Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
17 Results found
Green School Quality Standard: Greening Every Learning Environment Year of publication: 2024 Corporate author: UNESCO Climate change threatens our planet and future. Schools and other learning institutions are central places for accelerating climate action among learners and local communities. By empowering teachers and students to understand climate change in their own context contribute to making societies more sustainable and climate resilient. This publication provides for the first time ever a quality standard for greening schools and other learning environments. It outlines four core areas for integrating sustainability principles and climate action: 1) school governance, 2) facilities and operation, 3) teaching and learning, and 4) community engagement. Through the Greening Education Partnership, this standard establishes a common language for all stakeholders to jointly reach the global target of greening at least 50% of schools in all countries by 2030. Policy-makers and ministries in charge of education accreditation schemes, as well as educators, learners and communities are encouraged to use the green school quality standard and join the climate-ready school movement to ensure that every learner is equipped to address climate challenges. 
Greening Curriculum Guidance: Teaching and Learning for Climate Action Year of publication: 2024 Corporate author: UNESCO This Guidance responds to the calls from young people for a holistic approach to climate change and sustainability in the curriculum. It outlines a common language on how quality climate change and sustainability can be reflected in the curriculum by setting expected learning outcomes per age group (from 5-year olds and up to 18+ age group, including a lifelong learning approach).This is crucial for accelerating country-level action and ensuring joint monitoring of progress. The objective is to have 90 per cent of all countries include climate change in their curricula by 2030, as established by the Greening Education Partnership.This Guidance aims to support countries, schools or individual practitioners in reassessing their ongoing practices to adopt a more action-oriented, holistic, scientifically accurate, justice-driven and lifelong learning approach to climate change. 
Climate Change and Sustainability in Science and Social Science Secondary School Curricula Year of publication: 2024 Author: Marcia McKenzie | Aaron Benavot Corporate author: UNESCO There is an urgent need to transform the way climate change and sustainability are taught in classrooms and at schools. Learners must grasp the environmental impacts of climate change, how climate change relates to their own context and what actions can be undertaken and contribute to making societies more sustainable, equitable, just and climate-resilient. The findings presented in this publication indicate that accelerated efforts are needed. In a study of over 530 Grade 9 science and social science curricula from 85 countries worldwide, we found that 69 per cent of curricula contained no references to climate change, while 66 per cent had no references to sustainability. Furthermore, while 69 per cent of surveyed teachers from eight of the countries studied reported that environment, sustainability and climate change topics were included in the science and social science curricula in their schools only 50 per cent included them in their teaching. While there is a notable inclusion of environment, sustainability and climate change in science and social science curricula across countries, the depth of focus of this inclusion varies widely. Cognitive learning prevails over social and emotional or action-oriented learning. Climate change and sustainability in school practices must be strengthened, with teachers playing a key role in enhancing integration through teaching methods and materials. 
Equitable Education: 30 Years from Education for All to All for Education 2030 Year of publication: 2020 Author: Juan Miguel Luz Corporate author: Equitable Education Fund In the 30 years since the World Declaration on Education for All (Jomtien Declaration, Thailand), the world has made enormous strides in achieving the target of universal primary education.Total enrolment rates in developing regions reached 91 percent in 2015 and the worldwide number of children out of school has dropped by almost half. However, large disparities remain. Children from the poorest households are up to five times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.As education inequality threatens to widen because of the COVID-19 pandemic, and with only 10 years to go to achieve the Sustainable Development Goals (SDGs), now, more than ever, is the time for the world to come together and accelerate change through innovative and sustainable solutions. 
Education for Sustainable Development Year of publication: 2016 Author: Altayeb Ahmed Corporate author: National Center for Curriculum and Educational Research This paper addresses education for sustainable development. It opens by discussing the concept of education for sustainable development. The author clearly links how education is looking at environment and how we should preserve it. 
Non-Formal Education, Sustainable Development and the Education 2030 Agenda: Study of Civil Society Practices in Latin America and the Caribbean Year of publication: 2020 Corporate author: UNESCO This publication shows 27 civil society initiatives from various countries in Latin America and the Caribbean that work to promote actions and programs to comply with Target 4.7 within non-formal education. The study seeks that these organizations show their work, the challenges they face as regards the implementation of their programs and their greatest achievements. 
The United Nations Matters: Teacher’s Handbook Year of publication: 2012 Corporate author: United Nations Association - UK (UNA-UK) | UK National Commission for UNESCO This resource pack has been created to support Key Stage 3 and 4 Citizenship (England) and Education for Sustainable Development and Global Citizenship (Wales). It is also relevant to Learning for Life and Work (Northern Ireland), One Planet and Sustainable Development (Scotland), as well as Geography; History; Local and Global Citizens; Personal, Social, Health and Economic Education; Politics; and Religious and Moral Education. The pack supports the ‘Global Dimension’ in all parts of the UK.This resource aims to develop students’ awareness and understanding of the United Nations (UN) system and the global issues it tackles. It encompasses five lessons that can either be run as a full scheme of work or used independently.