Guidelines and reference documents

The new GEG introduces methodological approaches to support GE measurement and monitoring. The structure of the document has been designed to reinforce its practical use and enable formal and non-formal educators to tackle different aspects of GE in a training/learning context and its evaluation.

Actioning a recommendation in the National Strategy for Education for Sustainable Development (2014-2020), in 2018 the National Council for Curriculum and Assessment published a study mapping the eight key competences for sustainable development onto early childhood to post-primary curriculum frameworks in Ireland

Download the presentations of the lectures from the International Seminar for Teachers: “Global challenges in the world - Challenges in our teaching” (Viana do Castelo, Portugal, 11th - 13th July 2019).

  1. Development Education /Global Citizenship Education – an indispensability in the professional action of teachers
    by Joaquim Marques de Oliveira
  2. Pathways in Development Education
    by Joaquim Marques de Oliveira
  3. Understanding global citizenship (education): research evidence from Portugal
    by Dalila P. Coelho

Download the presentations of the lectures from the XIII International Seminar on Intercultural Education: “Freeing gender relations in the School through the revision of curricula” (Senigallia, Italy, 6-7 September 2019).

  1. Women’s rights and Gender Equality in Tanzania
    by Rosemaria Mwaipopo - Senior Lecturer of Social Anthropology, University of Dar. es Salaam (Tanzania)
  2. A Global History of Humanity
    by Eric Vanhaute - Professor Economic History and World History, Ghent University

A brief illustration of the steps through which the strategy of Global Citizenship Education (here called GDE - Global Development Education) has become part of the institutional policies in the Czech Republic, one of the most advanced countries in this path.

An inter-European picture of the degree of institutionalisation of Global Citizenship Education in 10 countries, with insights on the different purposes attributed to GCE and on the different ways followed by the national routes.

The opinions, attitudes and experiences of primary and secondary education teachers in relation to global citizenship.

UNESCO has been promoting Education for Sustainable Development (ESD) since 1992. Education systems must respond to this pressing need by defining relevant learning objectives and learning contents, introducing pedagogies that empower learners, and urging their institutions to include sustainability principles in their management structures.


The UNESCO Associated Schools Project Network (ASPnet) in Action: Global Citizens for Sustainable Development student guide aims to introduce secondary school students to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) and provide them with ideas and activities to contribute proactively to a more peaceful and sustainable world.

This publication is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world.


This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. All countries and all stakeholders, acting in collaborative partnership, will implement this plan.