Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
11 Results found
Asia-Pacific Regional Synthesis: Climate Change, Displacement and the Right to Education Year of publication: 2023 Corporate author: UNESCO | United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) | UNESCO Bangkok In 2020, 30.7 million people were displaced by natural disasters – disasters which the scientific community acknowledges are more frequent and more intense as a result of climate change. In Asia and the Pacific alone, 21.3 million people were displaced, making it the region the most impacted by national disasters and climate change in the world. Therefore, country case studies were carried out in Bangladesh, India, Indonesia, Tuvalu, and Viet Nam to examine not only specific vulnerabilities to climate change and related mobility, but also the impacts of climate change on the right to education in Asia and the Pacific. These case studies show that climate change directly threatens education – through the destruction of schools and property – but also indirectly puts education in peril by forcing people to cross borders, ensuring neither legal residency nor the right to education. This regional synthesis report aims to guide policy-makers through providing operational policy recommendations on how to ensure education is protected in Asia and the Pacific in the face of climate change and displacement from a human rights-based approach. The report is one of four being developed and will contribute to the global initiative on climate change and displacement and the right to education – launched by UNESCO in 2020 – by informing the development of a Global Report with global policyrecommendations.How climate change impacts the right to education in Asia and the Pacific21.3million displacementstook place in Asia and the Pacific 
Promotion and implementation of global citizenship education in crisis situations Year of publication: 2017 Author: Robiolle Moul, Tina Corporate author: UNESCO Crisis situations affect the realization of human rights of many people and communities across all regions of the world. Within UNESCO’s relevant areas of work, GCED is a powerful approach to education that can empower people to recover from crises and transform their communities into peaceful and sustainable societies. UNESCO commissioned a desk study that aimed at reviewing existing research on the promotion and implementation of GCED and related programs in countries affected by crisis situations, with particular attention to initiatives benefiting the refugee population. This study unveils the key challenges these programs encounter in such contexts, as well as promising practices that can guide the design and implementation of future GCED in crisis situations.This report is a synthesis of this desk study and supports the evidence that, after analyzing the context and the available means, GCED and related programs can and should be systematically adapted and implemented in crisis situations, including in response to refugee crises. 
International Organizations’ Efforts to Qualify Teachers for Refugee in Türkiye and Egypt : A Comparative Study (International Projects as Models; Vol.1, No.47) Year of publication: 2023 Author: Husniah Husayn Abd al-Rahman Iwis Corporate author: Fayoum University. Faculty of Education Educating refugee students requires teachers who master different skills that enable them to overcome the challenges they face in supporting children emotionally, and integrating them socially andacademically; Therefore, there was a need to train teachers before and during service in order to teach in classes consisting of children of different nationalities and cultures. This research seeks to reveal the nature of the efforts made to prepare teachers in charge ofeducating refugees in both Egypt and Turkey. To achieve this goal, theresearch relied on the functional approach and reached a number of results, the most important of which are: Internationalorganizations have attached great importance to the implementation ofteacher for refugee rehabilitation projects; this is through projectsfunded by the European Commission under the Erasmus+ (KA2)programme. It also shows the positive impact of projects on theemotional, social and professional aspects. 
Learning at Risk: the Impact of Climate Displacement on the Right to Education; Global Report Year of publication: 2023 Corporate author: UNESCO How climate displacement the impacts the right to education The growing impacts of climate change and displacement on education can no longer be ignored. The increasing number of people displaced due to climate change faces unique vulnerabilities, especially in terms of access to education. This challenge is not only attributed to the often limited political and legal recognition of these displaced persons, but also stems from the global community’s lack of awareness of the diverse obstacles they encounter in seeking access to education. This global report, which concludes the “Initiative on the impact of climate change and displacement on the right to education”, aims to provide guidance to policy-makers worldwide on how to better respect, protect and fulfil the right to education of climate-displaced people. It provides an overview of climate-induced barriers to education, and global policy guidance on how to ensure the protection of the right to education of these populations. The report will inform UNESCO’s Initiative on “The evolving right to education within a lifelong learning perspective” which is investigating how the right to education, as enshrined in international normative instruments, could be strengthened to meet modern needs in our rapidly changing societies. 
