Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
164 Results found
Integrating education for sustainable development (ESD) in teacher education in South-East Asia: a guide for teacher educators Year of publication: 2018 Corporate author: UNESCO Bangkok This publication is a cumulative output of the project Sustainability Begins with Teachers in South-East Asia, implemented by UNESCO Bangkok, in cooperation with SEAMEO from 2017 to 2018, with the generous support of the Government of Japan. The initial content was developed together with the representatives of the universities and teacher education institutions who participated in the South-East Asia Sub-Regional Workshop on Education for Sustainable Development for Teacher Education Institutions, held from 5 to 9 June 2017 in Chiang Rai, Thailand. Content has since been enhanced through the sharing of knowledge and experiences gathered from a series of in-country workshops held in Cebu, Philippines; Luang Prabang, Lao PDR; Kampot, Cambodia; Bangkok, Thailand; and Yogyakarta, Indonesia. This culminated in a project review workshop in Bangkok from 24 to 26 April 2018 in which different in-country experiences were shared and comments on the guidebook collected. Twenty-six universities and teacher education institutions have taken part in the project process in total. This guidebook is a result of this collaborative journey. 
Electronic resources on education for sustainable development Year of publication: 2007 Corporate author: UNESCO Bangkok | APCEIU The Asia-Pacific Programme of Educational Innovation for Development (APEID) of UNESCO Bangkok and the Asia-Pacific Centre of Education for International Understanding (APCEIU) collaborated to produce this document listing these electronic resources. The value of such resources is not limited to teachers alone; it is also useful to policy and decision makers, teacher educators, researchers and academics as well as students themselves. 
Annual Report 2018 : UNESCO INSTITUTE FOR LIFELONG LEARNING Year of publication: 2019 Corporate author: UNESCO Institute for Lifelong Learning (UIL) UIL’s 2018 Annual Report shows how, last year, our work contributed to fulfilling our mission to support better policy-making and strengthen the capacities of UNESCO Member States in the field of lifelong learning. UIL’s vision is for all children, youth and adults to benefit from quality lifelong learning, within the framework of sustainable development and peace, and we pursue it in the context of the United Nations 2030 Agenda for Sustainable Development, particularly Sustainable Development Goal (SDG) 4 on quality education and lifelong learning. Its publications are a valuable resource for education researchers, planners, policy-makers and practitioners. 
Fostering safer and resilient communities: a natural disaster preparedness and climate change education program Year of publication: 2009 Corporate author: UNESCO Jakarta The Asia and the Pacific region is vulnerable to many natural disaster and expected impacts from climate change. In 2006, 74% of people killed by natural disasters were in Asia, with Afghanistan, India, Indonesia, Pakistan, the Philippines, and Vietnam among the countries most badly affected. Natural disasters such as windstorms, floods, droughts, earthquakes in combination with human-induced conditions such as deforestation, pollution, soil erosion collectively contribute to serious challenges for communities and governments. Climate change impacts are imminent and inevitable. The consensus among natural and social scientists, economists, and policymakers is that climate change is the most important challenge that this planet faces. It is pervasive, touching on every facet of the environment and human life including the environment, economy, transportation, communication, food production, and health. The temporal and geographic scale is wide. The projected economic, health, and societal costs put forth by experts are extraordinary. For example, the total economic cost of climate change threats could be an annual loss of 6-7% of Southeast Asian countries’ GDP by the end of the century, and the Pacific sub-region will see a sea-level rise of 0.19-0.58 meter by 2100 severely changing the lives of more than 50% of the people that live within 1.5 km of the shoreline leading to relocation, water and power shortages, and submerged infrastructure. Climate change impacts in Asia and the Pacific is particularly serious because of the fact that: 1) over 60% of the global population reside in Asia and the Pacific; 2) it has the most extensive coastline of any geographic region; and, 3) many of the world’s largest cities are located along Asian coasts. The impact of climate change in sea level rise would impact small island states such as the Maldives and Kiribati, and many of Asia’s largest coastal cities, such as Jakarta, Bangkok, Manila, Shanghai, and Ho Chi Minh City. Tens of millions of people in Asia may have to be resettled. Further, the expected greater intensity of cyclones and typhoons could have a larger impact than before on Bangladesh, China, India, Vietnam, and the Philippines, whose coastal areas already encounter among the world’s worst weather-related disasters year after year. Parts of many countries in Asia, including Northwestern India, Western China, and almost all of Pakistan, are already suffering from shortages of water, as well as land degradation and desertification, which will be further exacerbated by climate change. The World Conference on Disaster Reduction held in January 2005 in Kobe, Japan, adopted the Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters (referred as the “Hyogo Framework for Action” – HFA). The framework emphasizes the need to understand the linkages between disaster risk reduction and climate change adaptation, and that stakeholders work toward reducing disaster vulnerabilities of communities by helping them build their capacity to deal with disasters. 
