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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Inclusion in Early Childhood Care and Education in High-Income Countries Year of publication: 2021 Corporate author: Global Education Monitoring Report Team | UNESCO | Deloitte Access Economics This report reviews the international research and policy literature concerning approaches to inclusion in early childhood care and education (ECCE) in different high-income jurisdictions globally. Each chapter highlights examples of policies and practices which can foster inclusion in ECCE across the themes set out in the Global Education Monitoring (GEM) Report in 2020.As a critical period for children’s intellectual, emotional, social, physical and moral development, supporting inclusion in ECCE is of particular importance for supporting lifelong learning and equitable opportunities for all children. A number of key messages emerging from this review that are instructive to designing policies to promote inclusion in ECCE are summarised below. Inclusion in ECCE is fostered through complementary universal and targeted approaches to most aspects of ECCE governance, financing, policy and service delivery. The implementation of ECCE laws and policies is key to supporting inclusion. As the central actors delivering ECCE services, collaboration within the ECCE workforce is crucial to supporting a community of practice which leads and shares inclusion, while avoiding risks of specialisation. Finally, while many existing ECCE policies, resources and tools are grounded in a deficits-based approach to understanding need, inclusion may be better supported through an approach which focusses on child learning needs and strengths. 
3rd Meeting of the SDG-Education 2030 Steering Committee, 29-30 June 2017, United Nations, New York: meeting report Year of publication: 2017 Corporate author: UNESCO An inclusive high-level multi-stakeholder partnership, the SDG-Education 2030 Steering Committee (SC) provides a global forum for consultation and a mechanism to coordinate and harmonize global education efforts. It is mandated to provide strategic guidance to Member States and the education community, make recommendations for catalytic action, advocate for adequate financing, and monitor progress toward SDG4 targets through the UNESCO Institute for Statistics and the Global Educational Monitoring (GEM) Report. The 3 rd meeting of the SC was organized in New York on 29-30 June 2017 back to back with the HighLevel Action SDG Action Event on Education convened by the President of the UN General Assembly, Peter Thompson, in partnership with key SDG 4 stakeholders, to drive a new push for inclusive and equitable quality education and lifelong learning opportunities. At this meeting the SC examined successes and challenges in the implementation of SDG4 since the adoption of the 2030 Agenda. After highlighting the critical role of regional organizations as policy peer learning mechanisms in enhancing effective implementation of SDG4-Education 2030, the SC endorsed a set of recommendations for improved implementation in 2018 and 2019. 
Getting Every School Climate-ready: How Countries are Integrating Climate Change Issues in Education Year of publication: 2021 Corporate author: UNESCO This document summarizes the findings of selected studies by UNESCO and its partners on how climate change issues are integrated in education.These findings shed light on four key questions: where do we stand on climate change education; what do teachers say; what are the examples of country good practices on climate change education; and what does inter-ministerial collaboration on education for sustainable development look like? 
UNESCO’s GLOBAL/REGIONAL COORDINATION OF AND SUPPORT FOR THE IMPLEMENTATION OF SDG 4 – EDUCATION 2030 Year of publication: 2017 Corporate author: UNESCO 
Getting the Message Across: Reporting on Climate Change and Sustainable Development in Asia and the Pacific; A Handbook for Journalists Year of publication: 2018 Corporate author: UNESCO Getting the Message Across, Reporting on Climate Change and Sustainable Development in Asia and the Pacific: A Handbook for Journalists has been customized for journalists to tell the climate change story specific to the region. It explores the essential aspects of climate change, including its injustices to vulnerable communities, especially women and girls and least developed countries, and provides examples of best practices and stories of hope unique to the region. It can be used as a resource for journalists to understand the science of climate change, as well as helping journalists to improve their reporting of the environmental, social, economic ̧ political, technological and other angles of the story. 
