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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Discours de M. Koïchiro Matsuura, Directeur Général de l'UNESCO, à l'occasion de la session Valedictory de la 4e Conférence Internationale sur l'Éducation Environnementale; Ahmedabad, en Inde, le 28 Novembre 2007 Year of publication: 2007 Corporate author: UNESCO. Director-General, 1999-2009 (Matsuura, K.) Cette adresse a été donnée par M. Koïchiro Matsuura, Directeur général de l'UNESCO, à l'occasion de la Valedictory session de la 4e Conférence Internationale sur l'Éducation Environnementale. صدرت هذه الطبعة من المجموعة التدريبية بالعربية بفضل برنامج الأمير سلطان بن عبد العزيز آل سعود لتعزيز اللغة العربية في اليونسكو Year of publication: 2008 Author: Thomas Schaaf Corporate author: UNESCO Entitled A Creative Approach to Environmental Education/Teaching Resource Kitfor Dryland Countries, the kit is intended for secondary-school teachers in countries affected by desertification and is based on an innovative approach appealing to the creativity and artistic sensibility of pupils aged 10 to 15 years. This approach favours discovery of the environment through the senses, and emphasizes the visual and exploratory aspects of environmental study. The idea of using creativity and artistic sensibility to promote ecological awareness may in the future become a source of collaboration to be explored in detail by the different sectors of UNESCO. 
Climate Change and Water Governance in Cambodia: Challenge and Perspectives for Water Security and Climate Change in Selected Catchments, Cambodia Year of publication: 2015 Author: Sam Sreymom, Pech Sokhem Corporate author: Cambodia Development Resource Institute (CDRI) This book is the major output of a three-year research project titled “Climate Change and Water Governance in Cambodia”, supported by the International Development Research Centre (IDRC) of Canada. The book is the result of close collaboration between the Cambodia Development Resource Institute (CDRI), a lead institute, and project partners: the Ministry of Water Resources and Meteorology (MOWRAM), Ministry of Environment (MOE), Tonle Sap Authority (TSA), Royal University of Agriculture (RUA), Institute of Technology of Cambodia (ITC) and the Mekong Programme on Water, Environment and Resilience(M-POWER).The project focussed on three river catchments around the Tonle Sap Lake: Stung Chrey Bak in Kompong Chhnang province, Stung Chinit in Kompong Thom province and Stung Pursat in Pursat province. The main research outcomes encompass (1) better understanding among decision makers, researchers and students of the livelihood implications of hydrological and ecosystem changes caused by changes in climate and human systems in the Tonle Sap Basin, and (2) improved methods of integrating local knowledge and scientific empirical evidence into Cambodia’s policy and planning framework. 
Profile booklet: key partners of the Global Action Programme on Education for Sustainable Development (April 2018) Year of publication: 2018 UNESCO’s Global Action Programme (GAP) was launched at the World Conference on Education for Sustainable Development (ESD) in November 2014 in Aichi-Nagoya, Japan as a follow-up programme to the Decade of ESD (2005-2014). This booklet contains profiles of the current 96 members (also called Key Partners) of the GAP Partner Networks. Each Key Partner is listed in alphabetical order within one of the five Partner Networks. Each profile presents the main objective of their work, their GAP launch commitment and specific activities that contribute to the GAP, as well as related website links and contact information for the organization’s focal point. 
Migration, displacement and education: building bridges, not walls; Global education monitoring report, youth report, 2019 Year of publication: 2018 Corporate author: Global Education Monitoring Report Team The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the responsibility to ‘report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review’. It is prepared by an independent team hosted by UNESCO. This is among the most aspirational global commitments of the United Nations 2030 Agenda for Sustainable Development. Migration and displacement are two global challenges the agenda needs to address in achieving the 17 Sustainable Development Goals (SDGs), including SDG4: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. 
