Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
41 Results found
We Need to Talk: Measuring Intercultural Dialogue for Peace and Inclusion Year of publication: 2022 Corporate author: UNESCO | Institute for Economics and Peace An analysis into the power of intercultural dialogue and the new UNESCO Framework for Enabling Intercultural Dialogue, We Need to Talk presents the first evidence of the link between intercultural dialogue and peace, conflict prevention and non-fragility, and human rights. Using data covering over 160 countries in all regions, the report presents a framework of the structures, processes and values needed to support intercultural dialogue, examining the dynamics and interlinkages between them to reveal substantial policy opportunities with broad spanning benefits. Providing policy support and guidance, the report also includes information on regional trends as well as deep diving case studies.The data, case studies, and think pieces contained in this report highlight key policy and intervention opportunities for intercultural dialogue as an instrument for inclusion, peace and wider societal benefits. Policy makers, development workers, peace and security actors, academics and more are invited to leverage the analysis in this report and findings of the Framework to strengthen intercultural dialogue around the world. 
Holocaust Education: Analysis of Curricula and Frameworks: A Case Study of Illinois This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the development of a full curriculum, and what constitutes the boundary between a curriculum and a framework, based on examination of the work of scholars and institutions in the field. Analysis of existing frameworks according to criteria developed by the authors has yielded the finding that a framework can only guide teachers to an extent because of its looser structure. A full curriculum, however, is structured with greater detail and more direct ways of determining evidence that demonstrates understanding of the content and mastery of essential skills. Recommendations are provided for Holocaust Education curriculum development, underscoring the significance of an engaging design that makes learning more lasting and meaningful. (By the author) 
Turning Students into Global Citizens Year of publication: 2016 Author: Fernando Reimers Prof. Fernando M. Remiers made the case for global citizenship education and shared his experiences through Ed Week. 
School for all: experiences of municipal public schools with inclusion of students with disabilities, ASD, GDD and high ability/giftedness Year of publication: 2017 Author: Carla Mauch | Wagner Santana Corporate author: UNESCO Brasilia This publication is the result of a research project entitled Good Practices in Inclusive Education: the experience of Brazilian municipalities with the inclusion of students with disabilities, Autism Spectrum Disorder (ASD), Global Developmental Disorder (GDD) and of high ability/giftedness students (Boas Práticas em Educação Inclusiva: a experiência de municípios brasileiros na inclusão de alunos com deficiência, transtornos do espectro autista (TEA), transtorno global do desenvolvimento (TGD) e altas habilidades/superdotação). The study set out to identify and analyse the practices of municipal public-school networks in Brazil concerning the educational inclusion of students with disabilities, ASD and GDD, as well as gifted/talented students. The initiative arose out of a will to subsidise and strengthen processes for the formulation and implementation of policies, programmes and projects aligned with the principles of the Convention on the Rights of Persons with Disabilities (United Nations, 2006; Brazil, 2009) and the National Special Education Policy in the Perspective of Inclusive Education (Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva) (Brasil. MEC/SEESP, 2008c). It is important to point out that those normative frameworks bring principles and presuppositions that have been reaffirmed in more recent documents such as the Incheon Declaration (World Education Forum, UNESCO, 2015) and the Sustainable Development Goals (SDG) (United Nations, 2015). 
Languages in adult literacy: policies and practices during the 15 years of EFA (2000-2015) Year of publication: 2015 Author: Clinton Robinson Linguistic diversity characterises many countries with large literacy needs. Meeting these needs will require a multilingual approach based on learning initial literacy in the learner’s mother tongue, with other languages used subsequently. This paper identifies five major challenges in implementing multilingual programmes, and traces the international policy developments over the 15 years of the EFA period. Four case studies – Mexico, Morocco, Papua New Guinea and Senegal – illustrate a range of policies, showing differing approaches and levels of commitment in providing literacy acquisition based on the mother tongue. The paper concludes with six policy orientations to guide action as part of the post- 2015 agenda. 
Consultation Paper on AI Regulation: Emerging Approaches Across the World Year of publication: 2024 Author: Juan David Gutiérrez Corporate author: UNESCO Since 2016, over thirty countries have passed laws explicitly mentioning AI, and in 2024, the discussion about AI bills in legislative bodies has increased globally. This policy brief aims to inform legislators about the different regulatory approaches to artificial intelligence (AI) being considered worldwide by legislative bodies. The brief explains nine emerging regulatory approaches, each illustrated with specific cases worldwide. The order in which the nine AI regulatory approaches are presented is deliberately structured to guide readers from less interventionist, light-touch regulatory measures to more coercive, demanding approaches. These regulatory approaches are not mutually exclusive and AI bills often combine two or more approaches:1. Principles-Based Approach2. Standards-Based Approach3. Agile and Experimentalist Approach4. Facilitating and Enabling Approach5. Adapting Existing Laws Approach6. Access to Information and Transparency Mandates Approach7. Risk-Based Approach8. Rights-Based Approach9. Liability Approach The policy brief suggests parliamentarians how they can address three key questions before adopting AI regulations:1. Why regulate? Determine whether regulation is needed to address public problems, fundamental and collective rights, or desirable futures.2. When to regulate? Reach a consensus on why regulation is needed, map available regulatory instruments, compare them with other policy instruments, and assess the feasibility of adopting the former.3. How to regulate? Identify a combination of AI regulatory approaches that are tailored to specific contexts. 
