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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Transforming our world: literacy for sustainable development Year of publication: 2015 Author: Ulrike Hanemann | Cassandra Scarpino Corporate author: UNESCO Institute for Lifelong Learning (UIL) This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’ 
The Future of Green Transition in Uzbekistan Year of publication: 2023 Corporate author: UNDP Kazakhstan In support of the government, UNDP Uzbekistan applied participatory futures and foresight tools to explore possibilities for a Green Transition in Uzbekistan. The process produced a range of outputs, including a signals database, drivers, narrative scenarios, and a custom scenario exploration system. They were used to develop policy ideas, which outline innovative approaches. 
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. 
一起重新构想我们的未来：为教育打造新的社会契约 Year of publication: 2021 Corporate author: International Commission on the Futures of Education | 联合国教科文组织 (UNESCO) 我们人类和地球正遭受着威胁。新冠肺炎疫情只不过证明了我 们的脆弱性和相互关联性。我们现在需要采取紧急行动，一起改变 方向，重新构想我们的未来。“教育的未来”国际委员会的这份报 告认可教育可以带来深刻变革。我们目前面临着双重挑战，即兑现 尚未实现的承诺，确保每位儿童、青少年和成年人都有权接受优质 教育，以及把教育当作我们通往可持续共同未来的路径， 充分实现其变革潜力。为了做到这一点，我们需要一 份能够在改变未来的同时， 修复现有不公正的新的教育社会契约。这一新的社会契约必须以人权为依据， 以 非歧视性、 社会正义、 尊重生命、 人的尊严和 文化多样性等原则为基础。 它必须包含关怀、 互惠和团结的伦理。 它必须加强教育作为公共事 业、 共同利益的地位。这份报告建立在历时两年、约100万人参与的全球协商过程的基 础之上，它邀请世界各地政府、机构、组织和公民为教育订立一份 新的社会契约，帮助我们为所有人创造和平、公正和可持续的未来。这份报告所提出的愿景、原则和建议只是一个起点。对其进行 解读和本土化实践，是我们需要共同努力完成的事业。目前的工作 中已经存在许多亮点，本报告试图捕捉这些亮点，同时也以其为基 础进行构建。本报告既不是一部指南，也不是一幅蓝图，而是一场 至关重要的对话的起点。 
"Sustainable Development Goals and Gender in Kyrgyzstan" New Statistical Publication Year of publication: 2023 Corporate author: National Statistical Committee of the Kyrgyz Republic | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) This publication is intended to inform the public and government officials about the current status and progress towards achieving sustainable development in Kyrgyzstan, promote informed policy and management decisions, and help identify further priority steps to achieve the SDGs and women’s empowerment. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 3) Year of publication: 2021 Author: Carmel Cefai | Dy Samsideth | Mieke van Ingelghem | Kiichi Oyasu Corporate author: UNESCO | El Centro Asia Pacífico de Educación para el Entendimiento Internacional (APCEIU) Strand 3– What does progress in transformative education look like – the crucial role of teachers Plenary session 3Based on the findings of two global studies conducted by UNESCO and its partners, this session discussed what can be done to support teachers to feel more confident in their role and to effectively facilitate transformative education. Moderators: Ms Antonia Wulff, Director of Policy, Advocacy and Research, Education International, Mr Christophe Cornu, Senior Project Officer, Section of Education for Health and Well-being, UNESCOMr William Gaudelli, Dean, College of Education & Vice Provost for innovation in education, Lehigh University, USAMr Carmel Cefai, Professor, Department of Psychology, University of Malta, MaltaPanelists:Mr Anil Ramdewor, Ministry of Education, MauritiusMr Souphap Khounvixay, Advisor, Cabinet Office of the Minister for Education and Sports, Lao People's Democratic RepublicMs Miri Yemini, Professor, Department of Educational Policy and Administration, the Jaime and Joan Constantiner School of Education, Tel Aviv University, IsraelMr Bert Tuga, President, Philippines Normal University, PhilippinesMs Anh Duong Phuong, Teacher and youth activist for gender equality and girls’ rights, Viet NamMr Renato Jiménez Cabrera, teacher trainer, the Benemérita Escuela Nacional de Maestros, Mexico Concurrent sessions 3The session addressed key action areas in view of advancing the role and building the capacities of teachers to deliver ESD, GCED and education for health and well-being. Session 3.1 – Teacher preparednessModerator: Dr Jim Taylor, Research Associate, University of KwaZulu-Natal, South AfricaSpeakers:Dr Dy Samsideth, Deputy Director General for Education, Ministry of Education, Youth and Sport, CambodiaDr Mieke van Ingelghem, Lecturer, UC Leuven Limburg Teacher Education (UNESCO Associated Schools Network member), Belgium Session 3.2 – Teaching and learning resources and materialsModerator: Ms Yumiko