Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
204 Results found
[Résumé] La crise climatique est une crise des droits de l’enfant: Présentation de l’indice des risques climatiques pour les enfants Year of publication: 2021 Author: Nicholas Rees | Margaretha Barkhof | Jan Burdziej | Sophie Lee | Harriet Riley Corporate author: United Nations Children's Fund (UNICEF) La crise climatique est une crise des droits de l’enfant. Les canicules, les incendies et les inondations sans précédent qui viennent de frapper plusieurs pays sont annonciateurs d’une nouvelle normalité climatique particulièrement hostile. L’impact des changements climatiques est connu de tous. Les solutions le sont également. Il est inadmissible que les enfants et les jeunes d’aujourd’hui soient confrontés à un avenir aussi incertain. Partout dans le monde, à travers des manifestations, des interventions sur les réseaux sociaux et un engagement communautaire et citoyen, les enfants et les jeunes revendiquent haut et fort le changement. Les modi operandi classiques ont fait long feu. Le présent rapport s’appuie sur l’Indice des risques climatiques pour les enfants (IRCE) pour fournir un premier aperçu de l’exposition et de la vulnérabilité des enfants aux effets des changements climatiques. 
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. 
Education, Children on the Move and Inclusion in Education: Lessons Learned and Scalable Solutions to Accelerate Inclusion in National Education Systems and Enhance Learning Outcomes Year of publication: 2022 Author: Neven Knezevic | Katherine Curtiss | Eric Gero Corporate author: United Nations Children's Fund (UNICEF) This report summarizes how UNICEF and its partners have contributed to the creation of education solutions that support the skills development and educational attainment of children on the move in countries and regions across the world. Country case studies highlighting best practices from 19 countries and the East African and Sahel regions showcase UNICEF’s work with country governments on issues such as the inclusion of refugees in national education systems and improving relations between refugee children, their families, and their host communities. 
Digital Learning for Every Child: Closing the Gaps for an Inclusive and Prosperous Future Year of publication: 2021 Author: Matt Brossard | Marta Carnelli | Stephane Chaudron | Rosanna Di-Gioia | Thomas Dreesen | Daniel Kardefelt-Winther | Céline Little | Jean Luc Yameogo Corporate author: United Nations Children's Fund (UNICEF) Pre-COVID-19, half of the world’s children were already unable to read a simple text by the age of 10. School closures have deepened pre-existing learning disparities, within and among countries, due to inequities in access to technology. This brief summarises research findings and provides actionable recommendations for how to equitably scale up digital learning and provide children and young people with the skills to improve their prospects and safeguard their well-being. It pinpoints solutions for education systems’ use of digital and blended learning anchored in a sound pedagogical approach and urges the G20 and other countries to overcome the barriers that limit the potential benefits of digital learning. 
The Journey Towards Comprehensive Sexuality Education: Global Status Report Year of publication: 2021 Corporate author: UNESCO | Joint United Nations Programme on HIV/AIDS (UNAIDS) | United Nations Population Fund (UNFPA) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | World Health Organization (WHO) Comprehensive sexuality education (CSE) is central to children and young people’s well-being, equipping them with the knowledge and skills they need to make healthy and responsible choices in their lives. This report draws on multiple data sources to provide analysis of countries’ progress towards delivering good quality school-based CSE to all learners. 85 per cent of 155 countries surveyed have policies or laws relating to sexuality education, with considerably more countries reporting policies to mandate delivery at secondary education level than at primary level. However, the existence of policy and legal frameworks do not always equate to comprehensive content or strong implementation. Most countries report that they have some curricula in place but more detailed analysis suggests that it often lacks the breadth of topics needed to make sexuality education effective and relevant. Moreover, while efforts to scale-up teacher training are evident in a range of settings, research with teachers shows that many feel they lack confidence to deliver sexuality education. Surveys show that students frequently feel that they received information too late and would have preferred sexuality education to have started earlier in their schooling. There is evidence of opposition to CSE across a range of settings, often reflecting misinformation about the content, purpose or impact of such education. However, in many countries involvement of communities, including parents, school officials, religious leaders, media and young people themselves, has created a favourable environment for CSE. Recommendations to countries in this report include:Clear mandates and budgets to ensure implementation of policies and programmes that support the availability of good quality comprehensive sexuality education for all learners.Invest in quality curriculum reform and teacher training.Strengthen monitoring of the implementation of CSE. 
Let's Be Friends at School: A Guide to Promoting Empathy and Inclusion Year of publication: 2019 Corporate author: United Nations Children's Fund (UNICEF) Empathy is a skill that allows us to understand the emotions and experiences of other people. This guide seeks to promote empathy in the educational context, to promote peaceful coexistence, inclusion and non-violence in schools. It focuses its vision on the mission of teachers to educate not only the academic curriculum but also their emotional managing skills to deal with their own emotions and those of others. Seamos amigos en la escuela: Una guía para promover la empatía y la inclusión Year of publication: 2019 Corporate author: United Nations Children's Fund (UNICEF) La empatía es una habilidad que nos permiten comprender las emociones y experiencias de las otras personas.Esta guía busca promocionar la empatia en el constexto educativo, para fomentar la convivencia pacifica,la inclusión y la no violencia en las escuelas. Centra su visión en la misión que tienen los docentes de educar además de lo que respecta a la malla curricular el manejo de las emociones propias y ajenas. 
Bridging the education gap in Bangladesh Year of publication: 2015 Corporate author: United Nations Children's Fund (UNICEF) “If this school didn’t exist, I wouldn’t be here… I would be forced to work,” Mohammed, 13, says. Mohammed attends an ability-based learning school in Shyamnagar, Bangladesh supported by UNICEF’s Let Us Learn initiative. Many children in Bangladesh are out of school because they never enrolled or dropped out, largely due to poverty and child labour. 
Educating the next generation of a Madagascar family Year of publication: 2015 Corporate author: United Nations Children's Fund (UNICEF) One million. That’s how many children are out of school in Madagascar. However, Lantonirina, 11, is focused on finishing school and dreams of becoming a teacher: "I don't plan to marry very early because I want to continue my studies.” Lantonirina’s mother and sister were both married as adolescents and had to leave school so she is determined to break the cycle. 
From the football field to the classrooms of Nepal Year of publication: 2015 Corporate author: United Nations Children's Fund (UNICEF) “Before, we didn’t know how to study. We were not motivated. I am transformed because of sports. And my studies have also improved,” Kalita says. In Solakhpur, Nepal, football is improving the life of 16-year-old Kalita and those of other adolescent girls through a sports programme meant to get more children into school and boost their academic success.