Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,583 Results found
Asia-Pacific Migration Report 2024: Assessing Implementation of the Global Compact for Migration Year of publication: 2024 Corporate author: UN. Economic and Social Commission for Asia and the Pacific (UN. ESCAP) | International Labour Organization (ILO) | International Organization for Migration (IOM) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Centre for Human Settlement Programme (UN Habitat) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Development Programme (UNDP) | UNESCO | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) | UN. Office on Drugs and Crime (UNODC) | World Bank This report aims to assess the state of GCM implementation in the region, its progress and its challenges since the first Asia-Pacific Regional Review of Implementation of the Global Compact for Migration in 2021, in which a Chair’s summary was adopted. Chapters 2 to 5 each consider clusters of GCM objectives, as presented in General Assembly resolution 73/326 and following the same groupings as in the Asia-Pacific Migration Report (APMR) 2020. These chapters open with a summary of the discussions from the first regional review of the GCM, held in 2021, drawing from the Chair’s summary. Chapter 6 provides overarching recommendations to support and accelerate GCM implementation in Asia and the Pacific. At the end of the report are annexes with information on the GCM objectives and guiding principles, references to migration in Voluntary National Reviews to the High-Level Political Forum on Sustainable Development, and GCM pledges at the level of the State or City, Municipality and Local Authority. 
Citizenship and Culture of Peace in Educational Reform Year of publication: 2005 Author: Raúl Zepeda López, María del Rosario Toj, Edgar Florencio Montúfar Corporate author: UNESCO The concern raised by the themes and contents of civic education and the culture of peace in childhood and youth are issues that are felt in various academic sectors, in social organizations and educational authorities that sometimes translate into articles in the media, where, among other things, one speaks of "the loss of values", generally having as reference to the young generations and making invisible that this loss is mainly present in the adult generations, which are responsible for this situation. These concerns, in spite of that conscious ambiguity, are not gratuitous. They can be a starting point to become aware of the need to develop new capacities and values, the absence of which young Latin Americans identify in their political and social leaders, as has been pointed out in cited studies, carried out by UNICEF for Latin America and for Beatriz de Cazali for Guatemala. The need to respond to this concern is also present in the participants in the dialogues and municipal consensus (2000), as well as among authorities and curriculum developers of MINEDUC in the last five-years. 
UNESCO Associated Schools Network (ASPnet) Strategic Framework for Action 2025-2029: Building Peaceful and Sustainable Futures through Transformative Education Year of publication: 2025 Corporate author: UNESCO The ASPnet Strategic Framework explains how UNESCO's pioneering Associated Schools Network (ASPnet) contributes to the achievement of UNESCO’s strategic objectives for Education. This Framework outlines the key thematic areas, innovative educational approaches, and the anticipated outcomes of this dynamic community of educational innovators. It also delineates the roles and responsibilities of its primary stakeholders. The three thematic areas are : "Peace through Global Citizenship Education," "Education for Sustainable Development," and "Intercultural Learning and Appreciation of Cultural Diversity and Heritage." Through initiatives in these areas, ASPnet members inspire and empower teachers, principals, students, families, education professionals, and policymakers to champion transformative education. This prepares learners to become responsible global citizens in an ever-evolving and complex world. Ultimately, the goal is for all participants in this ecosystem to learn from one another and promote international understanding. Red de Escuelas Asociadas de la UNESCO (RedPEA) Marco Estratégico de Acción 2025-2029 : construyendo futuros pacíficos y sustentables a través de la educación transformadora Year of publication: 2025 Corporate author: UNESCO El Marco Estratégico de la RedPEA explica cómo la pionera Red de Escuelas Asociadas de la UNESCO contribuye a la consecución de los objetivos estratégicos de la UNESCO en materia de educación. Este Marco esboza las áreas temáticas clave, los enfoques educativos innovadores y los resultados previstos por parte de esta dinámica comunidad de innovadores educativos. También delimita las funciones y responsabilidades de sus principales actores. Las tres áreas temáticas son : «La paz mediante la educación para la ciudadanía mundial», “La educación para el desarrollo sostenible” y “El aprendizaje intercultural y la apreciación de la diversidad y el patrimonio culturales”. A través de iniciativas en estas áreas, los miembros de la RedPEA inspiran y capacitan a docentes, directores, estudiantes, familias, profesionales de la educación y funcionarios públicos para defender una educación transformadora. Esto prepara a los alumnos para convertirse en ciudadanos globales responsables en un mundo complejo y en constante evolución. En última instancia, el objetivo es que todos los participantes en este ecosistema aprendan unos de otros y promuevan el entendimiento internacional. Red de Escuelas Asociadas de la UNESCO (RedPEA) Marco Estratégico de Acción 2025-2029 : construyendo futuros pacíficos y sustentables a través de la educación transformadora Year of publication: 2025 Corporate author: UNESCO Le Cadre stratégique du réSEAU explique comment le Réseau des écoles associées de l’UNESCO (réSEAU), pionnier en la matière, contribue à la réalisation des objectifs stratégiques de l’UNESCO pour l’éducation. Ce Cadre définit les principaux axes thématiques, les approches éducatives innovantes ainsi que les résultats attendus de cette communauté dynamique d’innovateurs en matière d’éducation. Il précise également les rôles et responsabilités de ses principaux acteurs. Les trois axes thématiques sont : « La construction de la paix par l’éducation à la citoyenneté mondiale », « L’éducation au développement durable » et « L’apprentissage interculturel et l’appréciation de la diversitéculturelle et du patrimoine ». À travers des initiatives dans ces domaines, les membres du réSEAU inspirent et renforcent les capacités autonomisent des enseignants, des chefs d’établissement, des élèves, des familles, des professionnels de l’éducation et des décideurs afin qu’ils portent une éducation transformatrice. Cela prépare les apprenants à devenir des citoyens du monde responsables dans un monde contexte mondial en constante évolution et de plus en plus complexe. En définitive, l’objectif est que tous les acteurs de cet écosystème puissent apprendre les uns des autres et promouvoir la compréhension internationale.. 
Artificial Intelligence and Gender Equality: Key Findings of UNESCO’s Global Dialogue Year of publication: 2020 Corporate author: UNESCO The purpose of the UNESCO’s Dialogue on Gender Equality and AI was to identify issues, challenges, and good practices to help: Overcome the built-in gender biases found in AI devices, data sets and algorithms; Improve the global representation of women in technical roles and in boardrooms in the technology sector; and Create robust and gender-inclusive AI principles, guidelines and codes of ethics within the industry. This Summary Report sets forth proposed elements of a Framework on Gender Equality and AI for further consideration, discussion and elaboration amongst various stakeholders. It reflects experts’ inputs to the UNESCO Dialogue on Gender Equality and AI, as well as additional research and analysis. This is not a comprehensive exploration of the complexities of the AI ecosystem in all its manifestations and all its intersections with gender equality. Rather, this is a starting point for conversation and action and has a particular focus on the private sector. It argues for the need to 1. Establish a whole society view and mapping of the broader goals we seek to achieve in terms of gender equality;2. Generate an understanding of AI Ethics Principles and how to position gender equality within them; 3. Reflect on possible approaches for operationalizing AI and Gender Equality Principles; and4. Identify and develop a funded multi-stakeholder action plan and coalition as a critical next step. 
UNESCO Women for Ethical AI: Outlook Study on Artificial Intelligence and Gender Year of publication: 2024 Corporate author: UNESCO The gender chapter of the UNESCO Recommendation on the Ethics of AI is a concrete commitment by 194 Member States to advance gender equality in the AI ecosystem. To track progress in the implementation of the gender provisions of UNESCO’s Recommendation, and to assess the impacts of AI on gender equality, the UNESCO Women for Ethical AI (W4EAI) Platform has been established. This report advances the workstream through evidence-based insights in three critical areas: women’s participation in AI development and deployment, the inclusion of gender equality concerns in AI governance and the impact of AI on gender equality. It highlights the significant underrepresentation of women in AI, the lack of gender-disaggregated data, and the compounded challenges women face in the field. The report also addresses the neglect of gender dimensions in AI policy, the risks posed by AI systems to women, and the need for responsible and ethical AI governance to promote gender equality. Finally, it outlines actionable recommendations to enhance gender equality through and in AI, emphasizing the importance of comprehensive data collection, targeted interventions, and inclusive policy-making. 
