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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Youth Report 2022: Non-state Actors in Education; Who Chooses? Who Loses? Year of publication: 2022 Corporate author: UNESCO This report is written in partnership with the Global Student Forum to help you learn about the youth perspective on the different roles and impact of non-state actors in education. For many, a discussion on the role of non-state actors in education quickly boils down to a debate about whether private schools support or undermine good-quality education.But the role of non-state actors impacts many more corners of the education sector, from the textbooks you use, the food in your canteens, any additional tutorial support you get, the skills you might learn at work and much more.The report invites youth to join a call for governments to #RightTheRules which will ensure that non-state actor involvement does not compromise the promise of providing 1 year of pre-primary and 12 years of primary and secondary education free for all. 
Shadow education in the Middle East: private supplementary tutoring and its policy implications Year of publication: 2023 Author: Bray, Mark, Hajar, Anas Corporate author: UNESCO An increasing number of students around the world are receiving private lessons to supplement their school education. In much academic literature, this is called shadow education; Because the content of private lessons closely mimics the content of school education, as its content changes with the change in the curriculum in schools. Private lessons can take many forms. They can be offered one-on-one, in small groups, in large classes, or online. Some private lessons are provided by the Ministry’s teachers in order to obtain additional income, and some commercial institutions also provide these lessons. As for the categoryThe third group of private lesson providers includes university students, retirees, and seasonal workers.While much research and policy has focused on the shadow education system in East Asia and some other regions of the world, there has been less interest in the topic in the Middle East. However, the topic deserves greater focus because of its far-reaching implications for prevailing social structures and education systems. This study begins with the global picture before comparing patterns within and between 12 Arabic-speaking countries in the Middle East. 
Transforming Technical and Vocational Education and Training for Successful and Just Transitions: UNESCO Strategy 2022–2029 Year of publication: 2022 Corporate author: UNESCO This strategy covering 2022 to 2029 guides UNESCO to promote skills development for empowerment, productive employment and decent work, and facilitate the transition to more digital, green and inclusive economies and societies. In alignment with the Sustainable Development Goals, the Education 2030 Agenda, and the recommendations of the Transforming Education Summit, UNESCO will support the transformation of Technical and Vocational Education and Training in all Member States and will work alongside bilateral and multilateral partners, institutions, governments, the private sector and educators from all over the world to put TVET at the top of the education agenda. It is evident that collective efforts must be met to equip youth and adults in acquiring new skills, helping them unlock their potential to successfully navigate the social, economic, and environmental changes which the world is undergoing. 
World Heritage, No.104 Year of publication: 2023 Corporate author: UNESCO As the extended 45th session of the World Heritage Committee begins in the Kingdom of Saudi Arabia, we express our gratitude to our hosts for convening the first in-person Committee since the onset of COVID-19. Surrounded by old friends and young professionals alike, we are reminded that this meeting is more than the sum of important decisions taken. It is a powerful platform where we rekindle the sense of ‘heritage community’ and renew our commitment to heritage. This issue of World Heritage magazine features African heritage leaders who are empowering peers and creating positive ripple effects from Egypt to Mozambique. A report on climate change details the critical benefits provided by World Heritage forests notably through carbon absorption, with one caveat – their capacity will continue to decline unless we act now. A compelling story comes from Havana, Cuba, where a major UNESCO programme Transcultura is blending tangible heritage, intangible practices and contemporary creativity, true to the way culture intersects in the local communities. Readers may notice the new design of this World Heritage magazine, which pays homage to the original iconic look. The first issue in 1996 put a spotlight on the accelerating international cooperation to conserve Angkor, bearing fruit in 2004 with the removal from the List of World Heritage in Danger. Just as the magazine has been a witness to history, it continues to champion the evolving principles of heritage safeguarding. This is why this revamped magazine will centrally feature stories of custodians, innovators and trailblazers, in line with the 'fifth C' (Communities) of the Strategic Objectives. The words by the 80-year-old Havana resident Noemí Moreno should echo with many of us: 'In the end, we are nothing more than a bird that comes and flies away. History is what remains'. And so we get to work together, pooling experience gained over the past five decades of the 1972 Convention and the ancestral knowledge passed down over centuries, to preserve the remnants of history as best as we can. 