Global Education Monitoring Report, 2019: Migration, Displacement and Education: Building Bridges, Not Walls Year of publication: 2018 Corporate author: UNESCO | Global Education Monitoring Report Team The 2019 Global Education Monitoring Report examines the education impact of migration and displacement across all population movements: within and across borders, voluntary and forced, for employment and education. It also reviews progress on education in the 2030 Agenda for Sustainable Development.Two new global compacts on migrants and refugees recognize education’s role and set objectives aligned with the global commitment to leave no one behind. This report is a vital toolkit for these compacts. It covers policy issues that address seasonal migrants, rural school consolidation, intercultural curricula, refugee inclusion in national education systems and elimination of segregation, qualifications recognition, targeting of school funding, more effective humanitarian education aid and teacher preparedness for diverse classrooms in emergency, protracted and “new normal” contexts.The report calls on countries to see education as a tool to manage migration and displacement and an opportunity for those needing one. 
[Summary] Global Education Monitoring Report Summary 2019: Migration, Displacement and Education: Building Bridges, Not Walls Year of publication: 2018 Corporate author: UNESCO | Global Education Monitoring Report Team This Report points directly to a major challenge: How can teachers be supported to practise inclusion? It offers us fascinating insights into humanity and the age-old phenomenon of migration. I invite you to consider its recommendations and to act on them. This report is a vital toolkit for these compacts. It covers policy issues that address seasonal migrants, rural school consolidation, intercultural curricula, refugee inclusion in national education systems and elimination of segregation, qualifications recognition, targeting of school funding, more effective humanitarian education aid and teacher preparedness for diverse classrooms in emergency, protracted and “new normal” contexts. This summary of the 2019 GEM Report calls on countries to see education as a tool to manage migration and displacement and an opportunity for those needing one. 
Regional Consultation Meeting on SDG4-Education 2030: Europe and North America Region, Paris, 24-25 October Year of publication: 2016 Corporate author: UNESCO 
The Art of Inclusive Exclusions: Educating the Palestinian Refugee Students in Lebanon (Refugee Survey Quarterly, Vol. 33, No. 2) Year of publication: 2014 Author: Maha Shuayb Corporate author: Centre for Arab Unity Studies For more than 65 years, Palestinian refugees have been living in Lebanon in a “temporary” State in over-crowded camps, deprived of basic rights such as the right to have a professional job. It has been argued that these restrictions have had a major effect on the fair provision and quality of education, an effect manifested in the increasing number of Palestinian students who are dropping out of school. This article examines the quality of education offered in United Nations Relief and Works Agency for Palestine Refugees schools and the impact of Lebanese legal restrictions on students’ educational motivation and aspirations.A quantitative survey of the educational experiences and aspirations of 404 secondary students and 48 teachers in five secondary schools of the United Nations Relief and Works Agency for Palestine Refugees was carried out. An in-depth study of a primary school also took place. The findings revealed that Palestinian refugee students are confronted by a paradox: forced inclusion because of having to learn the Lebanese curriculum, but exclusion because of simultaneously being pushed to the periphery of Lebanese society as a result of the Lebanon’s discriminatory laws and regulations. 
Education for Syrian Refugees in Jordan: Financial Challenges and School Dropout Year of publication: 2019 Corporate author: Syria TV This video discuses the case of Syrian refugees in Jordan. What are the challenges of educating those refugees in the neighboring country, Jordan? What are the efforts done by Jordan? 
Language for Resilience: The Role of Language in Enhancing the Resilience of Syrian Refugees and Host Communities Year of publication: 2018 Author: Tony Capstick | Marie Delaney Corporate author: British Council | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) The Language for Resilience report examines the impact of language on refugees and host communities affected by the Syrian crisis, identifying the different ways that language skills enhance resilience and providing suggestions for programme responses that address key needs.The report shows that for children and young people attending schools or post-school education, and for educators in host communities handling influxes of refugee students, quality language learning improves attainment and attendance and builds safer and more inclusive classrooms. It also illustrates how creative approaches to language education can support the development of life skills and help meet psycho-social needs.