Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Roadmap for Integrating Global Citizenship and Liberation History in Teaching and Learning in SADC Member States Year of publication: 2021 Corporate author: UNESCO The Roadmap for integrating GCED and SALH in teaching and learning in SADC member states is grounded in two visions: Identify common values and learning outcomes that can be advanced by GCED and SALH, with a view of promoting the sense of belonging, solidarity, and regional identity and integration. Guide education planners and practitioners to mobilize the GCED and SALH contents to contribute to the SADC vision of reconciliation, social cohesion, resilience, peace, solidarity, development, and freedom for future generations through promoting an education that equips young people with skills, values, knowledge, behaviours, and attitudes that critically and creatively address today’s local, national, regional, and global challenges through an inclusive lens. The objectives of this Roadmap are to: Provide general guidance and steps for the integration of SALH and GCED in curricula and teaching and learning practices in SADC member states; Provide articulations between the regional and local philosophical concepts and the GCED core values, such as ubuntu, to support a contextualized teaching of GCED values; Support countries to identify priority topics and steps towards integrating GCED and SALH in education policies in a manner that highlights the regional dimensions of liberation history, as well as universal values; Propose learning outcomes and competencies as well as teaching and learning approaches for GCED and SALH; Provide guidance on integration of GCED and SALH in teacher education programmes, as well as possible assessment methods. 
Gender in Teaching: A Key Dimension of Inclusion Year of publication: 2020 Corporate author: UNESCO | International Task Force on Teachers for Education 2030 Without teachers, Sustainable Development Goal 4 to ensure inclusive and equitable, quality education for all by 2030 will not be achieved.Since teachers act as role models for students, inclusion in education means that the teaching workforce mirror the diversity of the classroom. As countries look to recruit more teachers to meet SDGs, one significant factor important to creating inclusive classrooms is gender.This document has been prepared for the 2020 World Teachers’ Day celebrated by UNESCO and the Teacher Task Force with the theme Teachers: Leading in crisis, reimagining the future. 
Policy Review Report: Early Childhood Care and Education in Kazakhstan Year of publication: 2005 Corporate author: UNESCO UNESCO launched a joint UNESCO/OECD Early Childhood Policy Review Project as a component of the 2004-2005 plan. The purpose is to provide selected countries with an opportunity to review their early childhood policies and identify concrete options and strategies for improvement. Four countries were chosen based on their expressed interest - Brazil, Indonesia, Kazakhstan and Kenya. This review was conducted as part of Kazakhstan's participation in the project, which is being implemented in collaboration with the OECD. 
Media and Information Literate Citizens: Think Critically, Click Wisely! Year of publication: 2021 Author: Alton Grizzle | Carolyn Wilson | Ramon Tuazon | C.K. Cheung | Jesus Lau | Rachel Fischer | Dorothy Gordon | Kwame Akyempong | Jagtar Singh | Paul R. Carr | Kristine Stewart | Samy Tayie | Olunifesi Suraj | Maarit Jaakkola | Gina Thésée | Curmira Gulston Corporate author: UNESCO Content providers such as libraries, archives, museums, media and digital communications companies can enable inclusive and sustainable development. However, they do not always live up to these ideals, which creates challenges for the users of these services. Content providers of all types open up new opportunities for lifelong learning. But at the same time, they open up challenges such as misinformation and disinformation, hate speech, and infringement of online privacy, among others.Media and information literacy is a set of competencies that help people to maximize advantages and minimize harms. Media and information literacy covers competencies that enable people to critically and use of digital technologies. Capacities in these areas are indispensable for all citizens regardless of their ages or backgrounds.This pioneering curriculum presents a comprehensive competency framework of media and information pedagogical suggestions. It features various detailed modules covering the range of competencies needed to navigate today’s communications ecosystem. This resource links media and education, education for sustainable development, cultural literacy and the exponential information literacy curriculum, everyone can become media and information literate as well as peer-educators of media and information literacy. 
[Summary] Reimagining Our Futures Together: A New Social Contract for Education Year of publication: 2021 Corporate author: International Commission on the Futures of Education | UNESCO Our humanity and planet Earth are under threat. Urgent action, taken together, is needed to change course and reimagine our futures. Education, long acknowledged as a powerful force for positive change, has new, urgent and important work to do. Informed by a global consultation process engaging about one million people, this report of the International Commission on the Futures of Education invites governments, institutions, organizations, and citizens around the world to forge a new social contract for education that will help us build peaceful, just, and sustainable futures together and for all.The report features in-depth looks at digital technologies, climate change, democratic slippage and societal polarization and the uncertain future of work. It aims not only to open the conversation about education to everyone and provoke thought, but to spur each of us on to action. It argues, above all, that it is through millions of individual and collective acts of courage, leadership, resistance, creativity and care that we will change course and transform education to build just, equitable and sustainable futures. 
