Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
133 Results found
The Planet and the 17 Goals Author: Margreet De Heer Corporate author: United Nations Children's Fund (UNICEF) UNICEF has teamed up with the Comics UnitingNations initiative to use the creative and exciting medium of comics to bring the messages of sustainable development to comics fans globally! Comics have been developed by world renown illustrators, writers and comics developers from around the world.Dutch illustrator Margreet de Heer has lent her talents to the Comics United Nations project to help inform children and youth about the new global goals. 
The World We Want: A Guide to the Goals for Children and Young People Year of publication: 2015 Author: Dora Bardales | Paola Arenas Corporate author: Global Movement for Children of Latin America and Caribbean | United Nations Children's Fund (UNICEF) The purpose of this guide is to help children and young people understand the Sustainable Development Goals, how they impact their life and what they can do every day to help their government achieve the Goals. 
T.H.U.N.D.E.R. Agents Year of publication: 2015 Author: Michael E. Ulsan | Bob Layton | Janic Chiang | Jason Millet | Josh Elder Corporate author: Radiant Assets | LLC | United Nations Children's Fund (UNICEF) T.H.U.N.D.E.R. -- The Higher United Nations Defense Enforcement Reserves -- are UN Superheroes tasked with promoting global cooperation to make the world a better place. The T.H.U.N.D.E.R. Agentswas a comic originally created in the 1960s and is set to be made into a major motion picture in 2018. 
Guide to Prevent Child Abuse in the Family Year of publication: 2010 Author: Cecilia Sirtori Corporate author: United Nations Children's Fund (UNICEF) This guide seeks to point out a path that leads to cultural change, in which it is possible to replace the deep tradition of using physical and verbal violence for the purpose of setting limits to boys and girls by others methods of discipline. This guide is based upon the principle that humiliating treatment does not educate. 
Social and Emotional Learning Training Manual Year of publication: 2020 Corporate author: China. Ministry of Education | United Nations Children's Fund (UNICEF) This material is the training manual of the social and emotional learning training programme organised by the Chinese Ministry of Education and UNICEF. It mainly discusses what is social and emotional learning and its significance, as well as the content of the programme. 
Social and Emotional Learning Manual on School Climate Year of publication: 2020 Corporate author: China. Ministry of Education | United Nations Children's Fund (UNICEF) This material is a guide for school leaders and teachers to promote a positive school climate that supports children's social and emotional learning. It talks about the relationship between school climate and school environment, the key elements of school climates etc. 
Action Protocol in Bullying Situations Year of publication: 2016 Corporate author: Costa Rica. Ministry of Public Education | Directorate of Student Life | United Nations Children's Fund (UNICEF) Bullying is a reality suffered by children, adolescents and young people all over the world. It affects their well-being, their development and the exercise of their rights as well as their responsibilities. Addressing these situations in the educational environment requires a coordinated and articulated effort to assign time, resources, tasks, and responsibilities of each and every actor in the educational community and institutions responsible for the care of the child and adolescent population. 
Supporting Early Childhood Development: From Science to Large-Scale Application Year of publication: 2016 Author: The Lancet Corporate author: United Nations Children's Fund (UNICEF) | World Bank | World Health Organization (WHO) This document summarizes the series of articles on Early Childhood Development published by The Lancet in 2016. It presents new scientific evidence that supports interventions and proposes measures to be applied in large-scale child development programs. The series emphasizes "loving care sensitive to the needs of the child", especially up to three years of age, as well as multisectoral interventions that, taking the health sector as a starting point, allow reaching many families and young children through health and nutrition. 
Guidance for Families on Emotional Self-Regulation and Alternatives to Eliminate Violence in Parenting Year of publication: 2020 Author: Maite Onochie Corporate author: United Nations Children's Fund (UNICEF) | Pan American Health Organization (PAHO) This material seeks to guide families in the role of caregivers. It proposes important recommendations in the first three years of life. It gives alternatives on how to calm young children, how to handle self-care by caregivers, how to handle crying, and promote emotional regulation and containment. 
COVID-19 Learning Losses: Rebuilding Quality Learning for All in the Middle East and North Africa Year of publication: 2021 Author: Hana Yoshimoto | Jeannette Vogelaar | Brenda Haiplik Corporate author: UNESCO | United Nations Children's Fund (UNICEF) | World Bank An entire generation of children in the Middle East and North Africa (MENA) is estimated to be affected by the education crisis determined by the COVID-19 pandemic, with potential impacts that are going beyond the immediate/short term and also well beyond the education domain itself, with consequences on children’s socialisation, mental well-being, and future perspective of being active members of their society, including in the labor market. More information on the impact of the crisis would help countries to put in place strategies to mitigate the impacts. Timely investment and action to prevent extreme impacts of this crisis on education are of paramount importance in MENA, which already tackling a learning crisis before the COVID-19 outbreak.This publication delineates the overall education status in MENA after the breakout of COVID-19 pandemic, by presenting the education responses in MENA, and assessing the potential learning loss through a simulation analysis, recommendations are provided on how to build back better and enhance access and quality learning for all.