Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
741 Results found
Second UNESCO Forum on Global Citizenship Education video Year of publication: 2015 Corporate author: UNESCO Highlights of the Second UNESCO Forum on Global Citizenship Education (GCED) Building peaceful and sustainable societies: preparing for post-2015 (28-30 January 2015, UNESCO HQs, Paris). The Forum was organized by the Division for Teaching, Learning and Content, Education Sector, UNESCO, with the support of Austria, the Sultanate of Oman and the Republic of Korea, and the UN Secretary-General's Global Education First Initiative (GEFI). 
[Video] Global citizenship is ... Year of publication: 2015 Corporate author: UNESCO Participants of the Second UNESCO Forum on Global Citizenship Education (GCED) Building peaceful and sustainable societies: preparing for post-2015 (28-30 January 2015,UNESCO HQ, Paris) reflect on what Global Citizenship is. The Forum was organized by the Division for Teaching, Learning and Content, Education Sector, UNESCO, with the support of Austria, the Sultanate of Oman and the Republic of Korea, and the UN Secretary-General’s Global Education First Initiative (GEFI). 
Guidelines to Strengthen the Right to Education in National Frameworks Year of publication: 2021 Corporate author: UNESCO These Guidelines aim to strengthen national frameworks by assisting countries and stakeholders in conducting an assessment of the compatibility of their national education legal and policy framework with international standard-setting instruments on the right to education, and in light of SDG 4 commitments. These Guidelines provide a hands-on approach aiming to assist in the review of national education legal and policy frameworks in view of: Developing practical knowledge on the right to education based on the Right to education handbook and supporting capacity development Providing operational tools to assess the status of the right to education at country level and its compatibility with international and regional human rights obligations and international commitments (notably SDG 4) Identifying legal and policy gaps in education at country level and resulting challenges Making recommendations for the full alignment of national constitutions, legislation , singular and policies with international standards and provisions Providing insights on how to implement the recommendations in view of necessary reforms. 
Global Education Coalition Gender Flagship: Highlights of Action in 2020 Year of publication: 2021 Corporate author: UNESCO At the onset of the COVID-19 pandemic in March 2020, UNESCO launched the Global Education Coalition, an international multi-sector partnership aiming to meet the urgent and unprecedented need for continuity of learning. Most governments around the world have temporarily closed educational institutions at some point in 2020 in an attempt to contain the spread of the COVID-19 pandemic. At its peak, these nationwide closures impacted more than 1.5 billion, or over 90% of the world’s student population, from pre-primary to higher education. The Global Education Coalition selected three flagships, or focus areas, covering: teachers, connectivity and gender. The Gender Flagship is rallying coalition members to work together to highlight and address the gender dimensions of the COVID-19 school crisis and safeguard progress made on gender equality in education in recent decades. This report presents the work of the Gender Flagship in 2020, and its plans for 2021. 
Humanistic Futures of Learning: Perspectives from UNESCO Chairs and UNITWIN Networks Year of publication: 2020 Corporate author: UNESCO UNESCO’s Futures of Education initiative aims to rethink education and shape the future. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty and precarity. This publication presents the first curated input to the Futures of Education initiative from the UNITWIN/UNESCO Chairs Programme, which now represents an extensive global network of more than 800 higher education institutions in over 115 countries. It features think pieces that highlight key dimensions to be considered in re-visioning and re-purposing education for the future of humanity and the planet. The collection of the pieces calls for greater focus on a number of critical areas such as: The role of culture in strengthening social and environmental sustainability; the values and attitudes that are needed to shape future generations; the importance of both robust public education, as well as of other learning spaces; the need to strengthen human creativity and capability in the digital era, as well as the role of higher education in generating the knowledge and driving the innovation required to transform our world. 
Non-Formal Education, Sustainable Development and the Education 2030 Agenda: Study of Civil Society Practices in Latin America and the Caribbean Year of publication: 2020 Corporate author: UNESCO This publication shows 27 civil society initiatives from various countries in Latin America and the Caribbean that work to promote actions and programs to comply with Target 4.7 within non-formal education. The study seeks that these organizations show their work, the challenges they face as regards the implementation of their programs and their greatest achievements. 
Case Study on Finnish TVET: A Resilient Model of Training During COVID-19 Year of publication: 2021 Corporate author: Omnia Education Partnerships | UNESCO This case study examines how technical and vocational education and training (TVET) was organized during the state of emergency caused by the COVID-19 pandemic in Finland. The disruption accentuated the importance of flexibility within the education system to make it resilient. Finnish TVET, created as a hybrid solution combining school-based, work-based and online-based learning environments, remained responsive and functional throughout the difficult time in spring 2020.To urgently improve the resilience of education, this case study emphasizes the necessity to improve system-level flexibilities across all levels and all types of TVET, including alternative modes of delivery and hybrid learning opportunities, as the one size fits all approach increases rigidity and redundancy of education and training. Flexible measures are key to improve resilience, also beyond the COVID-19 pandemic. 
UNESCO-HNA Partnership for Girls' & Women's Education Year of publication: 2017 Corporate author: UNESCO The UNESCO-HNA Partnership for Girls’ and Women’s Education is one component of the “Better Life, Better Future” Global Partnership for Girls’ and Women’s Education launched by UNESCO in 2011. The Global Partnership recognizes that educating girls and women can break the cycle of poverty, foster greater social justice and contribute to the achievement of the Sustainable Development Goals. It aims to expand and improve the quality and relevance of education for girls and women, creating a better life and better future for all members of society for generations to come. 
Schools in action, global citizens for sustainable development: a guide for students Year of publication: 2016 Corporate author: UNESCO 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. The guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the ASPnet Online Collaborative Platform: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco.org/aspnet/globalcitizens]. You will find in this student guide: An overview of what it means to be a global citizen and of how you can contribute to sustainable development. Ideas for getting active yourself, as part of your home, school, community, country and globally. Selected activities on GCED and ESD from ASPnet schools around the world. 
Addressing Hate Speech Through Education: A Guide for Policy-Makers Year of publication: 2023 Corporate author: UNESCO | UN. Office on Genocide Prevention and the Responsibility to Protect Hate speech is spreading faster and further than ever before as a result of social media user growth and the rise of populism. Both online and offline, hate speech targets people and groups based on who they are. It has the potential to ignite and fuel violence, spawn violent extremist ideologies, including atrocity crimes and genocide. It discriminates and infringes on individual and collective human rights, and undermines social cohesion. Education can play a central role in countering hateful narratives and the emergence of group-targeted violence. Educational responses to hate speech and all forms of hateful communication include:• Training teachers and learners on the values and practices related to being respectful global and digital citizens;• Adopting pedagogical and whole-school approaches to strengthening social and emotional learning;• Revising and reviewing curricula and educational materials to make them culturally responsive and to include content that identifies hate speech and promotes the right to freedom of expression;This policy guide developed by UNESCO and the United Nations’ Office on Genocide Prevention and the Responsibility to Protect explores these educational responses and provides guidance and recommendations to policy-makers on how to strengthen education systems to counter hate speech.