Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
24 Results found
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. 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. 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. 
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 
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. 
جهود المنظمات الدولية في تأهيل معلمي اللاجئين في تركيا ومصر: دراسة مقارنة (المشروعات الدولية نموذجاً; Vol. 1, No. 47) Year of publication: 2023 Author: Husniah Husayn Abd al-Rahman Iwis Corporate author: Fayoum University. Faculty of Education يتطلب تعليم الطلاب اللاجئين إتقان المعلمين مهارات مختلفة تمكنهم من التغلب على التحديات التي تواجههم في دعم الأطفال عاطفياً، ودمجهم اجتماعيًا وأكاديميًا بشكل عام؛ لذا برزت الحاجة إلى تدريب المعلمين قبل وأثناء الخدمة من أجل التدريس في فصول تتكون من أطفال من جنسيات وثقافات مختلفة؛ ومن ثم يسعى هذا البحث إلى الكشف عن طبيعة الجهود المقدمة لإعداد المعلمين القائمين على تعليم اللاجئين في كل من مصر وتركيا، ولتحقيق هذا الهدف اعتمد البحث على المدخل الوظيفى، وتوصل البحث إلى عدد من النتائج أهمها: أولت المنظمات الدولية أهمية كبرى لتنفيذ مشروعات تأهيل معلمي اللاجئين؛ وذلك من خلال المشروعات التى تمولها المفوضية الأوروبية في إطار برنامج (Erasmus + (KA2 ، كما تبين الأثر الإيجابى للمشروعات فى الجوانب العاطفية، والاجتماعية، والمهنية؛ 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. 
اللاجئون والنازحون والتعليم: تحديات جديدة تقف في وجه التنمية والسياسات Year of publication: 2016 Corporate author: Network for International Policies and Cooperation in Education and Training (NORRAG) يلفت هذا العدد من أخبار NORRAG الانتباه إلى العديد من الأبعاد المختلفة للاجئين والنازحين والتعليم. لا ينصب التركيز على الهجرة الاقتصادية أو على الهجرة من أجل التعليم العالي في حد ذاته ، بل على ما يسميه المنتدى الاقتصادي العالمي "الهجرة غير الطوعية" وعلاقاتها بالتعليم. Refugees, Displaced Persons and Education: New Challenges for Development and Policy Year of publication: 2016 Corporate author: Network for International Policies and Cooperation in Education and Training (NORRAG) This issue of NORRAG News (NN) draws att ention to many diff erent dimensions of refugees, displaced persons and education, but it is not focused on economic migration or on migration for higher education per se, but on what the WEF calls ‘involuntary migration’ and its connections with education. 
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.