Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
35 Results found
Installations of the Youth of Modern Kazakhstan to Implement Social Activity Year of publication: 2018 Author: O.V. Kaldybayeva | F.M. Mussataeva | G.Ye. Okasova The article discusses the issues related to the study of social activity among modern youth, which largely determines the implementation effeciency of a number of national programs. The conclusions in this article are based on the results of sociological study by Scientific Research Center “Youth”, carried out in the second half of 2017 in the Republic of Kazakhstan. 
Peculiarities of Environmental Education of Youth in the Republic of Kazakhstan Year of publication: 2018 Author: Agila Sh. Nurgabylova In the modern era of mankind’s existence, a productive solution to the vital environmental issues and problems faced by the world community is largely correlated with the success of environmental education and the upbringing of the future generation. In this regard, the pedagogical and social aspects of environmental education and the education of young people is the main issue in the period of modernization of education in the Republic of Kazakhstan. 
Analysis of Cultural Values of Russian Youth and Central Asian Migrants at the Present Stage (by G. Hofstede methodology) Year of publication: 2022 Author: A.I. Evdokimov | I.V. Ponomareva This paper is a summary analysis of cultural values in young Russians and migrants from Central Asian countries, conducted in 2019- 2021 according to the methodology of the Dutch scientist Geert Hofstede. In the sociological The study involved 404 people: 182 representatives of Russian youth and 222 representatives of the migration communities of the Central Asian states. 
Key Challenges of Youth in OIC Countries Year of publication: 2015 Corporate author: Organization of Islamic Cooperation (OIC) | Statistical, Economic and Social Research and Training Centre for Islamic Countries (SESRIC) The report contains four main sections, with the exception of the introductory and concluding sections. The first section briefly reviews some of the main educational outcomes in OIC countries. Literacy and participation rates in tertiary schools and international student mobility are the main indicators reviewed in this section. The second section highlights some important labor market indicators related to the young population in order to identify the main challenges and obstacles in the OIC countries. The third section deals with some social problems of young people. The fourth section deals with mental health issues. The last section is devoted to recommendations. 
Case Studies in Action: Youth Empowerment for a Peaceful Caribbean Year of publication: 2024 Author: Gizem Kilinç Corporate author: UNESCO Kingston This compilation, titled “Case Studies in Action: Youth Empowerment for a Peaceful Caribbean” presents fourteen concise case studies highlighting (sub-)regional, national, and local initiatives that contribute to the operationalisation of the Youth, Peace, and Security (YPS) agenda. It features a combination of initiatives led by government, regional organisations, the United Nations, youth organisations, civil society, and multi-stakeholder groups across the Dutch and English-speaking Caribbean. The primary objective of this overview is to enrich the knowledge base on meaningful youth engagement in peace and security issues within the region, shedding light on successful approaches, obstacles encountered, and lessons learned. Organised into five sections aligned with the pillars of the YPS agenda—prevention, protection, disengagement and reintegration, partnership, and participation—the case studies are accompanied by an introduction and a summary of recommendations. 
Accountability in Education: Meeting our Commitments; Global Education Monitoring Report, Youth Version, 2017/8 Year of publication: 2017 Corporate author: UNESCO This Youth Report, based on findings and conclusions from the 2017/8 Global Education Monitoring report, asks how young people are involved in the process of accountability in education. As students, what are we responsible for in our education and how are we held accountable? How can we make sure other actors – like schools, universities and governments – are held accountable for their responsibilities? These are critical questions, because we know that there’s a long way to go before all young people around the world have access to a quality education: absent teachers, overcrowded classrooms, illegitimate diplomas, unregulated private schools and truancy are all issues that education systems are struggling to overcome.It’s sometimes tempting to say that these problems aren’t ours to fix, that the responsibility lies with the government or with an older generation. But this simply isn’t true: education is a shared responsibility, and young people have an important role to play. In this Report, you’ll hear the stories of young people around the world who have stood up for the right to education in their communities and who have been integral in triggering change. You’ll also read about how you can become involved in our campaign to make sure governments can be held to account for education. This means making sure that citizens can take their governments to court if they are not meeting their education responsibilities. From creating video clips to holding awareness-raising events, there is a range of ways to make your voice heard. Your involvement is integral in making sure the world is on the right path to meeting our education goals. 
