Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
235 Results found
EIU Best Practices Series No. 19: Culture-Based Education Programme for Indigenous Children & Youth in the Philippines Year of publication: 2010 Author: Benjamin David Abadiano Corporate author: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.19 introduces the Pumulaan program, a successful culture-based education programme for indigenous children and youth in the Philippines. The program is similar to that of Tugdaan, a widely recognized education program that promote learning for the Indigenous people. The Pumulaan program focuses on providing culturally sensitive, appropriate, and relevant education to students in Mangyan Tribe in Mindoro and the Matigsalog Tribe in Mindanao, incorporating values of peace, harmony, and diversity within the education programs. 
EIU Best Practices Series No. 9: Integrating Sacred Natural Sites Concept into Environmental Education Year of publication: 2008 Corporate author: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.9 introduces research on how educational content on sacred natural sites in Mongolia can lead to understanding of environment and sustainable development. Interviews and surveys conducted by local community teachers and students living in the Orkhon Valley Cultural Landscape, a World Heritage Site, indicate the importance of education in raising awareness of environmental and heritage protection. 
UNESCO and Education Year of publication: 2017 Corporate author: UNESCO Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. 
Improving the quality of teacher education in Sub-Saharan Africa: lessons learned from a UNESCO-China Funds-in-Trust project Year of publication: 2018 Corporate author: UNESCO The booklet describes how the project started, the choice of beneficiary countries, the implementation strategies and its achievements. The different sections numbered one to four describe particular aspects of the project, using country cases to illustrate how the success of the project was due to strong country ownership and leadership. UNESCO, in partnership with the Government of the People’s Republic of China, initiated the project to enhance the institutional capacity and the professional development of teacher educators through ICT-supported learning, teaching and research. This technology aided the transformation of capacity teacher training through digitalization of instructional materials. 
UNESCO-Japan Prize on Education for Sustainable Development: Winners of 2017 Year of publication: 2017 Corporate author: UNESCO The annual UNESCO-Japan Prize showcases and rewards outstanding projects and programmes in the field of Education for Sustainable Development (ESD).The winners of the 2017 edition come from Jordan, the United Kingdom and Zimbabwe.Among this year’s winners are a school, business and a non-profit organization, promoting ESD, respectively, at the local, regional and global level: Sihlengeni Primary School from the Republic of Zimbabwe; the social enterprise Zikra from the Hashemite Kingdom of Jordan; and the Hard Rain Project from the United Kingdom of Great Britain and Northern Ireland. Each of them will receive an award of USD 50,000.The Director-General of UNESCO and the Japanese Minister of Education will award the Prize to the three laureates in a ceremony at UNESCO Headquarters in Paris on 3 November 2017, during the 39th session of the General Conference. 
Education for sustainable development for social transformation Year of publication: 2017 Corporate author: UNESCO Hanoi | Viet Nam. Ministry of Education and Training This course on Education for Sustainable Development for Social Transformation explains the connection between sustainable development, education and the successful implementation of national and international policies and initiatives on Sustainable Development, such as the Education for Sustainable Development Framework, Global Citizenship Education and the post-2015 Development Agenda. A particular focus is placed on Viet Nam's implementation of these initiatives, including MOET's Action Plan to Implement the National Strategy on Natural Disaster Prevention, Control and Mitigation in the Education Sector in the 2011-2020 Period.The courses promote creative thinking and a holistic approach to some of our planet's most pressing issues. A contribution to sustainable development will be made by encouraging students, families, schools and communities to be bioliterate. 
Regional workshop on enhancing teachers' competencies in education for sustainable development, Alexandria, Egypt, 7-9 May 2007: final report Year of publication: 2007 Corporate author: UNESCO Beirut | University of Alexandria In the framework of the UN decade of education for sustainable development, the UNESCO offices in the Arab region held their first workshop in September 2005 on the role of education and training for sustainable development. This second workshop was inaugurated in May 2007 on Enhancing Teachers’ Competencies in Education for sustainable Development. The choice of the teacher to be at the center of this workshop stresses the role teacher plays in development programs. 
Working Together for a More Resilient and Sustainable Society: MOET, UNESCOand Samsung ESD Initiative; Final Report - Extended Version Year of publication: 2015 Corporate author: UNESCO Hanoi The overarching aim of the ESD Initiative is to support Viet Nam in shaping a more resilient and sustainable learning society. The strategy for the ESD Initiative was developed to establish enabling environments for students to better apply what they learn in school within their homes and communities, and to enhance the education of parents and the community through students. The strategy applies to various themes under ESD. In the case of the current implementation of the Initiative, the key areas are: climate change mitigation and adaptation, disaster risk reduction and biodiversity conservation and restoration, in line with the United Nations Decade of Education for Sustainable Development (UN DESD) and national needs and strategies. 
Final report of the workshop on how to promote the life-link friendship-schools programme in relation to UNESCO decades for culture of peace and education for sustainable development, Amman, Jordan, May 23-24, 2007 Year of publication: 2007 Corporate author: UNESCO Amman This chapter provides a brief summary of the speeches presented at the official opening and closing ceremonies as well as presentations delivered by the experts of Life-Link and UNESCO staff at the two day workshop The sub-regional workshop for ASPnet National Coordinators and Life-Link Friendship Schools Programme, organized in close collaboration with the Ministry of Education, was constructed according to the following format: (i). An organizing Committee was formed comprising of staff from the Ministry of Education and UNESCO Amman Office and Chairperson of Life-Link Programme. The committee oversaw the organization, preparation of documentation, venue, draft agenda, logistic and procedural aspects of the workshop. (ii). The selection of participants for the workshop was done by the National Commissions for UNESCO to Lebanon, Palestine, Iraq, Egypt, Oman and Jordan. The participating Arab Countries were selected by UNESCO Office-Amman and Life-Link. (iii).The selected participants comprised the National Coordinators and teachers for ASPnet in their countries. A member from Life-Link in Jordan was invited as an observer for the workshop. (iv).The resource persons (trainers) for the workshop were carefully selected on the basis of their expertise, experience and relevance to the main subjects of the workshop. The experts came from the Ministry of Education, Life-Link, UNESCO and UNRWA. (v). The format of the workshop was basically structured to firstly provide an overview and background of the Life-Link Friendship Schools Programme and ASPnet, followed by experts' presentations relevant to the main subjects of Life-Link Programme. The workshop also had three sessions of discussion on the different aspects of Life Link Programme. Participants were circulated to these sessions one after another. The workshop also had a session on how to plan for implementing peace actions as Extra Curricula Activities in schools. (vi). The ASPnet national workshop was organized under the patronage of his Excellency Dr. Khaled Toukan, the Minister of Education and the Minister of Higher Education & Scientific Research and Chairman of the Jordan National Commission for UNESCO. 
Two concepts, one goal: education for international understanding and education for sustainable development Year of publication: 2007 Corporate author: UNESCO Bangkok | APCEIU EIU and ESD are not dogmas but evolving concepts that can contribute to social learning and transformation. EIU and ESD share many common issues, supporting each other’s scope of work and focus. This series of information sheets has been prepared to highlight key complementary areas and synergies.