Yokozeki, Director, UNESCO International Institute for Capacity Building in Africa (IICBA)Speakers:Mr Dennis Sinyolo, Director, Education International’s African Regional OfficeMs Mary Sichangi, Head of Department, Partnerships & Linkages, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA)Mr Temechegn Engida, Program Officer, UNESCO International Institute for Capacity Building in Africa (IICBA) Session 3.3 – School and community supportModerator: Mr Carlos Vargas, Chief of Section of Teacher Development, UNESCOMr Carlos Enrique Rodoriguez Rivas, Head, National Teacher Training Institute, Ministry of Education, El SalvadorDr James Williams, Professor, School of Education and Human Development at George Washington University, USAMr Kiichi Oyasu, Director, Education Cooperation Department of Asia-Pacific Cultural Centre for UNESCO (ACCU), Japan Links to Strand 1 / Strand 2 & Special Session / Strand 4 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 4) Year of publication: 2021 Author: Alexander Leicht | Nilantha Gunasekara | Aaron Benavot | Umair Mushtaq | Elena Diryugina | Libby Giles | Mónika Réti | Le Anh Vinh Corporate author: 유네스코 | 유네스코 아시아태평양 국제이해교육원 Strand 4 – What does progress in transformative education look like – conclusions and next steps Plenary session 4The Strand assessed how to best capture progress including possible benchmarks and success indicators in addressing different aspects of transformative education and discussed the way forward.Moderator: Ms Vibeke Jensen, Director, Division of Peace and Sustainable Development, UNESCOPresentation of the key ideas for recommendation:Mr Alexander Leicht, Chief of Section of Education for Sustainable Development, UNESCODiscussants:Mr Nilantha Gunasekara, Deputy Director, School Health and Nutrition Branch, Ministry of Education, Sri LankaMs Chandrika Bahadur, Director, SDG AcademyMs Katarina Popovic, Professor, Department of Andragogy, University of Belgrade, Serbia & Secretary General, the International Council for Adult Education (ICAE)Mr Hyun Mook Lim, Director, APCEIUMr Aaron Benavot, Professor, University of Albany, USA Concurrent sessions 4In the concurrent sessions, concrete policy recommendations on advancing transformative education and creating enabling conditions were formulated by policymakers, practitioners and monitoring experts. Session 4.1 – Policy makersModerator: Mr Sam Loni, Programme Director, UN Sustainable Development Solutions Network, USASpeakers:Ms Catherine Matara, Assistant Director of Education, Ministry of Education, KenyaMs Sandra Allison Soria Mendoza, Head of the Environmental Education Unit and Environmental Education Specialist, Ministry of Education of PeruMs Saher Baig, Representative, Youth4Climate Session 4.2 – PractitionersModerator: Ms Monica Froehler, CEO, Ban Ki-moon Centre for Global CitizensSpeakers:Mr Umair Mushtaq, Project Manager, The Little Art, PakistanMs Elena Diryugina, Head of methodology and evaluation department, Investment to the Future, Russian FederationMs Libby Giles, Head of Global Citizenship, St Cuthbert’s College, Director, New Zealand Centre for Global Studies, New Zealand Session 4.3 – Monitoring experts on measurement frameworks, M&E, and dataModerator: Mr Ralph Carstens, Senior Research Advisor, International Association for the Evaluation of Educational Achievement (IEA)Speakers:Ms Mónika Réti, Representative of Hungary, UNECE working group on monitoring of the ESD strategyMr Le Anh Vinh, Deputy Director General, Viet Nam Institute of Educational Sciences (VNIES)Mr Hilaire Hounkpodoté, Coordinator of the Programme for the Analysis of Education Systems (PASEC), CONFEMENMr Guy-Roger Kaba, Coordinator of the Observatory on the Quality of Education, CONFEMEN Links to Strand 1 / Strand 2 & Special Session / Strand 3 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 1) Year of publication: 2021 Author: Shadreck Majwabe | Thomas Greiner | Taka Horio | Niveen Jouhar | Arjen Wals | Lynndina Essack | Didier Jourdan | James O’Higgins Norman | Bolorchimeg Dagva Corporate author: UNESCO | APCEIU Plenary session 1In this first plenary, countries shared their vision, practice and progress underpinning their understanding of “transformative education”. The impact of current practices related to learners’ behavior and the educational system was discussed, highlighting success