All requests concerning the reproduction or translation of all or part of the document should be addressed to the Directorate of Communication (F-67075 Strasbourg Cedex or All other correspondence concerning this publication should be addressed to the North-South Centre of the Council of Europe.


The new version of the Global Education Guidelines builds on previous editions and on a permanent consultative process opened to formal and non-formal educators and practitioners from different cultural and geographical backgrounds, and will remain an on-going pedagogical process, object of regular updates in order to keep educators’ competences responsive to new challenges.

The drafting process of this new version involved i) an expert from the drafting team of the first GEG version; ii) a Council of Europe expert involved in the drafting of the Reference Framework of Competences for Democratic Culture [RFCDC]; iii) a senior trainer in the field of Global Education, Intercultural Education and Global Citizenship Education, contributing thus to the Council of Europe objectives for the promotion of democratic culture and intercultural dialogue.

It will serve also as the North-South Centre reference pedagogical tool within its Global Education programme advocacy and capacity-building activities for global citizenship, namely its regional seminars and workshops, and its residential and on-line courses, which will be complemented by a Massive Open Online Course.


Chapter A – What Is Global Education?

Meeting the XII Century: Competences to Engage in Global Citizenship


Chapter B – Why Global Education?

Fostering Participation through Global Education


Chapter C – Global Education and Global Competence

The Reference Framework of Competences for Democratic Culture [RFCDC]

Aligning practices for global education with the Competences for Democratic Culture

Selecting RFCDC competences for designing learning interventions

Competences related learning opportunities

Giving feedback — learners’ progress is tracked and transparent

Designing and implementing educational projects – Monitoring and Evaluation of Learning

RFCDC Descriptors

The key descriptors




Knowledge and critical understanding

Observation Template

Self- Peer- and Educator Observation Template


Chapter D – Methodology and Methods for Practicing Global Education

Methodological process

The role of the educator

Methodological Dimensions

The micro-macro dimensions and vice versa

The three-time dimensions

Historicity of knowledge dimension

Power analysis dimensión

Methodological Aspects

What to pay attention to

What to build up

Learning environment

Session Planning

Examining Issue

Understanding Perspectives Interacting Across Cultural Experiences

Taking Action


Follow Up

Learning Through Global Education In Different Contexts

Formal education settings

Non formal education settings

Informal education

Soft skills training

Lifelong learning

Annex Simulation:The Global Market

Chapter E – Media Literacy

Critical Thinking and Media Content: Construction and Deconstruction of Media Messages

Understanding the media environment / addressing the information crisis

Elevating our perception: knowledge and belief

Breaking stereotypes and bias transmitted by the media

Empowering Citizens’ Participation Through Social Media

Learning about the engagement on social-media

Online extremism and hate speech

Tools for online participation and activism

Responsible online participation and ethics: human rights, respect, and personal ethics

Understanding main elements of Digital Citizenship

Copyright: sharing of online content



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