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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An Ed-Tech Tragedy? Educational Technologies and School Closures in the Time of COVID-19 Year of publication: 2023 Corporate author: UNESCO Charting a new course for the transformation of education in a digital age An Ed-Tech Tragedy? is a detailed analysis of what happened when education became largely reliant on connected technology during school closures stemming from the COVID-19 pandemic, the largest global disruption to education in history.Many claim that this experience was chiefly one of forced progress and transformations that have, however haltingly, helped propel education into desirable digital futures. Others underline an experience of imperfect salvation – technology saving the day in an emergency and preserving learning continuity for significant numbers of students, even if not all students were helped. But the global evidence reveals a more sombre picture. It exposes the ways unprecedented educational dependence on technology often resulted in unchecked exclusion, staggering inequality, inadvertent harm and the elevation of learning models that place machines and profit before people. This publication examines the promises of educational technologies against the reality of what was delivered during periods of pandemic school closures, which stretched for various durations from early 2020 to the end of 2022. Dedicated sections consider alternate possibilities that had the potential to be more inclusive and equitable.The analysis extracts lessons and recommendations to chart new and more humanistic directions for the development, integration and use of technology in education. 
School Closures and Regional Policies to Mitigate Learning Loss due to COVID-19: A Focus on the Asia-Pacific Year of publication: 2021 Corporate author: UNESCO Institute for Statistic (UIS) Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options. Greater economic insecurity among families may also affect school enrolment as many struggle to pay school fees, or require children to work to supplement family income. Ultimately, this will lead to rising dropout rates, estimated to be as much as 4% in a region where 128 million children and young people were already out of school before COVID-19. The largest number of learners at risk reside in South and West Asia.Together, the education and economic fallout from the pandemic threaten progress toward the Sustainable Development Goal for education (SDG 4). Even prior to the COVID-19 disruptions, progress towards SDG 4 was lagging in many countries in the Asia-Pacific and without significant contributions to education finance, the pandemic threatens to push the region even further behind.This report breaks down the effects of school closures. It considers, for example, how many schools were closed, and when, across the Asia-Pacific, and the effects on different levels of education from early childhood education, through to primary and secondary school. The report analyses country efforts to implement remote learning, and strategies to mitigate learning losses as the proportion of students expected to fall below minimum proficiency levels is expected to rise.To achieve SDG 4, all children and young people, and especially those in marginalized groups, need support to get the education they need and deserve. 
Learning Must Go On: Recommendations for Keeping Children Safe and Learning, During and After the COVID-19 Crisis Year of publication: 2020 Corporate author: Save the Children | United Nations Children's Fund (UNICEF) | The Inter-Agency Network for Education in Emergencies (INEE) This brief highlights some of the potential impacts of school closures on children, with a focus on the most marginalised, including those already living in crisis and conflict contexts. It provides recommendations for governments and donors, together with partners, to ensure that safe, quality and inclusive learning reaches all children and that education systems are strengthened ready for the return to school.A comprehensive curation of free and accessible resources to support the response during the COVID-19 is available on INEE’s website. 
Education Disrupted Education Reimagined: Responses from Education’s Frontline During the COVID-19 Pandemic and Beyond Year of publication: 2020 Corporate author: WISE | Salzburg Global Seminar | Diplomatic Courier The special edition E-Book you are reading about today was produced in real time, as WISE, in partnership with Salzburg Global Seminar, convened key stakeholders and education leaders from over 98 countries in a three-part series of global conferences aimed at bringing the global education community together. The result is a contemporary historical record of how schools, NGOs, governments, and international organizations responded to school closures during the crisis and how they are attempting to use this crisis as a springboard to reimagine—and even transform—education in their communities and countries.The E-Book offers an opportunity to a global audience to make sense of what happened but it also offers a breeding ground of ideas from some of the world’s top education thinkers. It is the editors’ sincere hope that through this publication we provide the education community with a reference point from the crisis from which future research, policy, and innovation can grow. 
Socio-Economic and Cultural Impacts of COVID-19 on Africa: What Responses from UNESCO? Year of publication: 2020 Corporate author: UNESCO This policy paper analyses the socio-economic and cultural impacts of the disease on Africa as a whole, caused by both the immediate effects and the present and future consequences of the pandemic, including on the African societal fabric, which is likely to lead to a fracture in the trust between States and their citizens and within communities themselves. As such, it highlights the main measures that were adopted by African countries to contain the crisis and its socio-economic and cultural effects. While committing to acting and reflecting on the present and future consequences of the pandemic, UNESCO aims to contribute substantially to the ongoing debates in Africa through the development of a strategic response to help the collective global and regional efforts against the pandemic. 
Minding Our Minds during COVID-19: Helping School Going Children Manage Their Mental Health Year of publication: 2020 Author: Huma Masood | Cynthia Saxena Corporate author: UNESCO New Delhi This guide provides an outline of how teachers and parents can address the issue of mental health amongst students. The sections in this guide cover basic information about coronavirus, explanation of anxiety in school going children, as well as ways by which students can take care of their mental health during this crisis. The sub-sections of the guide comprise guidelines outlining the duties and responsibilities that teachers and parents/ caregivers must follow to ensure students’ mental health is not negatively impacted by the COVID-19 pandemic. Additionally, sub-sections of the guide provide activities and exercises that teachers and parents can utilize to engage children with to ensure their wellbeing during these difficult times. 
Putting Gender at the Forefront of the COVID-19 Education Response: Common Messaging Framework Year of publication: 2020 Corporate author: United Nations Girls' Education Initiative (UNGEI) Nationwide school closures as part of measures to prevent the spread of COVID-19 have disrupted the education of an entire generation of children and youth. Previous health emergencies demonstrate that girls are disproportionately affected, with the effects of gender inequality and unequal power structures exacerbated in times of crisis. This Common Messaging Framework, developed with UNGEI partner and ally organisations, can be used as an advocacy tool to leverage the power of collective action to position gender at the forefront of the COVID-19 response and enhance coherence in advocacy and communications efforts.