Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
934 Results found
Gender Report 2020: A New Generation; 25 Years of Efforts for Gender Equality in Education (Global Education Monitoring Report) Year of publication: 2020 Corporate author: UNESCO | Global Education Monitoring Report Team Building on the 2020 Global Education Monitoring Report, this report investigates how inclusion in education can advance gender equality in and through education, which is critical to make progress towards gender equality in society. The goal of gender equality is, of course, not new. It was enshrined in the 1979 Convention on the Elimination of All Forms of Discrimination Against Women and was at the core of the 1995 Beijing Declaration and Platform for Action, whose 25th anniversary is marked in 2020. 
Building Strong Foundations: What to Teach for Foundational Education for Health and Well-being (Building Strong Foundations Brief; 2) Year of publication: 2024 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) In a rapidly changing world, establishing strong foundations for children is vital for their well-being and resilience. Quality education is central to this endeavour and is the key to lifelong health and success. Recognizing that children thrive in the classroom when they are in good health, it is crucial to learn about health and well-being early on in primary schools. The Building strong foundations briefs, developed jointly by UNESCO and UNICEF, provide evidence-based guidance to support primary school-aged children to thrive through foundational education for health and well-being. Drawing from extensive research and consultations with leading experts from various fields and across the world, these briefs serve as a roadmap for education stakeholders to equip learners with the requisite knowledge and skills to navigate their current and future health and well-being needs. The present document is the second of four briefs. It is a go-to resource to better understand what makes a primary school curriculum effective in supporting health, well-being and learning. The brief provides practical tips and insights on integrating core thematic concepts for health and well-being into the curriculum, including concrete examples of learning objectives for lower primary and upper primary curricula. Whether a seasoned curriculum designer, a passionate educator or an individual involved in primary school curriculum processes, this brief equips readers with the tools to design impactful curricula for transformative learning, health and well-being. 
Latin America and the Caribbean 2020: Inclusion and Education; All Means All (Global Education Monitoring Report) Year of publication: 2020 Corporate author: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) Latin America and the Caribbean has the largest and most challenging socio-economic inequalities in the world, which have shaped its education systems over the decades. This report looks at everyone both in and excluded from education in the region, pinpointing barriers facing learners, especially when multiple disadvantages intersect. The report also explores challenges in education posed by COVID-19 and the need for urgent action to prevent an exacerbation of inequalities. Produced by the Global Education Monitoring (GEM) Report team, in partnership with the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC) and the Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA), the report assesses key solutions for greater inclusion through several case studies from the region. It provides in-depth analysis on challenges to inclusion in education arising from migration and displacement in Colombia and Costa Rica; remoteness in Brazil and Suriname; disability in Cuba and Nicaragua; gender in Peru and Jamaica; sexual orientation, gender identity and expression in Chile and Mexico; poverty in the Dominican Republic and Honduras; ethnicity in Bolivia and Ecuador; and incarceration in El Salvador and Uruguay. Building on the 2020 Global Education Monitoring Report, this regional edition concludes that strong laws and policies in Latin America and the Caribbean demonstrate a commitment to inclusion, but that the daily realities faced by learners suggest implementation is lagging. Recommendations are aimed at promoting more inclusive education systems to benefit all children and youth, no matter their background, identity or ability. The recommendations provide a systematic framework for identifying and dismantling barriers for vulnerable populations, according to the principle that ‘every learner matters and matters equally’. América Latina y el Caribe 2020: Inclusión y educación; Todos y todas sin excepción (Informe de seguimiento de la educación en el mundo) Year of publication: 2020 Corporate author: Global Education Monitoring Report Team | UNESCO | Laboratory of Education Research and Innovation for Latin America and the Caribbean (SUMMA) América Latina y el Caribe es la región con las mayores y más tenaces desigualdades socioeconómicas del mundo. Durante decenios estas desigualdades se han reflejado en sus sistemas educativos. El presente informe examina a quiénes incluyen y a quiénes excluyen estos sistemas y llama la atención sobre las barreras que enfrentan los educandos, especialmente cuando están expuestos a múltiples desventajas. El informe también explora los nuevos retos educativos que plantea la pandemia de la Covid-19 y la necesidad de actuar sin dilación para evitar que se agraven las desigualdades. El informe, elaborado por el equipo del Informe de Seguimiento de la Educación en el Mundo (Informe GEM), en colaboración con la Oficina Regional de Educación para América Latina y el Caribe (OREALC/ UNESCO Santiago) y el Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe -SUMMA, evalúa algunas de las principales iniciativas emprendidas para mejorar la inclusión, basándose en varios estudios de casos de la región. Analiza en profundidad algunos ejemplos de los grandes desafíos que amenazan la inclusión en la educación: migración y desplazamiento en Colombia y Costa Rica; aislamiento rural en el Brasil y Suriname; discapacidad en Cuba y Nicaragua; discriminación de género en el Perú y Jamaica; orientación sexual e identidad y expresión de género en Chile y México; pobreza en la República Dominicana y Honduras; etnicidad en Bolivia y el Ecuador; y jóvenes en situación de privación de libertad en El Salvador y el Uruguay. Esta edición regional del Informe de Seguimiento de la Educación en el Mundo 2020 concluye que, si bien las leyes y políticas de América Latina y el Caribe demuestran la firme determinación de promover la inclusión, la realidad cotidiana de los alumnos y las alumnas sugiere que la aplicación práctica lleva retraso. Se formulan recomendaciones con el objeto de promover sistemas de educación más inclusivos en beneficio de todos los niños, niñas y jóvenes, sin distinción de origen, identidad o capacidad. Las recomendaciones brindan un marco sistemático que permite identificar y eliminar barreras para las poblaciones marginadas, conforme al principio de que “cada alumno es importante y todos los alumnos importan por igual”. 
