Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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Challenging Common Conceptions: Seeing The Bigger Picture - Lesson 1 Corporate author: United Nations Children's Fund (UNICEF) World’s Largest Lesson is a collaborative education project to support the announcement of the United Nations Global Goals for Sustainable Development. Learning outcomes of the project: • To understand that environmental issues can be intrinsically linked to economic issues • To critique the flaws inherent in some common approaches to environmental education • To begin to investigate a different way of approaching environmental, social and economic issues 
Status of water education in the context of the UN Decade of Education for Sustainable Development (DESD, 2005-2014) Year of publication: 2007 Corporate author: International Hydrological Programme (IHP) This document reports on the thematic programme “Education for Sustainable Water Management” of the UN Decade of Education for Sustainable Development (DESD), which is to be implemented under the leadership of UNESCO-IHP. As a follow-up to 166 EX/Decision 3.6.1 of the Executive Board of UNESCO and Resolution XVII-12 of the Intergovernmental Council of IHP, an intersectoral Working Group on Water Education was constituted and is operational. The Working Group developed a draft Work Plan, which is presented in Annex V for the endorsement of the Bureau. 
Natural disaster preparedness and education for sustainable development Year of publication: 2007 Corporate author: UNESCO Bangkok Natural Disaster Preparedness and Education for Sustainable Development provides details of the development of culturally appropriate and locally relevant educational material for natural disaster preparedness that targets key stakeholder groups and integrates Education for Sustainable Development (ESD) principles and strategies. It is expected to develop and strengthen a regional network to implement and further ESD initiatives throughout the region by promoting education for natural disaster preparedness as well as ESD. This will underpin an identified key area of the Hyogo Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters. The publication articulates the lessons learned by the four in-country project teams (i.e., the Maldives, Thailand, Indonesia and India) and two collaborating organizations (i.e., Asia/Pacific Cultural Centre for UNESCO and Bangladesh Red Crescent Society) in developing materials in collaboration with community groups in the Asia-Pacific region. It provides insights into effective techniques to develop locally relevant educational materials, and highlights some of the challenges in that field. 
Address by Irina Bokova, Director-General of UNESCO, on the occasion of the Opening Session of the 7th World Environmental Education Congress (WEEC); Marrakech, Morocco, 9 June 2013 Year of publication: 2013 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This address was given by Irina Bokova, Director-General of UNESCO on the occasion of the opening session of the 7th World Environmental Education Congress (WEEC). 
Greening Education Partnership: Getting Every Learner Climate-Ready Year of publication: 2024 Corporate author: UNESCO Bangkok The UN Secretary-General calls the climate crisis ‘a battle for our lives’, as we still struggle to transform our societies to reach the 1.5°C-degree path recommended by the Paris Agreement. Rapid and radical transformation at all levels and in many aspects of our life is required, with education as a central and powerful means to support the adaptation and strengthening of the resilience of learners and societies. It is also important to ensure that education systems become more resilient to climate change to create safe and climate-proof schools. Building off of the knowledge and practice accumulated in Education for Sustainable Development (ESD), a new Greening Education Partnership aims to deliver strong, coordinated and comprehensive action which will prepare every learner to acquire the knowledge, skills, values, and attitudes to tackle climate change and to promote sustainable development. 
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: Organization of Ibero-American States for Education, Science and Culture (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. 
Green and Digital Skills for Hospitality and Tourism: From Industry Trends to Competencies within TVET Year of publication: 2024 Author: Franziska Wettstein Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Unlocking the potential of technical and vocational education and training (TVET) is instrumental for a more digital and sustainable hospitality and tourism sector. The hospitality and tourism sector is a cornerstone for the global economy, yet its substantial environmental footprint necessitates urgent innovation. Embracing the use of cuttingedge technology, such as AI-driven customer management and smart analysis of energy consumption, can help mitigate these impacts and foster green, sustainable solutions. As digitalization and sustainability redefine the industry, traditional job roles are undergoing continuous transformation, impacting the day-to-day tasks and activities of workers. The integration of emerging green and digital competencies into TVET is crucial for steering this transformation. By equipping workers with relevant qualifications and competencies, TVET holds the key to a greener and digitally driven sector. This publication proposes approaches to facilitate the dual transition in hospitality and tourism, structured around the identification of emerging green and digital competencies in a timely manner, their integration into future-oriented curricula, and their effective implementation in TVET. Drawing on practical examples from Africa, Asia-Pacific and Europe, it offers actionable recommendations for policymakers and practitioners. TVET stakeholders from across the globe are invited to embrace innovation and engage in the transfer of knowledge and good practices to unlock the sector’s potential for a green and digitally just transformation. Asia-Pacific guidelines for the development of national ESD indicators Year of publication: 2007 Author: Daniella Tilbury | Sonja Janousek | Derek Elias | Joel Bacha Corporate author: UNESCO Bangkok UNESCO Bangkok, with assistance from the Commission on Education and Communication (CEC) of the World Conservation Union (IUCN) in conjunction with Macquarie University in Australia, implemented a project to assist with the important task of monitoring and assessing progress during the UN Decade of Education for Sustainable Development (DESD). This process has been funded by the generous contribution of the Ministry of Education, Culture, Sports, Science and Technology under the Japanese Funds-In-Trust for Education for Sustainable Development (ESD). The DESD provides an important opportunity to enhance the profile of ESD in both formal and informal learning spaces which in turn assists UNESCO Member States with the transformation into sustainable societies. Efforts to promote and integrate ESD at all levels will be key to advancing the reach of the Decade.Responding to the DESD International Implementation Scheme’s (IIS) recommendation to develop indicators (see Appendix 1), the Asia-Pacific DESD Indicators Project commenced in March 2006. The first stage of the project has resulted in the publication of this Guidelines document which assists UNESCO Member States in the Asia-Pacific region with the development of ESD indicators and monitoring systems at the national level.The document is intended to provide an important practical resource for UNESCO National Commissions, in addition to other stakeholders, in the area of ESD indicator development. By outlining how to develop national ESD indicators, the Guidelines offers an effective way of building knowledge and increasing ownership of the Decade among stakeholders. Rather than deliver a pre-packaged set of ESD indicators, this document provides countries with a foundation for developing indicators that are relevant to their national contexts.The objectives of the Guidelines are:• To assist with understanding the nature of ESD indicators and the different approaches for their use;• To identify the different types of ESD indicators and what they may reveal about progress;• To identify important sources, methods and planning tools for both data collection and reporting;• To encourage UNESCO Member States in the Asia-Pacific region to work collaboratively, share experiences and learn about meaningful monitoring and assessment during and beyond the DESD; and• To build national capacity to develop ESD indicators and ESD data collection mechanisms at the national level 
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. 
2023 Asia-Pacific Regional Global Citizenship Education (GCED): Network Activities Summary Report Year of publication: 2023 Author: Seek Ling Tan Corporate author: UNESCO Bangkok This is a summary report from the Global Citizenship Education (GCED) network activities in Asia-Pacific in 2023. The Asia-Pacific Regional Global Citizenship Education Network, spearheaded by UNESCO Bangkok and the Asia-Pacific Centre of Education for International Understanding (APCEIU), has illuminated the path to empower learners to become global citizens since its inception in 2018. In 2023, their journey was punctuated by significant milestones and a revitalized commitment to propel GCED across the region. This commitment is particularly evident in the key priority areas of advocacy, capacity building, learning/teaching materials, policy and research and the synergizing of regional collaboration towards Education 2030.