South-Eastern Europe regional synthesis: climate change, displacement and the right to education Year of publication: 2023 Corporate author: UNESCO In 2021 alone, 23.7 million people were displaced in 137 countries and territories due to natural disasters, which the scientific community has recognized have become more frequent and intense due to climate change. Climate change and displacement is currently taking place in Europe, with particularly disastrous consequences in South-Eastern Europe due to regional specificities. Comparative country case studies were carried out in Bosnia and Herzegovina, the Republic of Moldova, and Serbia, as they exemplify clear, present patterns of climate displacement, to examine the impacts of climate change on the right to education in the region. The case studies show that climate change directly threatens education through the destruction of schools and property. It also indirectly puts learning in peril by leading people across borders where their legal residency nor right to education is ensured. This publication aims to guide policy-makers by providing recommendations on how to ensure the protection of the right to education in South-Eastern Europe in the face of climate change and displacement. It is one of four regional reports that will lead to the development of a global report providing global policy guidance. 
Central America and the Caribbean regional synthesis: climate change, displacement and the right to education Year of publication: 2023 Corporate author: UNESCO From rising sea level to drought and increasingly frequent natural disasters - the effects of climate change are well-known today. However, its effect on human mobility is just coming to the forefront of the political discussion. In 2020 alone, 30.7 million people globally were displaced by natural disasters. Central America and the Caribbean region is prone to the effects of climate change and displacement due to its socioeconomic characteristics and geographic location. Country case studies were carried out in the Bahamas, Cuba, the Dominican Republic, Guatemala, and Jamaica to examine the impacts on the right to education in the region. The research shows that climate change directly threatens education through the destruction of schools and property. It also leads people across borders where their legal residency and right to education are not guaranteed. This report aims to guide policy-makers on how to ensure education is protected in the face of climate change and displacement. The report is one of four being developed and will contribute to UNESCO’s global initiative on climate change, displacement and the right to education. It will inform the development of a Global Report with policy recommendations. 
Cracking The Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics (STEM) Year of publication: 2017 Corporate author: UNESCO Despite significant improvements in recent decades, education is not universally available and gender inequalities persist. A major concern in many countriesis not only limited numbers of girls going to school, but also limited educational pathways for those that step into the classroom. This includes, more specifically,how to address the lower participation and learning achievement of girls in science, technology, engineering and mathematics (STEM) education. STEM underpins the 2030 Agenda for Sustainable Development, and STEM education can provide learners with the knowledge, skills, attitudes and behavioursrequired for inclusive and sustainable societies. Leaving out girls and women in STEM education and careers is a loss for all. This report aims to ‘crack the code’, or to decipher the factors that hinder or facilitate girls’ and women’s participation, achievement and continuation in STEMeducation, and what can be done by the education sector to promote girls’ and women’s interest in, and engagement with, STEM. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 1) Year of publication: 2021 Author: Shadreck Majwabe | Thomas Greiner | Taka Horio | Niveen Jouhar | Arjen Wals | Lynndina Essack | Didier Jourdan | James O’Higgins Norman | Bolorchimeg Dagva Corporate author: UNESCO | APCEIU Plenary session 1In this first plenary, countries shared their vision, practice and progress underpinning their understanding of “transformative education”. The impact of current practices related to learners’ behavior and the educational system was discussed, highlighting success indicators.Moderator: Ms Krista Pikkat, Director, UNESCO Almaty OfficeMr Shadreck Majwabe, Director of the Department of Curriculum Development and Evaluation, Ministry