Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
526 Results found
Address by Irina Bokova, Director-General of UNESCO on the occasion of the opening of the PGA High-Level SDG Action Event on Education SDG4 Year of publication: 2017 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 of the PGA High-Level SDG Action Event on Education SDG4. 
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. 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. 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. 
Getting Every School Climate-ready: How Countries are Integrating Climate Change Issues in Education Year of publication: 2021 Corporate author: UNESCO This document summarizes the findings of selected studies by UNESCO and its partners on how climate change issues are integrated in education.These findings shed light on four key questions: where do we stand on climate change education; what do teachers say; what are the examples of country good practices on climate change education; and what does inter-ministerial collaboration on education for sustainable development look like? 
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. 
Mainstreaming SDG4-Education 2030 in sector-wide policy and planning: technical guidelines for UNESCO field offices Year of publication: 2016 Corporate author: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. Integración del ODS 4-Educación 2030 en la formulación de políticas y planeamiento para todo el sector: directrices técnicas para las oficinas de la UNESCO fuera de la Sede Year of publication: 2016 Corporate author: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. Intégrer l'ODD 4-Education 2030 dans les politiques et la planification sectorielles: directives techniques à l'intention des bureaux hors Siège de l'UNESCO Year of publication: 2016 Corporate author: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. 
"Trash Hack": Educación para el desarrollo sostenible a través de la acción: Guía para los docentes Year of publication: 2021 Corporate author: UNESCO La educación para el desarrollo sostenible (EDS) proporciona a las personas las herramientas para abordar los problemas del presente y del futuro, y así luchar contra la crisis climática, cambiar el mundo y alcanzar los ODS. La EDS replantea lo que aprendemos, dónde lo hacemos y de qué forma. Se trata de un aprendizaje permanente, que permite a las personas desarrollar el conocimiento, las aptitudes, los valores y las actitudes que necesitan para tomar decisiones y emprender acciones fundamentadas sobre los problemas mundiales. Las actividades propuestas en esta guía están basadas en la acción y tienen por objeto ayudar a fomentar las tres dimensiones del aprendizaje (cognitiva, socioemocional yconductual) y, por consiguiente, promover competencias transversales para los ODS, como el pensamiento sistémico, la competencia de anticipación, la colaboración, elpensamiento crítico y la solución de problemas integrada.