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
Scientific Education: New Methodologies for a Changing Society (Iberoamerican Journal of Education; vol. 87, no. 1) Year of publication: 2021 Author: F. Javier Perales | David Aguilera Corporate author: Organización de Estados Iberoamericanos (OEI) A society as changing as ours needs changes (innovations) and adaptations in the educational field that allow academics to be combined with social demands. We believe that this first monograph is representative of the richness and diversity of the proposals received which, in turn, constitute a sample of the strength of the community of teachers and researchers in their desire to make science education an attractive and efficient for new generations. 
The SDG second half: Ideas for doing things differently Year of publication: 2023 Author: Amar Bhattacharya | Margaret Biggs | Matthew Bishop | Caren Grown | George Ingram | Homi Kharas | John W. Mcarthur | Sarah E. Mendelson | Jane Nelson | Tony Pipa | Naheed Sarabi | Jacob Taylor | Priya Vora | Rebecca Winthrop Corporate author: Center for Sustainable Development at Brookings This short compendium captures a cross section of SDG-focused insights and recommendations from CSD-affiliated scholars. Each brief essay describes something with the potential to be done differently during the second half of the SDG era. Across a dozen contributions, topics range from reframing media coverage of the SDGs to measuring and elevating the role of the private sector; from participatory approaches to transforming education systems to new learning paradigms for human rights; from better risk-taking in fragile countries to improving infrastructure and services for care; from fit-for-purpose multilateral development banks to a purpose-driven fund to end extreme poverty; from turbo-charged Canadian SDG approaches to renewed American SDG leadership; from breakthroughs in digital public infrastructure to innovative frontiers in the digitally empowered methods of collective behavior science. 
Cracking The Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics (STEM) Year of publication: 2017 Corporate author: UNESCO Despite significant improvements in recent decades, education is not universally available and gender inequalities persist. A major concern in many countriesis not only limited numbers of girls going to school, but also limited educational pathways for those that step into the classroom. This includes, more specifically,how to address the lower participation and learning achievement of girls in science, technology, engineering and mathematics (STEM) education. STEM underpins the 2030 Agenda for Sustainable Development, and STEM education can provide learners with the knowledge, skills, attitudes and behavioursrequired for inclusive and sustainable societies. Leaving out girls and women in STEM education and careers is a loss for all. This report aims to ‘crack the code’, or to decipher the factors that hinder or facilitate girls’ and women’s participation, achievement and continuation in STEMeducation, and what can be done by the education sector to promote girls’ and women’s interest in, and engagement with, STEM. 
A Review of Education for Sustainable Development and Global Citizenship Education in Teacher Education Year of publication: 2017 Author: Douglas Bourn, Frances Hunt, Phil Bamber Corporate author: University College London. Institute of Education This paper has been produced to inform UNESCO in its preparation for the 2017 Global Education Monitoring Report (GEM) Report. Its purpose is to examine the current preparation of teachers in Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) as outlined in the Sustainable Development Goal (SDG) target 4.7.The literature for this study is based on looking not only at material that makes direct reference to ESD and GCED, but also broader themes that have a potential bearing on these areas such as a sense of global, social and environmental responsibility and a commitment to social justice.In this paper teacher education includes the initial and in-service continuing professional development (CPD) of teachers. 
A Decade of progress on education for sustainable development: reflections from the UNESCO Chairs Programme Year of publication: 2017 Author: Michelsen, Gerd | Wells, Peter J. Corporate author: UNESCO The UNITWIN/UNESCO Chairs Programme, launched in 1992, today forms an extensive network of inter-university cooperation involving more than 700 higher education institutions in 128 countries worldwide. Through knowledge sharing and collaborative research in the priority areas of UNESCO’s work in education, the natural and social sciences, culture, communication and information, the Chairs provide a vital contribution to the Organization’s mission. The current volume focuses on the activities undertaken by UNESCO Chairs dedicated to the field of Education for Sustainable Development (ESD) within the context of the UN Decade of ESD which culminated in the UNESCO World Conference on ESD, held in AichiNagoya, Japan, 2014. The case studies included, showcase the good practices, applied research and curricula innovations pioneered by the individual UNESCO Chairs, as well as highlighting the challenges and lessons learned both for the new follow-up Global Action Programme (GAP) on ESD and the wider Education 2030 Agenda. 
CCREAD: Inspiring sustainability education project improves lives in Cameroon (CAMEROON) Year of publication: 2017 Author: Shifu Ngalla Corporate author: UNESCO In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. 
Peace Education in Northeast Asia: A Situational Analysis Year of publication: 2021 Author: Soonwon Kang | Cheng Liu | Ketei Matsui | Batbaatar Monkhooroi | Boyoung Park | Muyu Huang | Oyuntsetseg Dugarsuren Corporate author: APCEIU Being central to education for international understanding and global citizenship, peace education has always been an important theme in UNESCO. For effective delivery of peace education, it is critical to examine and understand the relevance of peace education and its key issues and approaches at a given juncture. With this in mind, in 2020, APCEIU conducted a study on peace education in South Korea to review its current state and suggest some policy recommendations. Following up on this study, APCEIU initiated in 2021 a research project on peace education in Northeast Asia in order to identify how peace education is interpreted and practised in the countries of the region and explore possibilities of cooperation among peace educators, researchers, and practitioners in the region. Building on this research, APCEIU hopes to develop and carry out joint projects for peace education in the region. 
Environmental Education and Its Role in Sustainable Development: A Field Study in Intermediate Education Institutions in the City of Biskra Year of publication: 2013 Corporate author: University Mohamed Khider Biskra The file is a doctoral thesis in an Algerian university. The thesis discusses the role of environmental education in achieving sustainable development. The study used the descriptive approach and focused on the city of Biskra. 
Education for Sustainable Development: Partners in Action Year of publication: 2017 Corporate author: UNESCO This brochure illustrates key findings and achievements from a monitoring exercise conducted by UNESCO at the halfway point of the initial phase of the GAP. Key partners reported on their progress as of 2016 for 10 indicators -- two in each Priority Action Area -- and toward their target for 2019 which was set as part of their initial commitment.The data summarised here show remarkable progress and suggest that GAP Key Partners and other stakeholders are acting as catalysts for a wide range of ESD efforts. A clear learning agenda has emerged that will inform the second part of the programme and help ensure that ESD evolves, stays relevant and adds value to the full spectrum of Sustainable Development Goals. 
Report of the Global Conference on Promoting Literacy for a World in Transition: Building the Foundation for Sustainable and Peaceful Societies Year of publication: 2024 Corporate author: UNESCO The report presents an overview of the global celebration of International Literacy Day (ILD) 2023 held at UNESCO Headquarters in Paris, France on 8 September 2023. Under the ILD 2023 theme of ‘Promoting literacy for a world in transition: Building the foundation for sustainable and peaceful societies’, the Global Conference explored how literacy and numeracy can be better promoted as part of lifelong learning to achieve more peaceful and sustainable societies as envisioned by the international community through the Sustainable Development Goals (SDGs). The global celebration also included the award ceremony of the 2023 edition of the UNESCO International Literacy Prizes with six outstanding laureates from Bangladesh, Dominican Republic, Finland, Pakistan, South Africa and Uganda.