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
Global Education Monitoring Report 2021/2: Non-state Actors in Education; Who Chooses? Who Loses? Year of publication: 2021 Corporate author: UNESCO Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfill the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practiced by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. 
An Exciting Adventure Emotional Education Activity Book Year of publication: 2016 Author: Susana Guirao Hernández Corporate author: Region of Murcia With this guide you will be able to work on the emotional management of children. It presents a journey guided by two characters to a country called "Calmland". It has different activities that allow you to recognize and manage different emotions. Una aventura emocionante: Cuaderno de actividades de educación emocional Year of publication: 2016 Author: Susana Guirao Hernández Corporate author: Región de Murcia Con esta guía se podrá trabajar en el manejo emocional de los niños. Presenta un viaje guiado por dos personajes a un país llamado "tranquilandia". Tiene distintas actividades que permiten reconocer y manejar las diferentes emociones. 
Let's Be Friends at School: A Guide to Promoting Empathy and Inclusion Year of publication: 2019 Corporate author: United Nations Children's Fund (UNICEF) Empathy is a skill that allows us to understand the emotions and experiences of other people. This guide seeks to promote empathy in the educational context, to promote peaceful coexistence, inclusion and non-violence in schools. It focuses its vision on the mission of teachers to educate not only the academic curriculum but also their emotional managing skills to deal with their own emotions and those of others. Seamos amigos en la escuela: Una guía para promover la empatía y la inclusión Year of publication: 2019 Corporate author: United Nations Children's Fund (UNICEF) La empatía es una habilidad que nos permiten comprender las emociones y experiencias de las otras personas.Esta guía busca promocionar la empatia en el constexto educativo, para fomentar la convivencia pacifica,la inclusión y la no violencia en las escuelas. Centra su visión en la misión que tienen los docentes de educar además de lo que respecta a la malla curricular el manejo de las emociones propias y ajenas. 
Молодежь Центральной Азии, Вызовы миростроительству : Комплексный исследовательский обзор Year of publication: 2021 Author: Laura Yerekesheva Corporate author: UNESCO По оценкам, к 2030 году в мире будут проживать 1,3 миллиарда молодых людей. Это говорит о важной роли, которую будет играть молодежь, особенно в развивающихся странах, в которых проживает 90% общего мирового населения молодежи. В рамках всеобъемлющего системного подхода, мир, миростроительство и диалог подразумевают все аспекты и измерения жизни - межпоколенческие, социальные, экономические, политические, этнические, религиозные, гражданские, идеологические, культурные и природные. Вопросы, связанные с молодежью, напрямую связаны с повесткой в области достижения Целей устойчивого развития (ЦУР). Государства Центральной Азии относятся к развивающимся странам с высокой долей молодежи в общем составе населения, что делает эти страны «молодыми». По состоянию на 2020 год общая численность населения четырех стран Централь ной Азии (Казахстана, Кыргызстана, Таджикистана и Узбекистана) - 68,46 миллиона человек, из которых молодежь составляла 16,55 миллиона человек или 24,1%.Это свидетельствует о важности разработки и реализации специальных стратегий и мер по развитию молодежи. Для Центральной Азии повестка дня в области мира и миростроительства – это, прежде всего, повестка дня в области развития, и наоборот, поскольку обе они взаимосвязаны между собой, а также с проблемами молодежи.В данном отчете представлен подробный обзор существующих вызовов, с которыми сталкивается молодежь четырех стран региона - Казахстана, Кыргызстана, Таджикистана, Узбекистана. Данные вызовы структурированы вокруг трех основных тем миростроительства: (1) образование и обучающая среда; (2) экономическое и социальное участие; и (3) гражданское участие.Правительствам, международным организациям, специалистам и политикам, работающим в сферах молодежи, миростроительства и развития, академическим кругам и неправительственным организациям предлагается объединить усилия для ускорения достижения целей развития молодежи для более справедливого, устойчивого и мирного будущего. 
COVID-19 Learning Losses: Rebuilding Quality Learning for All in the Middle East and North Africa Year of publication: 2021 Author: Hana Yoshimoto | Jeannette Vogelaar | Brenda Haiplik Corporate author: UNESCO | United Nations Children's Fund (UNICEF) | World Bank An entire generation of children in the Middle East and North Africa (MENA) is estimated to be affected by the education crisis determined by the COVID-19 pandemic, with potential impacts that are going beyond the immediate/short term and also well beyond the education domain itself, with consequences on children’s socialisation, mental well-being, and future perspective of being active members of their society, including in the labor market. More information on the impact of the crisis would help countries to put in place strategies to mitigate the impacts. Timely investment and action to prevent extreme impacts of this crisis on education are of paramount importance in MENA, which already tackling a learning crisis before the COVID-19 outbreak.This publication delineates the overall education status in MENA after the breakout of COVID-19 pandemic, by presenting the education responses in MENA, and assessing the potential learning loss through a simulation analysis, recommendations are provided on how to build back better and enhance access and quality learning for all. 
Progress of SDG4 in the Arab Region: A Summary Review Year of publication: 2022 Corporate author: UNESCO This report is a snapshot review of the progress of SDG 4 in the Arab region, based upon the national reports of the countries of the region and the valuable inputs from the regional education institutes of the region. In this review, SDG 4 is looked at as an essential part of an interconnected whole of all SDGs. However, it focuses on selected targets and indicators of SDG 4 because of difficulties of accessing consistent data pertaining to the region covering the period from 2010 to 2020. Therefore, internationally comparable data from various sources have been taken into consideration, highlighting at the same time the overall pictures as revealed by the country reports and flagging their selected best practices. 
Technical Guidelines for the Return to Educational Establishments Year of publication: 2020 Author: Ximena Bugueño Corporate author: United Nations Children's Fund (UNICEF) This document presents the guiding principles of the return to schools process and recommendations to prepare as an educational team. It offers guidelines to call for participation and communication with families and students, organize learning, reception and socio-emotional support activities in mixed modality, and to implement measures that care for the health of the community. Orientaciones técnicas para el retorno: A los establecimientos educacionales Year of publication: 2020 Author: Ximena Bugueño Corporate author: United Nations Children's Fund (UNICEF) Este documento presenta losprincipios rectores del proceso de retorno y recomendaciones para prepararse como equipo educativo. Ofrece lineamientops para convocar a participar y comunicarse con las familias y estudiantes, organizar las actividades de aprendizaje, acogida y apoyo socioemocional en modalidad mixta, y para implementar las medidas que cuidan la salud de la comunidad.