Improving the quality of teacher education in Sub-Saharan Africa: lessons learned from a UNESCO-China Funds-in-Trust project Year of publication: 2018 Corporate author: UNESCO The booklet describes how the project started, the choice of beneficiary countries, the implementation strategies and its achievements. The different sections numbered one to four describe particular aspects of the project, using country cases to illustrate how the success of the project was due to strong country ownership and leadership. UNESCO, in partnership with the Government of the People’s Republic of China, initiated the project to enhance the institutional capacity and the professional development of teacher educators through ICT-supported learning, teaching and research. This technology aided the transformation of capacity teacher training through digitalization of instructional materials. 
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. 
រ ល ស ត ុ ន ិ ងអភ ិ លក ិ ច ្ច ធន ន: ប ឈម និង រ ើ លព ី សន ្តិស ុ ខទ ឹ ក និង រ ល ស ត ុ ក ្នុង ងស ្ទ ឹ ង ម ួ យចំន ួ ន 'កម ្ពុ, អ ្ន ក+ស, ល សំ - ី ម ុំ និង បិុ ច ស ុ .ម Year of publication: 2015 Author: Sam Sreymom, Pech Sokhem Corporate author: Cambodia Development Resource Institute (CDRI) This book is the major output of a three-year research project titled “Climate Change and Water Governance in Cambodia”, supported by the International Development Research Centre (IDRC) of Canada. The book is the result of close collaboration between the Cambodia Development Resource Institute (CDRI), a lead institute, and project partners: the Ministry of Water Resources and Meteorology (MOWRAM), Ministry of Environment (MOE), Tonle Sap Authority (TSA), Royal University of Agriculture (RUA), Institute of Technology of Cambodia (ITC) and the Mekong Programme on Water, Environment and Resilience(M-POWER).The project focussed on three river catchments around the Tonle Sap Lake: Stung Chrey Bak in Kompong Chhnang province, Stung Chinit in Kompong Thom province and Stung Pursat in Pursat province. The main research outcomes encompass (1) better understanding among decision makers, researchers and students of the livelihood implications of hydrological and ecosystem changes caused by changes in climate and human systems in the Tonle Sap Basin, and (2) improved methods of integrating local knowledge and scientific empirical evidence into Cambodia’s policy and planning framework. 
Libro de Datos del ODS 4 Year of publication: 2019 Corporate author: UNESCO Institute for Statistics (UIS) Esta publicación presenta los indicadores de monitoreo global usados por los países y la comunidad internacional para el desarrollo con el fin de realizar el seguimiento del progreso hacia el Objetivo de Desarrollo Sostenible 4 (ODS 4) en educación. Los indicadores han sido producidos por el Instituto de Estadística de la UNESCO (UIS), con base en los últimos datos disponibles más recientes.El UIS es la fuente oficial de datos en educación internacionalmente comparables y la agencia responsable de la custodia de los datos para el ODS 4. Su mandato refleja la confianza de la comunidad internacional en los datos del UIS y su comprobada trayectoria en el trabajo metodológico y elaboración de estándares con las oficinas nacionales de estadística, los ministerios sectoriales y los socios técnicos en cada región. Recueil de données de l’ODD4 Year of publication: 2019 Corporate author: UNESCO Institute for Statistics (UIS) Cette publication présente les indicateurs de suivi mondiaux utilisés par les pays et la communauté du développement international pour surveiller les progrès réalisés sur la voie de l’Objectif de développement durable 4 (ODD 4) relatif à l’éducation. Les indicateurs ont été produits par l’Institut de statistique de l’UNESCO (ISU), sur la base des dernières données disponibles.L’ISU est la source officielle de données comparables au plan international sur l’éducation et l’organisme dépositaire pour les données relatives à l’ODD 4. Ce mandat témoigne de la confiance de la communauté internationale dans les données de l’ISU et de son expérience avérée dans les travaux méthodologiques et l’élaboration de normes avec les bureaux nationaux de statistique, les ministères compétents et les partenaires techniques dans chacune des regions