ПЕРЕОСМЫСЛИМ НАШЕ БУДУЩЕЕ Year of publication: 2021 Corporate author: International Commission on the Futures of Education | UNESCO Наше человечество, наша планета находятся в опасности, пандемия лишь подтвердила нашу хрупкость и взаимозависимость, чтобы изменить ход вещей и переосмыслить наше будущее, необходимы неотложные совместные действия; в этом докладе Международной комиссии по перспективам образования подтверждается способность образования к осуществлению коренных изменений. Перед нами стоит двойная задача – выполнить невыполненное обещание обеспечить право на качественное образование для каждого ребёнка, молодого человека и взрослого и полностью реализовать преобразующий потенциал образования, способного проложить путь к устойчивому коллективному будущему. Для этого нам нужен новый общественный договор в области образования, который сможет устранять проявления несправедливости, преобразуя будущее.Этот новый общественный договор должен основываться на принципах прав человека, недопущения дискриминации, социальной справедливости, уважения жизни, человеческого достоинства и культурного разнообразия. Он должен включать в себя этику заботы о людях, взаимности и солидарности. Он должен укреплять позиции образования как общественного дела и общего блага.Этот доклад, который готовился два года на основе глобального процесса консультаций с участием миллиона человек, предлагает правительствам, учреждениям, организациям и гражданам всего мира разработать новый общественный договор в области образования, который поможет нам построить мирное, справедливое и устойчивое будущее, отвечающее всеобщим интересам.Представленные здесь концепции, принципы и предложения являются лишь отправной точкой. Их воплощение в практику в конкретных условиях – это коллективная работа. Уже есть много положительных моментов, и в настоящем докладе предпринята попытка их отразить и развить. Это не инструкция и не план, а начало жизненно важного разговора. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-Being: Recommendations for Action Towards Transformative Education Year of publication: 2022 Corporate author: UNESCO In light of contemporary and emerging challenges such as climate change, violent and hateful ideologies, conflicts and risks of global pandemics, education must teach young people the knowledge, skills, values and attitudes to live cooperatively, be flexible, think critically, respect diversity, care for the environment, and be actively involved in finding solutions, both locally and globally. Transformative education – as enshrined in Target 4.7 of Sustainable Development Goal 4 – is critical in supporting individuals to develop these competencies. Transformative education involves teaching and learning that motivates and empowers learners to make informed decisions and actions at the individual, community and global levels. With a focus on sustainability, global citizenship, health and well-being for all, transformative education implies ensuring that curriculum, pedagogy, learning materials, schools and learning environments are meaningful for the social, political, economic, cultural and environmental contexts. To better understand concrete progress in transformative education, UNESCO and the Asia Pacific Centre of Education for International Understanding (APCEIU) co-organized the 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (29 November – 1 December 2021).The conference enabled a productive dialogue among a diverse range of actors from the fields of education for sustainable development (ESD), global citizenship education (GCED), education for health and wellbeing under the broader “banner” of transformative education. 
Education for Sustainable Development: Partners in Action Year of publication: 2017 Corporate author: UNESCO This brochure illustrates key findings and achievements from a monitoring exercise conducted by UNESCO at the halfway point of the initial phase of the GAP. Key partners reported on their progress as of 2016 for 10 indicators -- two in each Priority Action Area -- and toward their target for 2019 which was set as part of their initial commitment.The data summarised here show remarkable progress and suggest that GAP Key Partners and other stakeholders are acting as catalysts for a wide range of ESD efforts. A clear learning agenda has emerged that will inform the second part of the programme and help ensure that ESD evolves, stays relevant and adds value to the full spectrum of Sustainable Development Goals. 
Right to Higher Education: Unpacking the International Normative Framework in Light of Current Trends and Challenges Year of publication: 2022 Corporate author: UNESCO | Right to Education Initiative (UK) The right to higher education is well-established in international human rights law. It requires states to progressively introduce free higher education and ensure that all have access on the basis of capacity. Yet, access to education is unequal from the very early years, which together with deep-rooted discrimination in education as well as differences in upbringing, often result in unfair admission procedures when reaching higher education. Drastic changes worldwide, due to rising inequalities, human movement, growing digitalization and the effects of the COVID-19 pandemic, are further challenging how this right can be concretely implemented. This publication seeks to bring clarity not only to existing obligations and rights, but also to unravel what aspects of the right to higher education might require further explanation in light of new contexts and challenges. It provides policy recommendations to guide states in their endeavour to ensure effective equal opportunities to higher education for all. 
The Universal Periodic Review (UPR) and its Potential to Foster Freedom of Expression, Access to Information and Safety of Journalists: Guidelines for National Human Rights Institutions (NHRIs) Year of publication: 2022 Author: Hina Jilani Corporate author: UNESCO This document introduces The Universal Periodic Review (UPR), including its function, content and guideline for practice, and evaluates its positive contributions to global human rights.