Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
220 Results found
Report on Improving the Care System in the Republic of Uzbekistan: A Path to Economic Growth, Poverty Reduction and Improved Quality of Life Year of publication: 2024 Author: Maigul Nugmanova | Adiba Nuruddinova Corporate author: UNDP Uzbekistan This Report explores the crucial role of care system policies in sustainable equitable economic growth, poverty reduction, and improved quality of life, aligning with UN Sustainable Development Goals. Conducted within the framework of the initiative of UNDP in Uzbekistan, the study aims to analyze current care provision, identify critical points, and propose recommendations for an inclusive and sustainable care economy, contributing to overall economic growth and reducing regional inequalities. 
Early Childhood Education in Tajikistan Year of publication: 2021 Corporate author: UNICEF Tajikistan Preschool education is the foundation of lifelong learning and development. The focus on preschool is essential. Access to quality early childhood education (ECE) services not only gives children better chances at success in school, but better learning outcomes in the future. It enhances the efficiency of the school system by reducing repetition and drop-out and improving achievement, especially among girls and marginalized groups. If timely and sufficient investments in early childhood are made, human capital and momentum will grow and provide a great and unique opportunity for the country to improve its future economic prospects. 
International Technical Guidance on Sexuality Education: An Evidence-Informed Approach Year of publication: 2018 Corporate author: Joint United Nations Programme on HIV/AIDS (UNAIDS) | United Nations Population Fund (UNFPA) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | World Health Organization (WHO) The UN International technical guidance on sexuality education was first published in 2009 as an evidence-informed approach for schools, teachers and health educators.Recognizing the dynamic shifts in the field of sexuality education that have occurred since then, an expanded group of UN co-publishing partners has reviewed and updated the content to respond appropriately to the contemporary needs of young learners, and to provide support for education systems and practitioners seeking to address those needs. The International technical guidance on sexuality education (revised edition) provides sound technical advice on the characteristics of effective comprehensive sexuality education (CSE) programmes; a recommended set of topics and learning objectives that should be covered in comprehensive sexuality education; and, recommendations for planning, delivering and monitoring effective CSE programmes. This revised edition of the Guidance reaffirms the position of sexuality education within a framework of human rights and gender equality, and promotes structured learning about sex and relationships in a manner that is positive, affirming, and centred on the best interests of the young person. It is based on a review of the latest evidence and lessons-learned from implementing CSE programmes across the globe. The revised Guidance reflects the contribution of sexuality education to the realization of multiple Sustainable Development Goals, notably Goal 3 on good health and well-being for all, Goal 4 on quality education for all, and Goal 5 to achieve gender equality. 
The Teacher as a Promoter of the Pedagogy of Coexistence for Education for Peace Year of publication: 2014 Author: María Elena López Serrano | Rosa María Medrano Domínguez | Patricia Villar López Corporate author: Universidad Católica Silva Henríquez Recognizing the diversity in the aulic space allows to create spaces of harmonious coexistence that promote and accept interculturality, for this the teacher becomes the nodal axis to propitiate the conditions that allow the students to recognize themselves as equal beings capable of developing their capacities to the maximum academic and personal. To achieve this goal it is essential that the teacher recognizes himself and others, in such a way that generates spaces in which students identify as social beings able to interact with their peers, the educational community and their environment. What has been described here supports the proposal of the pedagogy of coexistence in the aulic space as a promoter of education for peace that contributes to the reduction of the violence experienced in society. The proposal is based on a documentary research on the pedagogy of coexistence linked to diversity and interculturality to promote education for peace. The proposal recognizes the teacher as the axis that drives education for peace through fostering harmonious environments in the classroom. It is not possible to speak of harmonic coexistence without considering the teacher's awareness of his role as a social educator, which promotes through Pedagogy of Coexistence an intercultural education that attends to diversity and that favors education for peace and contributes to the decrease of cultural violence. 
