Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
62 Results found
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. 
How to teach the Holocaust to Middle School Students : Increasing Empathy Through Multisensory Education This study examines the relationships among seventh-grade students' achievement scores, attitudes toward instructional approaches, empathy scales, and the transfer of skills between traditional versus multisensory education. The Learning Style Inventory (LSI) was employed to determine learning-style preferences. The data collected in this study was subjected to statistical analyses, supporting the use of a multisensory, rather than a traditional, approach for teaching lessons of the Holocaust. (By the publisher) 
Teaching the representation of the Holocaust “Can the story be told?” Jorge Semprun asked after his liberation from Buchenwald. The question is addressed from many angles in this volume of essays on teaching about the Holocaust. In their introduction, Marianne Hirsch and Irene Kacandes argue that Semprun’s question is as vital now, and as difficult and complex, as it was for the survivors in 1945. The thirty-eight contributors to Teaching the Representation of the Holocaust come from various disciplines (history, literary criticism, psychology, film studies) and address a wide range of issues pertinent to the teaching of a subject that many teachers and students feel is an essential part of a liberal arts education. This volume offers approaches to such works as Jurek Becker’s Jacob the Liar, Roberto Benigni’s Life Is Beautiful, Anne Frank’s diary, Daniel Jonah Goldhagen’s Hitler’s Willing Executioners, Claude Lanzmann’s Shoah, Primo Levi’s Survival in Auschwitz, Cynthia Ozick’s The Shawl, Dan Pagis’s “Written in Pencil in the Sealed Railway Car,” Art Spiegelman’s Maus, Steven Spielberg’s Schindler’s List, Elie Wiesel’s Night, and Abraham Yehoshua’s Mr. Mani. To the challenge “How do we transmit so hurtful an image of our own species without killing hope and breeding indifference?” posed by Geoffrey Hartman in this volume, the editors respond, “Only in the very human context of classroom interaction can we hope to avoid either false redemption or unending despair.” (By the publisher) 
Advocacy kit for promoting multilingual education: including the excluded Year of publication: 2007 Corporate author: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific Who Can Use This Kit? This kit was prepared for all of those who want to ensure that “Education for All” does, indeed, include everyone! The kit will be especially valuable for policy makers, education practitioners and specialists who want to improve access to and quality of education for those excluded by language. It will also be helpful for speakers of ethnic minority languages who want to improve the education situation in their own communities.This kit is designed to raise awareness on the importance of mother tongue-based multilingual education (MLE). It presents key arguments and facts about MLE and provides important insights about the value and benefits of providing education in learners’ mother tongue. The kit also presents ideas, research findings and concrete examples that you can use to think about your own situation and suggests steps for taking actions to make your school system more responsive to linguistic diversity.The kit is not a definitive textbook, and it will not have an answer for every problem that you might face. To help you as much as possible, at the end of each booklet we have included lists of references. In addition, each booklet contains a glossary of terms and, at the front of each booklet is a one-page summary of its contents.How Can You Use This Kit? This kit contains three main booklets. Each booklet has a designated audience: 1) policy makers, 2) education programme planners and practitioners and 3) community members. Please remember that developing MLE requires contributions from everyone at all levels. For that reason, we encourage you to use all three booklets along with other available resources as you work together to plan, implement and sustain your MLE programmes.This kit can be used in many different ways. For those who are already involved in MLE programmes, you might use these ideas to help you to promote mother tongue instruction and strengthen your programme. Those who are not familiar with multilingual education but want to improve educational access for minority language students might use these booklets to identify specific points that they can investigate and discuss in their own contexts. 
MTB MLE resource kit: Including the excluded: promoting multilingual education Year of publication: 2016 Author: Susan Malone Corporate author: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a “big picture” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources. 
Strategies in Facing Antisemitism : An educational resource guide This resource guide from Yad Vashem and the Simon Wisenthal Center is divided into two parts. First, it assesses antisemitism today. Then it proposes a few articles on ways to sensitize the public to antisemitism : how to broach the topic in the classroom, how to deal with antisemitism on internet... 
Regional handbook on life skills programmes for non-formal education Year of publication: 2012 Corporate author: UNESCO Office Bangkok The Regional Handbook on Life Skills Programme for Non-formal Education (NFE) was developed for education policy makers, experts in curriculum development, materials development and trainers of personnel in the field of NFE, NFE practitioners such as Community Learning Centres (CLCs) personnel, teachers and facilitators, and researchers. It aims to provide information about life skills programmes and to serve as a practical guide to implement educational programmes to enhance life skills. It is expected to help NFE personnel with adopting, adapting and integrating life skills programmes in NFE. This Handbook consists of two parts as follows: Part one- overview of Life Skills Programme for Non-formal Education (NFE), Part Two- Practical Guide on Integrating Life Skills Programme in NFE. Part One provides answers to various questions related to life skills and life skills progrmmes. Part Two intends to provide practical information about the systematic planning and implementation of life skills programmes for NFE. It offers suggested steps for curriculum development, development of teaching and learning materials, delivery of life skills programmes and monitoring and evaluation strategies. Details of this process are elaborated for NFE practitioners at various levels, but in particular at the community level. This Handbook was developed based on the project outputs of UNESCO Bangkok's 'Life Skills Learning through Non-formal Education" carried out in Asia and the Pacific region from 2003-2006 within the framework of Asia-Pacific Programme of Education for All (APPEAL). The project consisted of country studies, regional meetings, pilot projects and action research in selected countries in the region. A group of experts from the region consolidated the main outputs of the project and developed this Handbook through a series of workshops in 2006-2007 in coordination with UNESCO Bangkok and the office of Non-formal and Informal Education (ONIE) of Thailand Ministry of Education. In addition, resource materials of various organizations including United Nations agencies, government institutions, universities and NGOs were also collected and used for developing this Handbook. 
Using Visual History Testimony in the Classroom This short document published by the USC Shoah Foundation gives teachers basic key elements to integrate visual testimonies in class. The 4-page document provides constructive principles of learning applicable to all kind of digital approaches. 
Polin: Museum of the History of Polish Jews The Museum of History of Polish Jews offers numerous bibliographies, a list of thematic movies and several workshop guides. The Museum also delivers video recording of debates, conferences and testimonies. 
Civic education for media professionals: a training manual Year of publication: 2009 Author: Fackson Banda Corporate author: UNESCO Civic awareness enables both media practitioners and users to appreciate the role of journalism and media in building democratic societies. This manual serves as a resource for journalism students and media professionals in developing countries, providing them with essential knowledge for the analysis of the relationship between media functions and active citizenship, and the underlying nexus of democracy, development and the media based on the fundamental principles of democracy and human rights that lie at the heart of UNESCO’s mandate. For the purpose of this manual, civic education refers to the cultivation of civic knowledge, civic skills and civic virtues. Civic knowledge consists of fundamental ideas and information that learners must know and use to become effective and responsible citizens in a democracy. Civic skills include the intellectual skills needed to understand, explain, compare, and evaluate principles and practices of government and citizenship. They also include participatory skills that enable citizens to monitor and influence public policies. Civic virtues include the traits of character, dispositions, and commitments necessary for the preservation and improvement of democratic governance and citizenship. Examples of civic virtues are respect for the worth and dignity of each person, civility, integrity, self-discipline, tolerance, and compassion. Commitments include a dedication to human rights, the common good, equality and the rule of law.