Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
97 Results found
Education for sustainable development lens: a policy and practice review tool Year of publication: 2010 Corporate author: UNESCO The Education for Sustainable Development (ESD) Lens has been prepared to support UN Member States to respond to these challenges through implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005- 2014). The ESD Lens supports the goals of the DESD, and encourages policy-makers and practitioners in Member States to initiate the process of re-orienting education, particularly the formal education system, towards sustainable development. The overall goal of the UN Decade of Education for Sustainable Development (DESD) is for countries to integrate the understandings, skills and values inherent in sustainable development into all aspects of national education plans to encourage changes in lifestyles and behaviour that allow for a more sustainable and just society for all. This complements existing Education for All initiatives, and strengthens the objectives of the Millennium Development Goals. Education for Sustainable Development has the potential to improve the quality and relevance of education everywhere. Engaging and Educating Women and Girls in the Prevention of Violent Conflict and Violent Extremism Year of publication: 2014 Author: Kathleen Kuehnast Corporate author: United States Institute of Peace (USIP) Dr. Kathleen Kuehnast, director of the Center for Gender and Peacebuilding at the U.S. Institute of Peace, testified on the importance of engaging and educating women and girls in conflict zones in order to prevent and mitigate violent conflict and violent extremism. Abu Dhabi Memorandum on Good Practices for Education and Countering Violent Extremism Year of publication: 2014 Author: Sara Zeiger Corporate author: Hedayah Foundation The contents of this brief are based on the discussions that occurred from 3 to 4 November 2014 at an expert workshop on Research Trends in Countering Violent Extremism hosted by Hedayah in Abu Dhabi, United Arab Emirates. The purpose of this two-day expert roundtable was to bring together researchers, policymakers and practitioners in a closed discussion of the current trends in CVE research. The goals at the meeting were to address the current research outcomes in countering violent extremism; determine the critical gaps in research on CVE; identify the new and emerging threats of violent extremism; and establish a recommended research agenda for Hedayah and CVE researchers in the coming two years. Citizenship education and coexistence: workshop reports Year of publication: 2014 Corporate author: Bogotá. Secretaría de Educación del Distrito (SED) The present document contains the reports of the work and conclusions built during the Technical Workshop on Education for Citizenship and coexistence, for which were raised the following objectives:Assess the relevance of Education for Citizenship and coexistence proposed by the District Education Secretary,assess the training materials of the Toolbox produced for the implementation of Education for Citizenship and coexistence,and strengthen and consolidate this proposal. 
Developing Adult Education and Training Policies for Sustainable Development: A Case Study of the State of Kuwait Year of publication: 2017 Author: Sabika Hussain Bursli Corporate author: Tanta University In this article, the author presents the case of Kuwait in relation to adult education. The article analyzes the current Kuwaiti policies related adult education in light of sustainable development requirements. 
Mainstreaming SDG4-Education 2030 in sector-wide policy and planning: technical guidelines for UNESCO field offices Year of publication: 2016 Corporate author: UNESCO The main responsibility for implementing the SDG4-Education 2030 Agenda lies with governments, with UNESCO and partners providing support through coordinated policy advice, technical assistance, capacity development and monitoring of progress at global, regional and national levels. By their position, UNESCO field offices have a key role to play in providing such support at country level and therefore require adequate technical capacity to fulfil their mission.These guidelines aim at providing a basic resource to field offices for ensuring adequate technical support to national authorities in this process. In doing so, it takes into account different profiles of country needs and capacities, thus avoiding a one-size-fits-all approach. Countries may have different levels of awareness of, or political commitment to, Sustainable Development Goal 4 (SDG4). In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated and that national authorities and stakeholders are reminded of its importance. To assist field offices in this task UNESCO has developed and made available a number of resources and support materials, notably the Unpacking SDG4-Education 2030 Guide, parts of which are excerpted here, and will continue coordination efforts in this respect.Inevitably, field staff will have to adapt the guidelines provided here to the reality of the country they are serving. That is why this document is full of resources and pointers that can be combined and tailored to fit the particular context of each country. At the same time, field staff are invited to require additional technical guidance from the corresponding regional bureaus, which can rely on the backstopping of Headquarters services and support from the specialized institutes.These guidelines represent a first attempt to provide specific directions and resources to allow field offices to technically support Member States. After a first evaluation, in which all field staff are invited to participate, the guidelines will be improved so as to make them even more suitable and useful. They will also be supplemented with other material to ensure that UNESCO plays its role as the leading United Nations agency in the field. National meeting on peace education: working papers; report Year of publication: 2015 Corporate author: Encuentro de Educacion para la Paz y los Derechos Humanos This document presents the most relevant reflections and commitments made up from the First National Encounter of Education for Peace and Human Rights, which took place on July 29th of 2014, with the participation of the Mayors, Secretaries of Education from the different territories of Colombia, governmental organizations, NGO's and multilateral agencies. 
A Guide for ensuring inclusion and equity in education Year of publication: 2017 Corporate author: UNESCO As countries seek to strengthen their national educational systems, finding ways of including all learners and ensuring that each individual has an equal opportunity for educational progress remain major challenges. This guide is intended to support countries in embedding inclusion and equity in educational policy. The ultimate objective is to create system-wide change for overcoming barriers to quality educational access, participation, learning processes and outcomes, and to ensure that all learners are valued and engaged equally. 
Rethinking Schooling for the 21st Century: The State of Education for Peace, Sustainable Development and Global Citizenship in Asia Year of publication: 2017 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Calls to gear up schools for the 21st century are ubiquitous today. Dominant international educational discourse hails the potential of 'the youth dividend' and digital technology for enhancing growth. Some Asian education systems are held up as models for an innovation-led utopian future. But across much of Asia, neither the reality of schooling nor the patterns of development with which it is associated give cause for blithe optimism.This study is informed by UNESCO’s commitment to realising the Sustainable Development Goals (SDGs) through educational reform worldwide. Since its inception, UNESCO has championed a humanistic vision of education — a vision today encapsulated in SDG 4.7. These ideals need to be strongly restated and defended in an era when educational debate worldwide has come to be framed by a narrowly economistic and instrumentalist agenda.Deriving urgent significance from this broader context, the present report analyses how far the ideals of SDG 4.7 – of 'education for peace, sustainable development and global citizenship' - are embodied in policies and curricula across 22 Asian societies. At one level, it seeks to develop benchmarks against which future progress can be assessed. It also argues forcefully that conceptions of the fundamental purposes of schooling need to be reconfigured, if the ideals to which the global community has subscribed are actually to be realised. 
Teacher Policy Development Guide Year of publication: 2019 Corporate author: UNESCO | International Task Force on Teachers for Education 2030 Countries will need to have a broad perspective on teacher issues in order to meet Sustainable Development Goal 4 and address the provisions on Teachers in the Incheon Declaration with the Framework for Action of Education 2030. A system to orient the elaboration and/or review of national teacher policies will be a useful tool. The International Teacher Task Force builds on its comparative advantage as a global multiple-stakeholder alliance joining hands to address the global teacher challenges, to offer the present Teacher Policy Development Guide.Users will find relevant definitions of concepts, description of the different dimensions of teacher issues and how they correlate, and suggestions of phases in the process of developing a national teacher policy. Of utmost importance is the involvement of all stakeholders, especially the teachers, in the process.