Not Just Hot Air: Putting Climate Change Education Into Practice Year of publication: 2015 Corporate author: UNESCO This publication presents UNESCO’s work on Climate Change Education for Sustainable Development in 2012/2013, and intends to serve as a reference for similar work in the future.It provides: National case studies on five CCESD country pilots conducted by UNESCO in 2012/2013 in: Dominican Republic, Guyana, Mauritius, South Africa and Tuvalu. The case studies include an analysis and assessment of the undertaken CCESD capacity-building work for policy makers and teacher educators, lessons learnt about the implementation of the programme, and conclusions. 16 short country profiles from around the world on policy development regarding ESD and Climate Change Education. Recommendations on Climate Change Education in the context of Education for Sustainable Development, developed by UNESCO in order to establish a common understanding of what needs to be done to enhance education responses to climate change. This publication is intended to provide policy makers and teacher educators with a compact source of information on how to mobilize education to address climate change. 
Climate Change Mitigation and Adaptation: Simple Guide to Schools in Africa Year of publication: 2019 Corporate author: UNESCO This booklet aims to support educators in Africa to impart knowledge on climate change to students in secondary level education. 
Climate Change Education for Sustainable Development in Bangladesh Year of publication: 2015 Author: Sheikh Tawhidul Islam Corporate author: UNESCO The CCESD pilot study contributes in developing a national baseline scenario regarding disaster and climate change impacts on education sector for the first time in Bangladesh. The information may help education planners and disaster and climate change professionals to act in line with national and international policy directives towards developing a strong and disaster and climate change impact resilient education system in Bangladesh. 
Transforming 'MEN'talities: Gender Equality and Masculinities in India; Roadmap and Scoping Report Year of publication: 2021 Author: Christopher Coley | Christie M. Gressel | Rao R. Bhavani Corporate author: UNESCO This Transforming ‘Men’talities Report is consolidated into a few key messages and crucial responsible parties who can potentially take up these key messages. These recommendations reflect broad areas of theoretical and social science research, policy and governance, and multi- stakeholder engagement. In essence, this report sought to lay a roadmap for how India might best engage men and boys in GEWE (Gender equality and women’s empowerment). Multiple arguments were made in terms of the efficacy of this approach for achieving SDG5; however, these arguments are based largely in theory, in small pilot findings, or in limited sectors. Until now, efforts to engage men and boys in GEWE have been sporadic and limited, given relatively low priority in terms of funding and national and international support, and generally far removed from public consciousness. A more unified and collaborative effort is required to properly understand how to make design effective strategies for engaging men and boys in GEWE. 
The Chilling: Global Trends in Online Violence Against Women Journalists; Research Discussion Paper Year of publication: 2021 Author: Julie Posetti | Nabeelah Shabbir | Diana Maynard | Kalina Bontcheva | Nermine Aboulez Corporate author: UNESCO This report demonstrates that online violence against women journalists is a global phenomenon, albeit one with uneven impacts that are heightened at various intersectional points, including racism, religious bigotry, sectarianism, homophobia and disinformation. There is a climate of impunity surrounding online attacks on women journalists which must be more urgently and effectively addressed because impunity emboldens the perpetrators, demoralises the victim, erodes the foundations of journalism, and undermines freedom of expression. For too long, the emphasis has been on making women journalists responsible for their own defence and protection, rather than making the perpetrators and instigators, the platform enablers, and law enforcement and media employers accountable.These methods of attack are growing more sophisticated, and they are evolving with technology. They are also increasingly networked and fuelled by political actors. This points to the need for responses to online violence to grow equally in technological sophistication and collaborative coordination. Another point highlighted by this research: most women journalists do not report or make public the online attacks they experience, in line with low levels of reporting when it comes to violence against women more broadly. Many media employers still appear reluctant to take online violence seriously. This aligns with the evident failure of the internet communications companies - whose social networks, messaging and search services facilitate much of the harassment, intimidation, abuse and threats targeting women journalists - to take effective action to address this freedom of expression and gender equality crisis.