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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Nurturing the Social and Emotional Wellbeing of Children and Young People During Crises (UNESCO COVID-19 Education Response: Education Sector issue notes; No.1.2, 2020) Year of publication: 2020 Corporate author: UNESCO The COVID-19 pandemic has necessitated lockdowns, school closures, physical distancing and loss of familiar environments. The restriction on movement, disruption of routines, curtailment of social interactions and deprivation of traditional learning methods has led to increased pressure, stress and anxiety for young people, their families and communities. Parents and adult care-givers are struggling to meet the challenges of home schooling while juggling work and community obligations, caring for family members and maintaining individual well-being. Teachers are having to rapidly adapt to new and untested teaching methods. Young people are concerned about their education as national examinations are cancelled and are grappling with the insecurity of isolation and uncertainty. In poor households where income is a first priority, children are left on their own to home school or are pulled into other tasks. The stress and anxiety of the pandemic is compounded by the circulation of dynamic information - both accurate and false, often fuelled by sensationalist media reporting. This not only increases insecurity but also acts as fertile ground for the spread of intolerance, racism, xenophobia and hate crimes. To address and counter the social anxiety, emotional upheaval and fearful insecurity unleashed by COVID-19, it is urgent and necessary that families and communities build vital coping skills and emotional resilience. Social and emotional skills are well established, evidence-based practices, that can be adapted to help equip children, young people, parents and teachers with the knowledge, skills, attitudes and behaviours they need to stay healthy and positive, navigate emotions, practice mindful engagement, exhibit pro-social behaviour and cope with daily challenges. 
Asia-Pacific Regional Synthesis: Climate Change, Displacement and the Right to Education Year of publication: 2023 Corporate author: UNESCO | United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) | UNESCO Bangkok In 2020, 30.7 million people were displaced by natural disasters – disasters which the scientific community acknowledges are more frequent and more intense as a result of climate change. In Asia and the Pacific alone, 21.3 million people were displaced, making it the region the most impacted by national disasters and climate change in the world. Therefore, country case studies were carried out in Bangladesh, India, Indonesia, Tuvalu, and Viet Nam to examine not only specific vulnerabilities to climate change and related mobility, but also the impacts of climate change on the right to education in Asia and the Pacific. These case studies show that climate change directly threatens education – through the destruction of schools and property – but also indirectly puts education in peril by forcing people to cross borders, ensuring neither legal residency nor the right to education. This regional synthesis report aims to guide policy-makers through providing operational policy recommendations on how to ensure education is protected in Asia and the Pacific in the face of climate change and displacement from a human rights-based approach. The report is one of four being developed and will contribute to the global initiative on climate change and displacement and the right to education – launched by UNESCO in 2020 – by informing the development of a Global Report with global policyrecommendations.How climate change impacts the right to education in Asia and the Pacific21.3million displacementstook place in Asia and the Pacific 
Leave No One Behind: Equity and Inclusion in Education at UNESCO Multisectoral Regional Office in Bangkok (UNESCO Bangkok) Year of publication: 2023 Corporate author: UNESCO Bangkok Equity and inclusion in education ensures a process intended to respond to students’ diversity by increasing their participation and reducing exclusion within and from education. 
Thinking Beyond What I See: What Is Critical Thinking? Year of publication: 2018 Corporate author: Siente, Piensa y Actua This video is intended to exemplify critical thinking. We also share some strategies that will allow you to promote it in boys and girls. 
Significant Pedagogical Tools for Social Change Year of publication: 2023 Author: Jorge Julio Mejía | Carlos Krisch | María del Carmen Muñoz | Sthepany Escobar | Martha Lucía | Márquez Restrepo Corporate author: Center for Research and Popular Education / Program for Peace (CINEP/PPP) This document includes significant pedagogical tools to promote processes of social change through training experiences for twelve years in territories on the Colombian-Venezuelan border. Through workshops and activities, participants have experienced transformations in attitudes and practices that have been useful for understanding the border as a shared space. 
Communication Strategy: UNESCO Guidance on Communicating on Gender Equality in and through Education Year of publication: 2022 Corporate author: UNESCO About 259 million children and youth are out of school according to the UNESCO Institute for Statistics, including 127 million girls and 132 million boys. Twothirds of the 750 million non-literate adults around the world are women. This gender disparity remains one of the persistent challenges in adult literacy and education. The COVID-19 pandemic has exacerbated existing challenges, disrupting the education of over 1.5 billion learners. UNESCO estimates that close to 24 million children and youth, including over 11 million girls and 13 million boys, may drop out of school due to the pandemic’s economic impact. A window of opportunity is now more than ever open to build back equal. This communication strategy is designed to provide strategic guidance on communicating on gender equality in and through education. While prepared for UNESCO Education Sector staff, including those at Headquarters, in Field/Regional/Cluster Offices and in Institutes as well as for implementing partners, a broader audience of gender focal points, partners, Member States and others with an interest in and commitment to gender equality in and through education may also find this strategy particularly useful. 
