Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
13 Results found
Third collection of good practices: intercultural dialogue in support of quality education Year of publication: 2013 Corporate author: UNESCO Associated Schools Project Network (ASPnet) The UNESCO Associated Schools Project Network (ASPnet) conducts pilot projects aimed at reinforcing the humanistic and ethical principles of UNESCO in school curricula and throughout the learning process, often within the framework of UN and UNESCO International Day, Years and Decades, Promoting intercultural dialogue is thus an ASPnet priority. The initiatives presented in this Third Collection of ASPnet Good Practices were carried out by ASPnet schools and their partner institutions in the context of the International Year for the Rapprochement of Cultures (2010). The selected projects illustrate both multicultural education and intercultural education in action. 
Global Security, Religion and Education Development: a Crisis for the Field of Comparative Education? Year of publication: 2011 Author: Yusuf Sayed | Lynn Davies | Mike Hardy | Abbas Madandar Arani | Lida Kakia | Masooda Bano Corporate author: Taylor & Francis Building common ground on shared values should be a high priority for a diverse and devout society in an era of religious conflict. Otherwise we might fall into the equally false and far more dangerous illusion that we agree on nothing at all – and perhaps we tend to assume that education helps to do this, which is not necessarily the case. There is a greater concern that education is not just failing to step up effectively to the task of contesting undifferentiated and negative views of religions, but that it might not always be a force for good at all. It may in some cases help reinforce difference and create the conditions for conflict.The relationship, therefore, between religious difference, security and the assumed supportive role of education is far from a simple one. 
Research Report: A Comparative Study on Hybrid Learning in Schools Year of publication: 2024 Corporate author: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment. 
World Education Statistics 2024 Year of publication: 2024 Corporate author: UIS The report summarizes the education data published by UIS and serves as a fundamental resource and essential guide for policy-makers, researchers and analysts, as well as anyone interested in education data and statistics. Statistics are presented in 11 thematic chapters, covering primary and secondary education; early childhood; technical, vocational and tertiary education; skills for work; parity; literacy and numeracy; sustainable development and global citizenship; learning environment; scholarships; teachers; and financing education. 
IBE-UNESCO preparatory report for the 48th ICE on inclusive education Year of publication: 2007 Corporate author: UNESCO International Bureau of Education (IBE) The International Conference on Education (ICE) is a major international forum for educational policy dialogue among Ministers of Education and other stakeholders (researchers, practitioners, representatives of intergovernmental organizations and NGOs). The ICE is organized by the International Bureau of Education (IBE), the UNESCO institute specialized in assisting Member States in curriculum development to achieve quality Education For All. The IBE Council, composed of 28 UNESCO Member States, has proposed in January 2007 that the 48th ICE session, to be held in Geneva in November 2008, should focus on the theme “Inclusive Education: the Way of the Future”. The 48th ICE will focus on broadening the understanding of the theory and practice of inclusive education while discussing how governments can develop and implement policies on inclusive education. The IBE is hosting a series of regional preparatory workshops dedicated to exploring and advancing inclusive education in preparation for the ICE 2008. The Regional Preparatory Workshop "International Workshop on Inclusive Education, Andean and Southern Cone Regions” was held in Buenos Aires, Argentina on the 11-14 September 2007. This event was organized by the International Bureau of Education (IBE/UNESCO), the Division for the Promotion of Basic Education (ED/BAS, UNESCO Paris), the Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO); University of de San Andrés, Ministry of Science, Technology and Education, in collaboration with the Community of Practice - Southern Cone and Andean Regions; it had the participation of ten countries from the Southern Cone and Andean Regions. This report is based on the workshop’s country reports and presentations on the conception and status of inclusive education in participating countries, and on the ideas proposed by participants on what the next steps should be on how to advance inclusive education policy and implementation in the region. 
