Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural: Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities; Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully; Behavioural: conduct, performance, practical application and engagement. The key learning outcomes, key learner attributes, topics and learning objectives suggested in GCED are based on the three domains of learning mentioned above. They are interlinked and integrated into the learning process.
While civic education can be seen as education about citizenship, citizenship education is far more concerned with education through citizenship and for citizenship (Kerr, 2002: 216). In contrast to civic education, which focuses very much on education that reinforces the existing structures of government and political culture, citizenship education, as described by Kerr, has the potential to address issues of diversity through the ideal values of citizenship education outlined above. Whether this is achieved depends very much on its implementation (Inglis, 2008: 106).