Greening Technical and Vocational Education and Training: A Practical Guide for Institutions Year of publication: 2017 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) This Guide describes the macro need for TVET reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The Guide also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this Guide. A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution. 
UNESCO-UNEVOC regional forum: advancing TVET for youth employability and sustainable development, Latin America and the Caribbean, 27-28 August 2013, San José, Costa Rica; meeting report Year of publication: 2013 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The Regional Forum of UNEVOC centres in Latin America and the Caribbean (LAC) presented in this report was one of a series of activities aiming to strengthen global and regional harmonization for the advancement of TVET transformation through the capacities of UNEVOC’s unique global network of specialized TVET institutions and affiliated partners, following the UNESCO Third International Congress on Technical and Vocational Education and Training (TVET) that took place in China in May 2012. The Forum also provided the opportunity to present evidence on the two priority thematic areas for UNESCO-UNEVOC for 2013, Youth and Skills and Greening TVET. This was achieved through the presentation and discussion of several promising practices in these two areas. 
The United Nations World Water Development Report 2024: Water for Prosperity and Peace Year of publication: 2024 Corporate author: UNESCO World Water Assessment Programme (WWAP) Developing and maintaining a secure and equitable water future underpins prosperity and peace for all. The relationship also works in the opposite direction, as poverty and inequality, social tensions, and conflict can amplify water insecurity. The 2024 edition of the United Nations World Water Development Report (UN WWDR) calls attention to the complex and interlinked relationships between water, prosperity and peace, describing how progress in one dimension can have positive, often essential, repercussions on the others. 
Integral Education of Sexuality: Concepts, Approaches and Competencies Year of publication: 2014 Corporate author: UNESCO Santiago The objective of this document is to understand that sexuality is an integral part of people's lives (in their different stages or ages, and in all their diversity), and that it contributes to the development of their identity and, therefore, to their development Social. It is about capacities rather than content, which must be developed in an interdisciplinary way and progressively so that people act responsibly towards themselves and with others. The document explains that the education of sexuality is closely related to understanding, reflection and discernment, and strengthens the bases for lifelong learning, preparing young people for adult life. Thus, the focus is on achieving sustainable human development and well-being. 
The Sustainable Development Goals Report 2017 Year of publication: 2017 Corporate author: United Nations (UN) In adopting the 2030 Agenda for Sustainable Development, world leaders resolved to free humanity from poverty, secure a healthy planet for future generations, and build peaceful, inclusive societies as a foundation for ensuring lives of dignity for all.This report provides a snapshot of our efforts to date. It stresses that high-level political leadership and new partnerships will be essential for sustaining momentum. It also underscores the need for reliable, timely, accessible and disaggregated data to measure progress, inform decision-making and ensure that everyone is counted. 
Summit of the Future Outcome Document: Pact for the Future, Global Digital Compact, and Declaration on Future Generations Year of publication: 2024 Corporate author: United Nations (UN) At the Summit of the Future on 22 September 2024, world leaders adopted a Pact for the Future that includes a Global Digital Compact and a Declaration on Future Generations. This Pact is the culmination of a years-long process to adapt international cooperation to the realities of today and the challenges of tomorrow. The hard work of implementation begins immediately. The adoption of the Pact demonstrates that countries are committed to an international system with the United Nations at its center. Leaders set out a clear vision of a multilateralism that can deliver on its promises, is more representative of today’s world and draws on the engagement and expertise of governments, civil society and other key partners.