Strong foundations for gender equality in early childhood care and education: advocacy brief Year of publication: 2007 Corporate author: UNESCO The term Early Childhood Care and Education (ECCE) refers to services for children from birth to eight years of age. These include educating parents in how to care for their children and help them learn, as well as providing community-run and formal preschool programmes for pre-primary school-aged boys and girls. Given the varying needs of children from birth to eight years, educators have found it best to have different policies and strategies for children below and above three years of age. This brief focuses on the gender issues in the services provided for children who are three years of age or older in the Asia-Pacific region. Its scope is informed by UNESCO's commitment to holistic pre-primary services for this age group. The goal is to provide early childhood education that helps girls and boys succeed in primary school and in learning throughout their lives. The brief starts by looking into the growth of ECCE in the Asia-Pacific region and what is driving this growth. It explores why gender responsiveness is important in early childhood education, gives practical examples of what this looks like, and discusses the challenges of providing ECCE that equally values and benefits each girl and each boy. Flowing from this, the brief concludes with recommendations on how to make ECCE more gender responsive 
School, Identity and Discrimination Year of publication: 2011 Author: Néstor López Corporate author: UNESCO IIEP Office for Latin America and the Caribbean Education, identity and school is just one more link, within the many wills that work for full equality of opportunities. As in other publications of the Institute, the wealth of perspectives is added, which give shape to sometimes pressing realities with a demand for urgent action. The publication is a new opportunity for the voices of different interlocutors to give an account, in their countries and contexts, both of the construction of identity processes, and of their recognition and respect. This also implies raising the obstacles, the contributions and the advances, to face the challenges still pending. In each work presented here, the authors-whose participation and effort we deeply appreciate-offer sharp insights on various tasks and contexts. We wish, to conclude, that this text also contributes to the reflection on the possible courses that have been adopted or that require a deepening of the educational policies, specifically in the agendas related to the themes of this publication. 
Buenos Aires Recommendations Year of publication: 2007 Corporate author: PRELAC II Recognizing that education is a public good and is the key to building a more just and better world for all, the Second Intergovernmental Meeting of the Regional Education Project, PRELAC II, held in the city of Buenos Aires, on the 29th and March 30, 2007, agrees the following recommendations as criteria and lines of action for national policies and international cooperation. 
The Teaching of the Holocaust in Latin America the Challenges for Educators and Legislators Year of publication: 2017 Author: María Celeste Adamoli | Emmanuel Kahan, Pablo Luzuriaga | Ministerio de Educación Corporate author: UNESCO Santiago This book provides an overview of opportunities that may arise from educating about the Holocaust in diverse cultural contexts and educational situations, with a special focus on Latin American countries. We can actually be away from the places where the genocide against the Jewish people was perpetrated, but Latin America is still taking charge of its own past of violence and crimes against humanity. With this publication, Latin American educators will have at their fingertips an updated account of the most outstanding topics that are discussed on pedagogy and policy making. You can also explore how, even today in Europe, education about the Holocaust shapes a culture of memory. On the other hand, you can see how in other places the memory of the Holocaust can be a starting point to relate to other difficult pasts. UNESCO is convinced that the prevention of genocide begins at school. In a world where mass violence is possible, this publication will show the importance of teaching young people about the Holocaust and about other genocides in history. It is a condition to prevent similar crimes from happening in the future. 
Culture of Peace and Education for Democratic Citizenship Year of publication: 2006 Author: Jose Tuvilla Rayo The Culture of Peace understood as the synthesis concept - sum of human rights, democracy, disarmament and sustainable human development - demands, as a humanizing response of globalization, important efforts of educational systems towards the achievement of four world social contracts ( Lisbon Group, 1995): the contract of basic needs aimed at suppressing inequalities, the cultural contract aimed at promoting tolerance and dialogue between cultures, the contract of democracy aimed at a system of world government; and, the Earth contract to promote stable and lasting human development. To do this - remembering Juan Carlos Tedesco (2001) - learning to live together, one of the pillars of 21st century education, can not be maintained in the exclusive domain of merely rhetorical adherence. 
And the Right to the City? Approaches to Racism, Patriarchal Domination and Feminist Strategies of Resistance in Cali, Colombia Year of publication: 2015 Author: Vicenta Moreno Hurtado | Debaye Mornan This article seeks to give visibility to some spatial strategies of resistance developed by black women in the predominantly black district of Aguablanca District (DA), in eastern Cali, Colombia, against the systematic violence they are daily subjected to. We contextualize their practices within the systematic violence of displacement, paramilitaries terror and spatial segregation in the city. It also seeks to discuss how black women resist stigma, political marginalization and death in a city divided along racial and gender lines. The questions that guide this article are: What is the role of racism and patriarchal domination in the production of “geographies of violence” in Cali? What are the strategies of resistance developed by black women in these topographies of violence? Ultimately, the article seeks to fulfill a gap in academic discourses that silence on black women’s social suffering and that regard them as disorganized, a-political and passive victims.