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. 
Dialogue for Prevention Year of publication: 2025 Corporate author: UNESCO In an era where geopolitical power struggles disrupt traditional peacebuilding, where identity and misinformation fuel divisions, and where trust in institutions is eroding, UNESCO’s Intercultural Dialogue for Conflict Transformation briefs series presents an adaptable, culturally grounded, and people-centred approach to peacebuilding. With 1.5 billion people living in contexts with low intercultural dialogue where global challenges such as absolute poverty, terrorism and forced displacement are more prevalent, this four-part series draws on firsthand experience, country case studies, and expert analysis to demonstrate the transformative potential of dialogue in fragile and conflict-sensitive settings. The Dialogue for Prevention brief, developed with the Auschwitz Institute for the Prevention of Genocide and Mass Atrocities, explores the powerful role intercultural dialogue can play in preventing large-scale identity-based violence, particularly in the upstream and downstream phases of conflict. Grounded in the idea that dialogue can bridge divides and foster mutual understanding, the brief argues that enabling environments for intercultural dialogue—marked by stability, inclusive governance, freedom of expression, horizontal equality, and social cohesion—also mitigate key risk factors for atrocity violence. Drawing on diverse examples from Cambodia, Colombia, Italy, and Kenya, it showcases creative, context specific applications of dialogue. Through practical guidance, the brief equips policymakers, practitioners and civil society seeking to embed dialogue into prevention strategies. 
Dialogue for Social Cohesion Year of publication: 2025 Author: Isaure Vicarini | Euan Mackway-Jones Corporate author: UNESCO In an era where geopolitical power struggles disrupt traditional peacebuilding, where identity and misinformation fuel divisions, and where trust in institutions is eroding, UNESCO’s Intercultural Dialogue for Conflict Transformation briefs series presents an adaptable, culturally grounded, and people-centred approach to peacebuilding. With 89% of conflicts worldwide occurring in countries with limited capacity for intercultural dialogue, this four-part series draws on firsthand experience, country case studies, and expert analysis to demonstrate the transformative potential of dialogue in fragile and conflict-sensitive settings. The Dialogue for Social Cohesion brief—developed in collaboration with the Berghof Foundation and Search for Common Ground—bridges theory and practice to explore the horizontal (community-to-community) and vertical (citizen-to-state) dimensions of social cohesion and highlights how inclusive dialogue can support both. Case studies from Afghanistan, Germany, Somalia, and South Sudan illustrate how dialogue—whether through theatre, education, local governance, or environmental peacebuilding—can cultivate mutual understanding and trust, bridge identity-based divides, and restore, step by step, the social fabric in fractured societies. Through actionable recommendations, this brief equips practitioners, policymakers, and civil society with the essential guidance needed to tailor and embed dialogue in their respective contexts, helping to ensure that peace processes are inclusive, locally driven, and enduring. 
Developing Positive Values: A case study of Holocaust Memorial Day in the primary schools of one local authority in Scotland Many schools and local authorities saw the initial Holocaust Memorial Day as an important stimulus to develop lessons and events in Holocaust history amongst young people of vital importance for today. The focus of this paper is to examine the potential for Holocaust education in the primary curriculum in Scotland and whether the instance of Holocaust Memorial Day and the undertaking of a serious commitment to it by a local authority had an impact on the teaching and raising of Holocaust issues in the primary schools in that area. The authors previously argued (Maitles & Cowan, 1999) that there needed to be a major commitment from the Scottish Executive and/or local councils to encourage teachers and schools to coordinate or introduce Holocaust education in the schools. To test this, the field research for this survey was conducted by means of a questionnaire to every primary school in the local authority and achieved a 91% response rate. Strong national commitment to Holocaust educational activities, backed up by commitment from the local authority, in terms of staff development and teaching materials, ensured a quality of experience as well as the quantity. Linked to this was an effective structure in the schools, with a designated Holocaust education coordinator and the involvement of the wider community. This led teachers in schools to imaginatively develop pupil skills, knowledge and understanding and informed attitudes in Holocaust history which potentially has a resonance in the wider citizenship area. (By the publisher)