indicators.Moderator: Ms Krista Pikkat, Director, UNESCO Almaty OfficeMr Shadreck Majwabe, Director of the Department of Curriculum Development and Evaluation, Ministry of Basic Education, BotswanaMr Thomas Greiner, Head of Subdivision, Lifelong Learning, Federal Ministry of Education and Research, GermanyMs Taka Horio, Assistant Secretary-General, the Japanese National Commission for UNESCO & ASP National Coordinator, Ministry of Education, Culture, Sports, Science and Technology, JapanMs Niveen Jouhar, Member of Directorate of Curricula, Ministry of Education, Jordan Concurrent sessions 1Following the plenary session, the concurrent sessions discussed the different components that need to be transformed in the education system, and how to bring about these changes and further advance. Session 1.1 – PolicyModerator: Ms Akpezi Ogbuigwe, Founder, Anpez Centre for Environment and Development, Nigeria Mr Arjen Wals, UNESCO Chair, Social Learning and Sustainable Development, University of Wageningen, Netherlands Ms Anna-Karin Johansson, Swedish National Commission for UNESCO, Ministry of Education, Sweden Mr Felipe de Souza Costa, São Paulo Municipal Secretariat of Education, Brazil Mr El Hadji Gueye, Founder, Banlieu UP, Senegal Session 1.2 – Curricula, pedagogy and assessmentModerator: Mr Yao Ydo, Director, UNESCO International Bureau of Education (IBE)Dr Esther Care, Professor, University of Melbourne, AustraliaMs Lynndina Essack, Senior Education Officer, Department of Education Services, Ministry of Education, SeychellesMr Daehoon Jho, Professor, Sungshin Women's University, Republic of KoreaDr Jinan Karameh Chaya, Principal, Al Manar Modern School (UNESCO Associated Schools Network member), Lebanon Session 1.3 – Learning environmentModerator: Mr Chris Castle, Chief of Section of Education for Health and Well-being, UNESCOProf Didier Jourdan, UNESCO Chair and Head of the World Health Organization (WHO) Collaborating Center "Global Health & Education"Prof James O’Higgins Norman, Director of the National Anti-Bullying Centre, the Dublin City University, Ireland & UNESCO Chair on Tackling Bullying in Schools and CyberspaceMs Bolorchimeg Dagva, Adolescents and HIV Specialist, UNICEF, Mongolia Links to Strand 2 & Special session / Strand 3 / Strand 4 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 2 & Special Session) Year of publication: 2021 Author: Miho Taguma | Leanne Riley | Valeria Damiani | Nandini Chatterjee | Valerie Shapiro | Pablo Pincheira | Nicolas Jonas | Denis Barrett | Doug McCall | Antoine Marivin | Cheoljin Yang | Sunkyung Lee Corporate author: UNESCO | APCEIU Strand 2 – What does progress in transformative education look like – a look at recent global and regional data Plenary session 2Building upon Strand 1, this session examined transformative education through the lens of regional and global comparative data in relation to SDG Target 4.7. The discussion identified the progress made, and remaining gaps in existing monitoring and assessment frameworks.Moderator: Mr Sobhi Tawil, Director, Future of Learning and Innovation, UNESCOMs Miho Taguma, Senior Policy Analyst on OECD Learning Compass 2030 and SDG 4.7Ms Leanne Riley, Unit Head, Surveillance, Monitoring and Reporting, Department of Noncommunicable Diseases (NCDs), World Health OrganizationMs Valeria Damiani, Associate Professor, La Libera Università Maria SS. Assunta (LUMSA) University, ItalyMr Carlos Henríquez Calderon, Coordinator of the Latin American Laboratory for Assessment of the Quality Education (LLECE), Regional Bureau for Education in Latin America and the Caribbean (OREALC), UNESCO Santiago Office Concurrent sessions 2The concurrent sessions engaged in an in-depth discussion on three selected major gaps in transformative education, identified opportunities and made suggestions on the way forward. Session 2.1 – How to address social and emotional dimensions of learning in assessment?The increasing integration of social and emotional learning (SEL) into curricula has raised questions regarding feedback and assessment. Drawing on research, policy and practice, this session examined possibilities and gaps in SEL.Moderator: Ms Cecilia Barbieri, Chief, Section of Education for Global Citizenship & Peace, UNESCOMs Nandini Chatterjee, Senior National Project Officer, UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP)Ms