Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,295 Results found
Digital Literacy for Children: Exploring Definitions and Frameworks Year of publication: 2019 Author: Fabio Nascimbeni Corporate author: United Nations Children's Fund (UNICEF) This paper presents the results of a scoping exercise on children’s digital literacy that has been undertaken with the following objectives:To understand the current digital literacy policy and practice landscape;To highlight existing competence frameworks and how they can be adapted to UNICEF’s needs;To analyze the needs and efforts of UNICEF country offices; andTo reflect on policy and programme recommendations, including a definition of digital literacy for UNICEF 
Critical Media Literacy and Popular Culture in ELA Classrooms Year of publication: 2021 Author: Jamila Lyiscott | Nicole Mirra | Antero Garcia Corporate author: National Council of Teachers of English (NCTE) This publication explores key issues on the Media Literacy impacting literacy educators and their students and articulate student-centered policy recommendations. 
Racial Literacy Year of publication: 2021 Author: Yolanda Sealey-Ruiz Corporate author: National Council of Teachers of English (NCTE) This paper gives a clear definition of the racial literacy connected to the concepts of democracy and equity and presents racial literacy development model for teaching and learning. 
Ten Clues for Rethinking Curriculum Year of publication: 2021 Author: Renato Opertti Corporate author: UNESCO International Bureau of Education (IBE) This discussion document highlights the urgency of rethinking curriculum in light of reinforcing the commitments of the Education 2030 Agenda on learning, disruptive systemic worldwide societal changes, and crucially, the profound transformation of education and education systems post Covid-19. Curriculum is always at the core of giving effect to social aspirations and ideals on the why, what, how, when, and where of teaching, learning, and assessing. We propose a series of 10 interconnected clues to deepen on the systemic and holistic understanding of curriculum as contributing to lay foundations for a better, sustainable and fair future. These clues are: understanding the new generations; combatting factors related to vulnerability; reinforcing understanding between school and families; deepening glo-local education; enhancing the focus on the person; promoting synergies among values; valuing diversity; focusing on education that enhances freedom; moving toward hybrid modes of education; and inspiring affection for educators. 
UNESCO-SADC: Cooperation 2019 Year of publication: 2020 Corporate author: UNESCO Harare UNESCO and SADC have a long standing history that culminated in the signing of a Memorandum of Understanding (MOU) in 1996. In 2017, UNESCO and SADC developed a Joint Programme of Action (JPA) which identifies concrete area of cooperation. These include education; technical and vocational education and training (TVET); youth; HIV and health education; science, technology and innovation (STI); water security, renewable energy and disaster risk management; culture; communication and information (including media for SDGs); and data for development.The purpose of this magazine is to highlight UNESCO’ work to improve education quality in the southern Africa region in partnership with SADC. 
Let's Prepare: A Plan For Media Education Year of publication: 2020 Corporate author: KAVI National Audiovisual Institute (Finland) This guide helps you to prepare a media education plan. The plan and its preparation can be made in many different ways and in different scope. The themes and questions of the guide help to take into account the different aspect of media education work. You can choose the relevant questions based on your own perspective. This guide is based on the workshop conducted in the Finnish Media Education Forum 2020. 
Rethinking Pedagogy: Exploring the Potential Of Digital Technology In Achieving Quality Education Year of publication: 2019 Author: Lorena Alemán de la Garza | Alessandra Anichini | Péter Antal | Aurélie Beaune | Éric Bruillard | Diane Burke | Pedro Henrique Cacique Braga | Ruma Chakravarti | Sriya Chakravarti | Deng Chen | Lidiya Chikalova | Helen Crompton | Ilana De Almeida Souza Concilio | William Cope | Lorenz Denks | Matthew Farber | Giovanni Fonseca | Pintér Gergely | Marcela Georgina Gómez Zermeño | Russell Hazard | Laura Hosman | Mary Kalantzis | Kojanitz László | Xavier Levoin | Kristen Linzy | Arnab Mandal | Yoko Mochizuki | Ariam Mogos | Tünde-Lengyel Molnár | Matthew Montebello | Sadaqat Mulla | Sandra Gudiño Paredes | Christelle Pauty-Combemore | Boyka Parfitt | Réka Racsko | Irais Monserrat Santillán Rosas | Khitam Shraim | Jisoo Song | Avgoustos Tsinakos Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) With the exponential growth of digitally mediated communication, digital media and gaming, the landscape of what we understand as learning environments is changing significantly. Today the use of digital technology in education is attracting considerable public and policy attention as
well as private investment. With a rise in discourses both heralding and cautioning against the use of digital technology in education, there is a need to pool the expertise and experience on the use of technology in education from around the world to advance public debate and evidence-informed policymaking. Based on the literature review, mapping of digital education resources in circulation, and examples of implementation of digital education initiatives from around the world, this report aims to provide insights that would help lead to the wise, innovative and ethical use of digital technology in education as a new dimension in achieving SDG 4 — inclusive and equitable quality education and lifelong learning opportunities for all. By so doing, it also attempts to contribute to a rethink of teaching and learning in the face of enormous opportunities and challenges brought about by digital technology in the times of change and turmoil. 
ECW Gender Equality 2019-2021: Policy and Accountability Framework Year of publication: 2020 Corporate author: Education Cannot Wait (ECW) Education cannot wait (ECW) is committed to supporting the delivery of inclusive and quality education to 9 million girls, boys and youth most affected by emergencies and protracted crises by 2021. The purpose of ECW’s Gender Equality Policy is to articulate the Fund’s vision to advance gender equality and the empowerment of women and girls. Igualdad de género en el marco de las actividades para 2019-2021 de ECW : Política y marco de rendición de cuentas Year of publication: 2020 Corporate author: Education Cannot Wait (ECW) ECW se ha comprometido a respaldar la provisión de educación inclusiva y de calidad a 9 millones de niñas, niños y jóvenes afectados por emergencias y crisis prolongadas no más tarde de 2021. La finalidad de la Política de Igualdad de Género de ECW, que se apoya en normas y estándares internacionales2 , consiste en estructurar la visión del Fondo para promover la igualdad de género y el empoderamiento de las mujeres y las niñas. 
Global Gender Gap Report 2021: Insight Report, March 2021 Year of publication: 2021 Corporate author: World Economic Forum The report is a measure of gender gap on four parameters: economic participation and opportunity, educational attainment, health and survival, and political empowerment. The index has benchmarked 156 nations across the globe in 2021. The data show that it will take 135.6 years to bridge the gender gap worldwide and the pandemic has impacted women more severely than men. The gap is the widest on the political empowerment dimension with economic participation and opportunity being next in line. However, the gap on educational attainment and health and survival has been practically bridged.