of Basic Education, BotswanaMr Thomas Greiner, Head of Subdivision, Lifelong Learning, Federal Ministry of Education and Research, GermanyMs Taka Horio, Assistant Secretary-General, the Japanese National Commission for UNESCO & ASP National Coordinator, Ministry of Education, Culture, Sports, Science and Technology, JapanMs Niveen Jouhar, Member of Directorate of Curricula, Ministry of Education, Jordan Concurrent sessions 1Following the plenary session, the concurrent sessions discussed the different components that need to be transformed in the education system, and how to bring about these changes and further advance. Session 1.1 – PolicyModerator: Ms Akpezi Ogbuigwe, Founder, Anpez Centre for Environment and Development, Nigeria Mr Arjen Wals, UNESCO Chair, Social Learning and Sustainable Development, University of Wageningen, Netherlands Ms Anna-Karin Johansson, Swedish National Commission for UNESCO, Ministry of Education, Sweden Mr Felipe de Souza Costa, São Paulo Municipal Secretariat of Education, Brazil Mr El Hadji Gueye, Founder, Banlieu UP, Senegal Session 1.2 – Curricula, pedagogy and assessmentModerator: Mr Yao Ydo, Director, UNESCO International Bureau of Education (IBE)Dr Esther Care, Professor, University of Melbourne, AustraliaMs Lynndina Essack, Senior Education Officer, Department of Education Services, Ministry of Education, SeychellesMr Daehoon Jho, Professor, Sungshin Women's University, Republic of KoreaDr Jinan Karameh Chaya, Principal, Al Manar Modern School (UNESCO Associated Schools Network member), Lebanon Session 1.3 – Learning environmentModerator: Mr Chris Castle, Chief of Section of Education for Health and Well-being, UNESCOProf Didier Jourdan, UNESCO Chair and Head of the World Health Organization (WHO) Collaborating Center "Global Health & Education"Prof James O’Higgins Norman, Director of the National Anti-Bullying Centre, the Dublin City University, Ireland & UNESCO Chair on Tackling Bullying in Schools and CyberspaceMs Bolorchimeg Dagva, Adolescents and HIV Specialist, UNICEF, Mongolia Links to Strand 2 & Special session / Strand 3 / Strand 4 
Her Atlas: Interactive Advocacy Tool on Girls’ and Women’s Right to Education Year of publication: 2023 Corporate author: UNESCO Many girls and women cannot exercise their right to education due to gender inequality and discriminatory practices. Poverty, early marriage, and gender-based violence are just some of the many reasons behind the high percentage of global female illiteracy and school drop-outs. Strengthening the right of girls and women to quality education is key to eliminate discrimination and to achieve equal rights between genders. This cannot be achieved without solid national legal frameworks that are rightsbased, gender responsive and inclusive. This is where HerAtlas comes in. HerAtlas, is a first of its kind online tool that maps the right to education of girls and women. It aims to enhance public knowledge and monitor the status of national constitutions, legislation and regulations related to education rights for girls and women to encourage countries to take action, strengthen their laws and policies, and lead to long term change. Concrete changes are already apparent. In 2019, 4% of countries were explicitly restricting the right to education of married, pregnant, and parenting girls. This has dropped to 2% in 2022, benefiting millions of girls who can now legally attend school when they marry or become pregnant. 
Protect Her Rights, Strengthen Your Laws: Her Atlas; Status Report on Girls’ and Women’s Right to Education Year of publication: 2022 Corporate author: UNESCO UNESCO’s Her Education, our future initiative, Her Atlas was launched in 2019 with the aim to enhance public knowledge and monitor the status of national constitutions, legislation and regulations related to girls’ and women’s education rights in order to encourage countries to take actions to improve their legal frameworks. Three years after its launch, the research phase has been completed: overall, the legal frameworks of 196 countries have been thoroughly analyzed to evaluate the level of protection of girls’ and women’s right to education around the world. In an interactive world map format, Her Atlas uses a color-coded scoring system to monitor 12 indicators of legal progress towards gender equality in the right to education. This report marks the completion of the first research phase and intends to highlight some key trends outlined by the research work, and to emphasize examples of legal provisions regarding some aspects of girls’ and women’s right to education guaranteed by States’ domestic laws.