPI/NGO Conference adopt Education for Global Citizenship Action Plan

We, the NGO participants of the 66th United Nations DPI/NGO Conference, adopt this Action Plan so that all may realize the aspirations of the 2030 Global Agenda for Sustainable Development. Education is a human right, essential to well-being and dignity, and is key to achieving Agenda 2030. Further, an ethos of global citizenship is required in order to fulfill this bold, people-centered, universal, and planet-sensitive development framework.