Fostering Women's Leadership Year of publication: 2024 Author: Mariagrazia Squicciarini | Anna Rita Manca | Garance Sarlat Corporate author: UNESCO No (leadership) share no gain (for societies and economies)! Leveraging UNESCO’s unique Gender-Based Resilience Framework, this report explores the role of women in leadership positions in both decision-making and high-tech, including in artificial intelligence-related innovations. It further highlights progress towards the G20 Brisbane Target, aimed to accelerate progress on gender equality by reducing the gender gap in labour market participation rates by 25% by 2025. Women remain underrepresented in decision-making, holding only about 26% of seats in national parliaments worldwide on average. In the world of work, female labour participation continues to lag behind men’s, at 47% for women against 72% for men on average. Despite progress by G20 members towards the Brisbane Target, a 2% average gap in absolute terms remained to be filled in 2022. In the high-tech world, women make up only 30% of AI professionals, and even less of leaders. Female inventors in AI account for about 37% of patents filed in 2022-23. 
Orientaciones Técnicas Internacionales sobre Educación en Sexualidad: un enfoque basado en evidencia orientado a escuelas, docentes y educadores de la salud Year of publication: 2009 Corporate author: UNESCO El presente documento Orientaciones Técnicas Internacionales, basado en un riguroso análisis de la evidencia existente sobre programas de educación en sexualidad, está orientado a profesionales y a personas responsables de la toma de decisiones de los sectores salud y educación. Este documento (Volumen 1) se centra en aquellos elementos que justifican la educación en sexualidad y ofrece sólidas recomendaciones técnicas sobre las características que todo programa efectivo debe tener. El documento acompañante (Volumen 2) cubre los temas y objetivos de aprendizaje que se deben abordar en los diferentes tramos etarios en un programa básico de educación en sexualidad destinado a niños, niñas y jóvenes entre las edades de 5 a 18 y más años e incluye una bibliografía de referencias. El documento Orientaciones Técnicas Internacionales es relevante no sólo para los países más afectados por el VIH y el SIDA, sino también para los que exhiben una epidemia de baja prevalencia y alta concentración. Principes directeurs internationaux sur l'éducation sexuelle: une approche factuelle à l'intention des établissements scolaires, des enseignants et des professionnels de l'éducation à la santé Year of publication: 2009 Corporate author: UNESCO S’appuyant sur un examen rigoureux et actuel des donnees de programmes d’education sexuelle, ces Principes directeurs internationaux sur l’education sexuelle s’adressent aux decideurs et professionnels des secteurs de l’education et de la sante. Ils sont destines a aider les autorites en charge de ces deux secteurs et autres secteurs connexes a elaborer et mettre en oeuvre des programmes et des materiels d’education sexuelle en milieu scolaire. Le Volume I met l’accent sur le bien-fonde d’une education sexuelle et fournit des conseils techniques avises sur les caracteristiques des programmes efcaces. Il s’accompagne d’un document parallele (Volume II) qui decrit les themes a aborder et les objectifs d’apprentissage a atteindre dans le cadre d’un ‘cours de base minimum’ d’education sexuelle destine aux enfants et aux jeunes ages de 5 a 18 ans et plus, et qui contient une bibliographique de ressources utiles. Ces Principes directeurs internationaux sont d’une grande utilite non seulement pour les pays les plus affectes par le VIH et le SIDA, mais aussi pour les pays qui connaissent une prevalence faible et un contexte d’epidemie concentree.