Learning to live together Year of publication: 2014 Corporate author: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific The importance of LTLT has increased in recent years. Indeed, relevant competencies appear to be gaining focus in international frameworks and educational initiatives across countries. This is all the more necessary as Voogt and Roblin (2012) argue, given the demands of our increasingly knowledge-based society in which “ideas and knowledge function as commodities” (p. 299 –300) and to which effective social and emotional skills are critical. It is perhaps all the more critical given the multivariate global challenges in the 21st Century and the need for unified global commitment to effectively combat these challenges. In this context, the significance of LTLT is reflected in both the rise of and growing interest in Global Citizenship Education (GCE), Education for Sustainable Development (ESD), Education for International Understanding (EIU) as well as peace and human rights education. The UN Secretary-General’s Global Education First Initiative, which lists ‘Fostering Global Citizenship’ as one of its three global priorities, also implicitly recognizes the significance of LTLT as a precursor to the building of a more peaceful society, one in which discrimination is intolerable and common challenges such as climate change and abject poverty are tackled together.Yet despite the significance of LTLT in the 21st Century, and despite numerous international initiatives to foster LTLT competencies, there is a large gap of evidence identifying how this supposition is translated into effective policy and curricula, and eventually into the reality of schools, teachers and learners. This report is a response to this gap, and attempts to understand how ten selected countries in the Asia-Pacific region – Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, The Philippines, Republic of Korea, Sri Lanka and Thailand – have reflected and integrated LTLT into their education policies and initiatives. This variety of countries aims to reflect their diverse experiences in terms of reflecting LTLT through their education systems. By exploring a number of areas, namely policy, curricula, teachers and assessment, this study aims to identify what has so far been achieved in education systems of the Asia-Pacific region in the area of LTLT.This report is therefore targeted predominantly at education policy makers, researchers, academics as well as education practitioners of the Asia-Pacific region. Given its connection to Global Citizenship Education and other relevant international initiatives around sustainability and peace education, this report is also relevant to UNESCO’s partner organizations and the broader educational development community.This report will first present the research framework for the study, before exploring the social and economic contexts in the ten selected countries and wider regional factors in the Asia-Pacific in relation to global challenges in Chapter Two. Chapter Three will then examine national policy frameworks, including the vision of those policies in defining LTLT in education. Chapter Four focuses on the national curriculum in selected countries and the extent to which they incorporate learning objectives, subjects, and extra-curricular activities reflecting the concept of LTLT and related skills and competencies. In Chapter Five, teaching practices are examined, including the role of teachers and teacher education, as well as teaching methods and application of media and information literacy (MIL) in the classroom. Chapter Six then looks at assessment, and how far countries have attempted to develop assessment frameworks that measure the skills and competencies related to LTLT. Finally, Chapter Seven provides reflections and conclusions based on the main findings of the study, while also identifying trends across policy domains, shortcomings and some policy considerations. 
Global Citizenship Education in Hong Kong and Shanghai Secondary Schools: Ideals, Realities and Expectations (Citizenship Teaching and Learning vol 2, no. 2) Year of publication: 2006 Author: Wing On Lee | Sai Wing Leung Corporate author: Intellect The world has become increasingly interdependent with the ongoing trend of globalization. Preparation for citizenship obviously needs to extend beyond students’ national boundary, such as understanding the impact of citizenship behaviors in one region upon the other parts of the world, and the promotion of peace and justice across nations. This paper reports a study on global citizenship education (GCE) in secondary schools in Hong Kong and Shanghai conducted from December 2002 to June 2003, organized by the Centre for Citizenship Education of the Hong Kong Institute of Education, the Department of Education of the Shanghai Teachers' University, and the Love Outreach Education Academy and Oxfam Hong Kong, with funding provided by the latter. The study aimed at understanding (1) teachers’ knowledge, skills and values toward GCE, (2) GCE curriculum available in schools and its implementation; (3) difficulties in implementing GCE in schools; and (4) the kind of change and support that teachers expected for enhancing the development of GCE. The study also provided data for comparing the similarities and differences in the two major international cities in China. The study finds that that teachers in Hong Kong and Shanghai both support global citizenship education in their schools, but they have encountered problems and difficulties such as pressure from the exam-oriented curriculum, lack of training, lack of support from the school and government, and also a lack in self-efficacy, not feeling that personal efforts can bring about changes in the world. There are interesting contrasts between Hong Kong and Shanghai teachers. Shanghai teachers are comparatively more interested in global affairs, whereas Hong Kong teachers are relatively more interested in local affairs. Shanghai teachers tend to focus on knowledge and skills in global citizenship education, whereas Hong Kong teachers tend to focus on values. Second collection of good practices: education for sustainable development Year of publication: 2009 Corporate author: UNESCO Associated Schools Project Network (ASPnet) This second collection of ASPnet good practices for quality education takes stock of some of the contributions being made by UNESCO Associated Schools in support of the United Nations Decade of Education for Sustainable Development (DESD). 
Holocaust Education in a Global Context Year of publication: 2014 Author: Fracapane, Karel | Haß, Matthias Corporate author: UNESCO | Topography of Terror Foundation (Germany) International interest in Holocaust education has reached new heights in recent years. This historic event has long been central to cultures of remembrance in those countries where the genocide of the Jewish people occurred. But other parts of the world have now begun to recognize the history of the Holocaust as an effective means to teach about mass violence and to promote human rights and civic duty, testifying to the emergence of this pivotal historical event as a universal frame of reference. In this new, globalized context, how is the Holocaust represented and taught? How do teachers handle this excessively complex and emotionally loaded subject in fast-changing multicultural European societies still haunted by the crimes perpetrated by the Nazis and their collaborators? Why and how is it taught in other areas of the world that have only little if any connection with the history of the Jewish people? Holocaust Education in a Global Context will explore these questions. Country reports on education for sustainable development: centred on the five cluster countries of UNESCO office, Jakarta Year of publication: 2011 Author: Meeyoung Choi | Robert J. Didham Corporate author: UNESCO Jakarta As the cluster office, UNESCO Office, Jakarta covers the implementation of all major programmes and mandates by UNESCO in these five countries as well as disseminates and shares information and knowledge in the fields of education, science, culture and communication in the Asia and Pacific region.