Prepare to Act!: Practical Tips for Climate Advocacy and Action; Climate Glossary for Young People Year of publication: 2024 Corporate author: UNICEF Uzbekistan The Toolkit for Young Climate Activists in Uzbekistan was created by young people who, like you, are concerned about our planet's situation and who, as activists, have faced many challenges when advocating and taking action. Main goal is to share clear, concise, easily understandable information that describes the course of global, regional and national climate action, in order to prepare you for full and informed participation. 
Youth Led Guide on Prevention of Violent Extremism through Education Year of publication: 2017 Author: Carolyn Nash | Yulia Nesterova | Kenneth Primrose | Wing Yu Alice Chan | Rios, Paul A. Chan | María José Velásquez Flores | Aniqah Zowmi Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) In September 2016, the education sector from the UNESCO headquarters and the UNESCO category 1 research Institute, the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development(MGIEP) organised the first International Conference on Prevention of Violent Extremism through Education: Taking Action, in New Delhi, India. The usual plethora of reports and guides produced by experts on the subject, roundtables and expert panels were organised.But something different also happened. UNESCO MGIEP brought 50 youth from across the world rigorously selected through six week online discussion on the subject to participate in a first of its kind, “Talking Across Generations on Education (TAGe)” event. This event organised as a plenary session—not a side or lunch event—brought together these youth in a non-hierarchical “flat” dialogue with about 12 senior policymakers on the challenges and opportunities the youth see in preventing violent extremism through education.The conference culminated with the presentation of a “Youth Action Plan” containing three clear tangible action points. One action point was the development of a youth-led guide on Prevention of Violent Extremism through Education. This Guide is the result of that call to action.The Institute circulated a global call to youth who were willing to take up the challenge of producing the Guide. After a rigorous search based on a well-defined set of criteria, two coordinating lead authors were identified. These authors were then tasked to find the remaining authors who they saw fit to contribute to the Guide and this team then reached out to the wider group of youth to solicit their experiences and guidance in producing the Guide. The youth have done their part. They have reached out to more than 2,000 young people from more than 50 countries, collated their ideas and experiences and finally featured more than 150 unique voices into this document. 
Learning-service and Citizenship Education Year of publication: 2011 Author: Josep M.ª Puig Rovira | Mònica Gijón Casares | Xus Martín García | Laura Rubio Serrano Corporate author: Universidad de Barcelona The aim of this article is to present the methodology of service learning as an especially significant contribution to citizenship education. Service learning is an activity that combines community service and curricular learning. It is an educational setup in which a circular link is formed between participation in services created to meet a community need and the learning of knowledge and values. The project presents an initiative for education in values and citizenship based on experience, participation and critique. Service learning is at the same time an excellent instrument for making education more inclusive and for helping students develop a set of basic skills that can only be acquired through a comprehensive, contextualized activity. Through service learning, students acquire a real, committed engagement with the search for the common good; this acquisition of commitment is a key formative mechanism in achieving a complete education for citizenship. The article begins by analyzing the different elements that make up citizenship education and the pedagogical means required for their acquisition. The concepts of ‘practice’ and ‘citizenship practice’ are the basis for proposing service learning as an ideal methodology for educating participative citizens who can contribute to the common good. The rest of the article is devoted to analyzing each of the constitutive aspects of service learning. This portion of the article begins by presenting a more-precise definition of ‘service learning’ and continues with an analysis of the components of service learning: social needs, the learning of contents and competences, community service, partnerships between institutions and the required networking. The article concludes by reviewing the different levels at which service learning has an impact and identifying and organizing the various personal acquisitions and institutional achievements that this type of educational activity provides. 
Education and Social Cohesion in Latin America: A Micro-political Perspective Year of publication: 2014 Author: Silvina Gvirtz | Jason Beech Corporate author: Universidad de San Andrés | Arizona State University This article analyses the relation between education and social cohesion in Latin America from a micropolitical perspective. Even though we acknowledge the relevance of the macro and mezzo levels, we argue that the political decisions that are made at the school level are crucial to understand the contribution of educational systems to social cohesion. We suggest that the relation between social cohesion and school micropolitics can be analysed in two dimensions: the first is related to the access and permanence of children in school, while the second is related to the curriculum. The article concentrates on the second level by analysing the relation between the curriculum and social cohesion from a local, a national, and a global perspective.