Assessment for Advocacy to Transform Communities, Programmes and Policies in the Global South Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team | PAL Network This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024 Spotlight Report on basic education completion and foundational learning in Africa. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2024 Spotlight Report on basic education completion and foundational learning in Africa”. 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
Can African Countries Afford Their National SDG 4 Benchmarks? Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team This brief paper follows the broad methodological approach of the two previous SDG 4 costing exercises and their main assumptions (UNESCO, 2015a; UNESCO, 2020). It introduces the SDG 4 benchmarking process and how to estimate the cost of achieving these targets set by countries, largely based on their sector plans. Finally, it presents the revised assumptions of the model and the key findings. Despite lowering ambition, there is still an average national financing gap of USD 78 billion per year in the 44 low- and lower-middle-income countries in Africa. 
Enhancing TVET through Digital Transformation in Developing Countries Year of publication: 2023 Corporate author: UNESCO Technological advancements and digitalization are profoundly reshaping our work and lifestyle, business models and operations, and government policy choices. Digital transformation in technical and vocational education and training (TVET) is the planned and structured introduction of automated and streamlined processes within institutions and national technical and vocational education and training (TVET) systems through digital technology, with the goal of enhancing their scope, scale, efficiency and effectiveness and ultimately, driving their more sustainable development. This document provides overall perspective and five country case studies on digital transformation in TVET. Most countries studied face similar enabling factors: the digital infrastructure available; legal and policy frameworks; focused institutional change to improve the acquisition of digital skills; and the promotion of equality and inclusivity. To understand how digital transformation in TVET is occurring, the report analyses it at four levels: technical and technological development; curriculum and qualifications; teaching and learning using technology; and its contribution to the sustainability and resilience of societies. 
Global Education Monitoring Report 2024, Pacific: Technology in Education; A Tool on Whose Terms? Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team | Commonwealth of Learning Information transmission and connectivity is crucial in the Pacific, a region characterized by high geographic dispersion. While the application of ICT in education has significant potentials, it is hindered by the region's limited and costly infrastructure. This edition accompanies the 2023 Global Education Monitoring Report, which acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed. The report considered four key policy areas of the Pacific Regional Education Framework (PacREF) (2018–2030): In terms of quality and relevance, mobile technology has offered an affordable and flexible approach to learning, and social media have improved communication between institutions, parents and learners. Moodle is the most widely used digital platform in the region. Textbooks are being digitalised and digital resources made available. Yet content is not always developed or adapted to local languages and cultural contexts. Open and distance learning has historically expanded learning pathways in the Pacific, specially in higher education and as a response to natural hazards. The University of South Pacific is a leading example of open and distance learning connecting campus across 12 countries. With the aim to enhance student outcomes and well-being, efforts have been made to incorporate digital skills into curricula and initiatives have increased outside formal education. Yet regulations do not adequately address threats from the use of technology to privacy, safety and well-being. With a focus on the teaching profession, countries leverage technology to provide training opportunities and transform the teaching profession. However, ICT training varies greatly across the region and limited digital infrastructure hinders technology integration into classrooms and teacher training. Three conditions need to be met for technology's potential to be fulfilled: equitable access to technology, appropriate governance and regulation, and sufficient teacher capacity. Supporting this publication is seven background thematic studies that provide a comprehensive overview of education technology issues; Commonwealth of Learning’s short case studies on some of its projects; a survey administered to key informed respondents from the region; and a series of country profiles on PEER, a policy dialogue resource describing policies and regulations related to technology in the region’s education systems. 
Youth Report 2024: Technology in Education; A Tool on Our Terms! Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team | Restless Development The 2024 Youth Report on technology in education is the result of an extensive consultation process in partnership with Restless Development involving +1500 youth and students across 8 regions. The consultations invited participants to reflect on the key challenges and opportunities for the use of technology in education in their regions through the lenses of the recommendations in the global 2023 Global Education Monitoring Report on technology in education: Technology on our terms. The discussions centred on the need for the use of technology in education to be appropriate for national and local contexts and to be equitable and leave no one behind. The report calls for decisions about technology in education to keep learners at the centre when deciding whether the use of technology in education would be appropriate, equitable, evidence-based, and sustainable. Through this report, young people have described what technology on their terms would look like. It concludes with a call to action calling which highlights concrete recommendations that governments can follow to ensure that technology in education is on youth terms.