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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The Global State of Play: Report and Recommendations on Quality Physical Education Year of publication: 2024 Corporate author: UNESCO | Loughborough University Active lifestyles are key to ensuring both individual well-being and sustainable, social development. Quality Physical Education (QPE) plays a key role in achieving this by fostering lifelong physical activity, improving young people’s mental and emotional well-being, and developing critical life skills. UNESCO’s sport initiative, Fit for Life, advocates QPE as a cost-effective investment. Despite its potential as a core curricula subject, UNESCO data reveal that PE is often under-prioritized and due to a lack of investment in certain areas, such as staff training and facilities, potential benefits are not fully realised for students around the world. This investment gap connects directly to a delivery gap. Although 83% of countries worldwide report PE as compulsory in schools, there remain significant issues with the quality of delivery and the diversity of lesson planning within curricula:• Only 1 in 3 secondary school students worldwide meet the minimum requirement of 180 minutes of PE minutes per week set out in UNESCO’s Quality Physical Education Policy Guidelines.• Only 61.7% of schools fully include students with disabilities alongside their peers without disabilities in PE classes.• Only 7.1% of schools implement equal PE time for boys and girls, despite 54.5% of countries having policies or plans for it. Policymakers, PE practitioners and academia are encouraged to take action to implement PE policies, increase investment in PE, upskill PE teachers, enhance PE curricula and promote more equitable and inclusive PE environment. 
Education for All 2000-2015: Achievements and Challenges; Education for All Global Monitoring Report, 2015; Youth Version Year of publication: 2015 Corporate author: UNESCO This report highlights the progress and challenges of education that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives and hope for the future. 
Repositioning and reconceptualizing the curriculum for the effective realization of Sustainable Development Goal Four, for holistic development and sustainable ways of living Year of publication: 2015 Corporate author: UNESCO International Bureau of Education (IBE) The purpose of this discussion paper is two-fold, it is to reposition curriculum at the center of the national and the global development dialogue and to highlight its power to give effect to national and to global aspirational statements on the role of education in holistic development. When well designed and effectively enacted, curriculum determines the quality, inclusiveness and development-relevance of education.Second, is to reconceptualize curriculum as a fundamental force of integration of education systems and as an operational tool for giving effect to policies on lifelong learning. Curriculum leads all core aspects of education that are known to determine quality, inclusion, and relevance such as content, learning, teaching, assessment and the teaching and learning environments among others. Its horizontal and vertical articulation, as well as its articulation across learning settings is what gives effect to lifelong learning policies.This paper therefore seeks to reposition curriculum as an indispensable tool for giving effect to SDG Goal 4. Securitisation, Counterterrorism and the Silencing of Dissent: The Educational Implications of Prevent Year of publication: 2016 Author: Aislinn O'Donnell Corporate author: Society for Educational Studies | Taylor & Francis This paper outlines some of the implications of counterterrorist legislation, including Prevent, for the pedagogical relationship and for educational institutions. The concept of ‘radicalization’, central to the Prevent Strategy, is one that is contested in the field of counterterrorism, yet educators are now expected to identify and refer students ‘at risk of radicalization’. Based on the experience of teaching IRA and INLA prisoners in the Republic of Ireland, the author outlines a set of philosophical and ethical principles that ought to underpin education. It is argued that education must not be subordinated to security and intelligence agendas on pragmatic, educational and ethical grounds. 
Regional overview: Central and Eastern Europe and Central Asia Year of publication: 2015 Corporate author: UNESCO Central and Eastern Europe (CEE) and Central Asia (CA) have both made significant advances towards Education for All (EFA) since 1999. However, the 2015 EFA Global Monitoring Report shows that despite progress, Education For All remains unfinished business, including in Central and Eastern Europe and in Central Asia. This must be taken into account in the post-2015 agenda. Quality Adult Education Benchmarks for Indigeneous Education Year of publication: 2011 Author: Sandra L. Morrison | Timote Vaioleti Corporate author: Asia South Pacific Association for Basic and Adult Education (ASPBAE) In November 2010, in Indonesia, Asia South Pacific Association for Basic and Adult Education(ASPBAE) brought together a number of educators from across its region to discuss benchmarking quality adult education for indigenous peoples. Educators came from across the ASPBAE region including the Philippines, India, Nepal, New Zealand, Australia, Thailand, Indonesia and Uzbekistan to share experiences and to build a collective understanding of what constitutes a good quality adult education program for indigenous peoples. Discussions were informed by a broader ASPBAE Quality Adult Education Framework, which had its origins in discussions held in 2009. The Core of the Framework is grounded on ASPBAE’s commitment to education as a right, adult education for transformation, and adult and basic education as integral and inter‐connected components of the vision of lifelong learning (Guevara, 2010). Other frameworks promoted by ASPBAE for education to be empowering, pro‐poor, gender just and sustainable were also important considerations. The 2010 gathering served as a nodal point to discuss the ASPBAE framework more deeply and to reaffirm or create a set of benchmarks for indigenous education which can be validated through a subsequent national and regional consultation process. Eleventh meeting of the working group on Education for All, 2-3 February 2011, Paris, France: summary report Year of publication: 2011 Corporate author: UNESCO The eleventh meeting of the Working Group (WG) on Education for All (EFA) took place on 2 and 3 February 2011 at UNESCO headquarters in Paris. The meeting brought together people representing governments, bilateral and multilateral organizations, regional organizations, civil society organizations (CSOs), research institutes, foundations and the private sector. Consisting of seven sessions, the meeting aimed to review the world’s progress towards EFA and identify policy actions that can accelerate EFA progress, in particular as regards quality education, effective advocacy for education, violent conflicts and education and financing for education. The recommendations of the meeting were to be taken to the tenth meeting of the High Level Group (HLG) on EFA (Jomtien, Thailand, 22–24 March 2011). 
Tool for quality assuarance of education for democratic citizenship in schools Year of publication: 2005 Corporate author: Council of Europe This Tool for Quality Assurance of Education for Democratic Citizenship (EDC) in Schools was prepared as a response to the compliance gap between policies and practices of EDC in various countries. While EDC policies are well developed, EDC practices in schools present significant weaknesses. The Tool was also prepared as part of the current interest and implementation of quality assurance in education. This Tool is designed as a reference document. It focuses on education for democratic citizenship and applies the principles and processes of quality assurance to EDC. 2014 GEM Final Statement: The Muscat Agreement Year of publication: 2014 Corporate author: UNESCO This statement is agreed by Ministers, heads of delegations, leading officials of multilateral and bilateral organizations, and senior representatives of civil society and private sector organizations at the Global Education for All (EFA) Meeting in Muscat, Oman on May 12-14, 2014. Recalling the GEM 2012 Final Statement, the conference took note of the 2013/14 EFA Global Monitoring Report, the regional EFA reports, the Resolution of the 37th session of UNESCO's General Conference on Education Beyond 2015, the Decision of the Executive Board of UNESCO at its 194th session and the Joint Proposal of the EFA Steering Committee on Education Post-2015. 
Globalization and education for sustainable development: sustaining the future Year of publication: 2006 Author: Laura Wong Corporate author: United Nations University This publication presents the contributions and outcomes of the stimulating two day gathering in Nagoya, where representatives of governments, academia and civil society gathered to share their experiences and develop their ideas about how to ensure ESD within the context of globalizing societies.