Valerie Shapiro, Associate Professor, University of California Berkeley, USAMr Pablo Pincheira, Training Director, Forja Chile, Chile Session 2.2 – Making adult learning and education visible within lifelong learning: strengthening non-formal education for individual, social and system level transformationThis session presented local initiatives that have embedded ESD and GCED into lifelong learning systems through policy/strategy development and project implementation, as well as progress made in building learning cities. Moderator: Mr Jose Roberto Guevara, President, International Council for Adult EducationSpeakers:Mr Nicolas Jonas, Programme Specialist, UNESCO Institute for Lifelong Learning (UIL)Ms Mo Winnie Wang, Programme Specialist, UNESCO Institute for Lifelong Learning (UIL)Mr Denis Barrett, Coordinator of Cork Learning City, Ireland Session 2.3 – What do we need to monitor/measure/assess in transformative education - gaps and opportunities?The session focused on promising practices and remaining gaps in capturing the transformation of individuals, societies and education. The key question addressed was how quality teaching and learning can be guided based on the evidence available.Moderator: Dr Marcia McKenzie, Director, MEECE Project and SEPN, and Professor, the University of Melbourne, AustraliaMr Doug McCall, Executive Director, International School Health NetworkMr Antoine Marivin, Project Manager, UNICEF-East Asia and Pacific Regional Office (EAPRO)Dr Julia Kim, Programme Director, the Gross National Happiness Centre, Bhutan Special Session by the Host Country (Plenary) – Experiences from the Republic of Korea and Beyond: Progress, Challenges and New VisionsThe Special Session discussed the Korean experience on SDG Target 4.7, at the domestic and international level. Good practices, emerging trends and lessons learnt were shared, suggesting key agendas, challenges, and visions towards 2030 and transformative education.Moderator: Mr Soon-yong Pak, Professor, Yonsei University, Republic of KoreaSpeakers:Mr Hwanbo Park, Professor, Chungnam University, Republic of KoreaMr Cheol-Jin Yang, Teacher at Songwoo Middle School & Co-Founder/Director of Neuroo, Republic of KoreaDiscussants:Ms Sun-Kyung Lee, Professor, Cheongju National University of Education, Republic of KoreaMr Aaron Benavot, Professor, University of Albany, USA Links to Strand 1 / Strand 3 / Strand 4 ПЕРЕОСМЫСЛИМ НАШЕ БУДУЩЕЕ Year of publication: 2021 Corporate author: International Commission on the Futures of Education | UNESCO Наше человечество, наша планета находятся в опасности, пандемия лишь подтвердила нашу хрупкость и взаимозависимость, чтобы изменить ход вещей и переосмыслить наше будущее, необходимы неотложные совместные действия; в этом докладе Международной комиссии по перспективам образования подтверждается способность образования к осуществлению коренных изменений. Перед нами стоит двойная задача – выполнить невыполненное обещание обеспечить право на качественное образование для каждого ребёнка, молодого человека и взрослого и полностью реализовать преобразующий потенциал образования, способного проложить путь к устойчивому коллективному будущему. Для этого нам нужен новый общественный договор в области образования, который сможет устранять проявления несправедливости, преобразуя будущее.Этот новый общественный договор должен основываться на принципах прав человека, недопущения дискриминации, социальной справедливости, уважения жизни, человеческого достоинства и культурного разнообразия. Он должен включать в себя этику заботы о людях, взаимности и солидарности. Он должен укреплять позиции образования как общественного дела и общего блага.Этот доклад, который готовился два года на основе глобального процесса консультаций с участием миллиона человек, предлагает правительствам, учреждениям, организациям и гражданам всего мира разработать новый общественный договор в области образования, который поможет нам построить мирное, справедливое и устойчивое будущее, отвечающее всеобщим интересам.Представленные здесь концепции, принципы и предложения являются лишь отправной точкой. Их воплощение в практику в конкретных условиях – это коллективная работа. Уже есть много положительных моментов, и в настоящем докладе предпринята попытка их отразить и развить. Это не инструкция и не план, а начало жизненно важного разговора.