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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Strengthening the Quality of Early Childhood Education and Care Through Inclusion Year of publication: 2020 Author: Susie Lee | Barbara Janta Corporate author: European Union (EU) The quality in Early Childhood Education and Care (ECEC) has risen up the policy agenda globally, leading to a general consensus that quality ECEC can lead to positive and equitable outcomes for all children. Given these contexts, the European Commission considers inclusion as an integral part of quality ECEC. However, ensuring effective access to quality ECEC for all children remains a challenge, especially for those from disadvantaged backgrounds. This is in part because both inclusion and quality ECEC are multi-faceted concepts. This present policy memo helps policymakers better understand this challenge and suggests some possible solutions. To do so, this memo introduces what inclusion means in education generally and in ECEC particularly, and then discusses how inclusion in ECEC is understood in the current EU policy context. Lastly, the memo summarises findings from recent EU-level projects on how inclusion is integrated into different aspects of quality in ECEC. 
The Role of Women in Citizenship and Belonging Year of publication: 2020 Author: Tahany AL-Qaseem Corporate author: Majmaah University Citizenship and belonging are among the old and renewed issues that soon impose themselves when addressing any dimension of development related to development and reform projects. In this presentation, the lecture reviews the role of women in promoting the values of citizenship and belonging. 
Global Citizenship Education in the Draft Social Studies K-6 Curriculum Year of publication: 2021 Corporate author: Alberta Council for Global Cooperation (ACGC) This document is the Alberta Council for Global Cooperation’s (ACGC) response to the Draft Social Studies K-6 Curriculum released by the Government of Alberta on March 29, 2021. ACGC conducted the analysis of the draft social studies curriculum to better understand the alignment of the draft with global citizenship education (GCE) best practices.Global citizenship is a lens through which to see the world. ACGC understands global citizenship as “an ethos” primarily concerned with fostering “a sense of belonging to the global community and common humanity” (UNESCO, 2013). This not only involves members experiencing solidarity and collective identity themselves, but also necessitates collective responsibility to take local and global action for a better world.Following the analysis, ACGC strongly recommends that the draft curriculum be rewritten to reflect international best practices in global citizenship education. There are significant gaps in the draft when held against the suggested learning outcomes of UNESCO’s guide, Global Citizenship Education: Topics and Learning Objectives. Furthermore, the Alberta government’s Guiding Framework for the Design and Development of Kindergarten to Grade 12 Provincial Curriculum released in December 2020 provides an opportunity for GCE if the draft curriculum more closely aligns with our understanding of the Guiding Framework. Ultimately, the best path forward is rewriting the draft curriculum to include cognitive, socio-emotional, and behavioural learning outcomes that foster active global citizenship and prepare Alberta students to contribute to and thrive within a sustainable, interconnected world. 
Foundations for Building Forward Better: An Education Reform Path for Lebanon Year of publication: 2021 Corporate author: World Bank Human capital development is a critical determinant of economic growth, equity, and prosperity, but outcomes in this domain are worryingly low inLebanon, risking the future of generations of children. Lebanese children lag behind their peers in human capital development—measured accordingto the World Bank (2020c) Human Capital Index—suggesting that the future productivity of the labor force and the country’s trajectory for equitablegrowth is at risk (World Bank 2020b). The Human Capital Index indicates that children born in Lebanon today will reach, on average, only 52 percentof their potential productivity when they grow up. This is lower than the average estimates for the Middle East and North Africa (MENA) region(57 percent) and upper-middle-income countries (56 percent). Lebanon’s poor performance on the Human Capital Index is largely attributed to theeducation outcomes calculated for the index. If actual years of schooling, which average approximately 10.2 years in Lebanon, are adjusted for actual learning, effective years of schooling are 40 percent less—on average, only 6.3 years of actual learning (World Bank 2020b). The most recent school closures were due to the COVID-19 pandemic, with schools being closed over 75 percent of the school year between January 2020 and February 2021.1 This will likely lead to a further and significant decrease in learning: effectively, students are facing a lost year of learning (Azevedo et al. 2021). 
COVID 19, Technology-Based Education and Disability: The Case of Bangladesh; Emerging Practices in Inclusive Digital Learning for Students With Disabilities Year of publication: 2021 Author: Vashkar Bhattacharjee | Shahriar Mohammad Shiblee Corporate author: UNESCO This study sheds light on Bangladesh’s initiatives in the area of disability-inclusive education. The particu- lar focus is on the role of its Accessible Reading Materials (ARM) initiative and how this has contributed to ensuring disability-inclusive and accessible education during the COVID-19 pandemic in Bangladesh. ARM is a government-led initiative that was launched in 2014 by the then Access to Information (a2i) programme of the Prime Minister’s Office, now the Aspire to Innovate Programme of the Information and Communica- tion Technology (ICT) Division of the Government of Bangladesh. It was launched in recognition of the need for solutions to ensure virtual, as well as regular reading access for all students, including children and young people with barriers to reading. ARM is aimed at satisfying the educational needs of all students including students with print and learning disabilities. 
Media Education and Citizenship: An Analysis of the Quebec Preschool and Elementary Education Program (No. 80) Year of publication: 2018 Author: Normand Landry | Chantal Roussel Corporate author: Lien social et Politiques In Canada, the limited level of knowledge on media education content that is conveyed by academic curricula hinders its critical evaluation. This article presents the ways in which media education is introduced in the Quebec Education Program (QEP) at the preschool and elementary level. More specifically, it highlights the connections at work between media education, childhood and citizenship in the program. Our method tracks and extracts a set of statements related to information and communications technologies (ICTs) and the media, then conducts their automated classification into four principal categories: speech, verbs used that reflect the actions undertaken by categories of actors (school, pupils, teachers), learning objectives and suggestions. A subsequent classification allows for the emergence of verbs and learning objectives associated to the notion of citizenship. The latter are then subject to speech analysis. Our analysis intends to demonstrate the message conveyed by the QEP on media and ICTs. It highlights the roles, tasks and responsibilities of its various actors in relation to the acquisition of knowledge and skill development. In addition, it features the actions taken by these actors to operationalize the academic goals of the program. Our conclusion indicates a low subject implementation of the statements associated to media education and citizenship, relevant content, although thematically limited, along with the conception of students as capable of a reflection and critical thinking process. 
Children's Rights Are They Necessary? Year of publication: 2017 Corporate author: CuriosaMente This video rises the question about the need for children´s rights. It describes the historical perspectives of childhood and how their rights were developed, stressing their importance. 
Guide to Prevent Child Abuse in the Family Year of publication: 2010 Author: Cecilia Sirtori Corporate author: United Nations Children's Fund (UNICEF) This guide seeks to point out a path that leads to cultural change, in which it is possible to replace the deep tradition of using physical and verbal violence for the purpose of setting limits to boys and girls by others methods of discipline. This guide is based upon the principle that humiliating treatment does not educate. 
ICT Transforming Education in Africa: Final Project Report Year of publication: 2020 Corporate author: UNESCO ICT Transforming Education in Africa is a project supported by the UNESCO-Korean Funds- in-Trust (KFIT) contribution by the Republic of Korea with a focus on e-school model development, open and distance learning and ICT policy development. In the first phase of the project from 2016 to 2019, Mozambique, Rwanda and Zimbabwe piloted ICT-based innovative approaches to foster human and social development, expanding access to relevant lifelong learning opportunities and enhancing the quality of learning.The aim of this progress report is to highlight the main results of the first phase of the project. These include training of over 1,300 teachers on the pedagogical use of ICT, the development of digital resources for teachers and learners, the establishment of policies on ICT in education, and a variety of activities pilot testing the use of ICT to address fundamental challenges faced at K12- and higher education level in the beneficiary countries. The findings in this progress report inform the implementation strategy for the second phase in Côte d’Ivoire, Ghana and Senegal from 2020 to 2023. 
Promoting Integration of Migrants and Refugees in and Through Education: Toolkit Year of publication: 2018 Corporate author: Education International (EI) The past years have seen large numbers of refugees moving to Europe. This, and the rise of populist movements in Europe and North America, has led unions to develop activities engaging schools, local communities, authorities, etc. to promote the rights of migrants and build inclusive schools and communities.With the support of Education International (EI), exchange visits, information sharing and peer-learning activities allowed education unions to inspire each other and explore synergies across borders. This toolkit aims to build on these experiences and facilitate education unions to develop their work in this area. It also assists unions by exploring the issues around integrating migrants and refugees in education and sharing what others have been doing in this domain.