Good Practices in Education for Global Citizenship: XI Edition of the “Vicente Ferrer” National Prize for Education for Development Year of publication: 2021 Author: Rosa Elena Román Pajares | Concepción Aránzazu Vilor Barros | Jose Manuel de Frutos San Miguel | Lara Ormeño Vasco | Uxua Azpiroz Armendáriz | Susana Álvarez Martínez | Liliana Piñeiro Piñeiro | Silvia Lijó López | Clara Díaz-Salazar de la Flor | Susana Gómez Garzón | Encarnación Díaz Carmona | Isabel Santacruz Prieto | José Antonio Guillén Medina | Raquel Jiménez Gutiérrez | Josefa Mª Amorós Campos | Raimundo Fenoll Pellin | Mª Teresa García de Dios | Juan Antonio Pérez Orquín | Mª José Amorós Martínez | Mª Paz Ruiz Barrero | María Soledad Aneas Franco | Isabel Hermoso Lorente | José Julio Fuentes López | Mª Covadonga Villimer Sandoval | Luis Agudo Jiménez | David Jiménez Góme Corporate author: Spanish Agency for International Development Cooperation (AECID) | Spain. Ministry of Foreign Affairs, European Union and Cooperation (MAEUEC) This publication is part of the Collection of good practices in education for global citizenship that the MEFP and the AECID have been publishing since the first edition of the “Vicente Ferrer” National Education Award for development and includes, in this new format, the 15 winning proposals from the 11th edition of 2019. The “Vicente Ferrer” National Development Education Award aims to empower students so that the 2030 Agenda and the Sustainable Development Goals are the engine of change that the planet needs for its advancement and transformation, both on the social and environmental levels. The Award promotes the sense of global citizenship, respect and care for the environment, as well as the values of social justice, solidarity, equality, inclusion and peace. 
Asia-Pacific Early Childhood Care and Education: Teacher Training Handbook for Social and Emotional Learning Year of publication: 2022 Author: Monisha Singh Diwan Corporate author: UNESCO Bangkok The handbook was initiated by UNESCO Bangkok. This effort is in response to the widespread recognition of social and emotional learning (SEL)’s importance and the lack of robust and more contextually relevant and culturally sensitive SEL programme for teachers to effectively deliver SEL. With this, UNESCO Bangkok aims to support the Member States in the Asia-Pacific to equip their early childhood care and education (ECCE) teachers with SEL knowledge and skills, and to ensure that children develop pro-social and emotional skills and positive relationships within the early stage of the learning process, particularly in enhancing (1) knowledge about student SEL and classroom management; (2) strategies to apply in the classroom; and (3) teachers’ own social and emotional competence.The handbook provides the context and foundation for the programme. The background of the initiative that led to the regional handbook and training modules (Chapter 1), the introduction of the purpose and use of the handbook (Chapter 2), an overview of ECCE (Chapter 3), SEL (Chapter 4), teachers’ professional education, learning and development (Chapter 5), and APETT-SEL conceptual framework followed by an overview of the four themes and ten modules (Chapter 6). The Glossary provides definitions and/or explanations of key educational terminologies used to provide greater clarity. The ten comprehensive training modules aim to build capacity of pre-primary and early primary teachers, both pre- and in-service, across four themes. The first theme focuses on teachers and their well-being; the second equips teachers in building pro-social and responsive classrooms; the third focuses on diversity, inclusion, cultural responsiveness, and equity; and the fourth focuses on SEL measurement and assessment. Each training module consists of scripted sessions and activities, as well as reference materials included as handouts and additional readings. 
The Arab Program for Early Childhood Development Year of publication: 2012 Author: Ghanim Bibi | Sawsan Alqadi Corporate author: Arab League Educational, Cultural and Scientific Organization (ALECSO) The file reviews a report on the "Arab Program for Early Childhood Development" workshop. The Arab Program for Early Childhood Development is a framework for sharing good practices in policies and programs, through the following four objectives: enhancing quality through innovation in on-the-job programmes, increasing the effectiveness-to-cost ratio, supporting the measurement of the impact of early childhood care and development approaches, and stimulating regional professional exchange and technical assistance. Increasing the use of media and information and communication technology to qualitatively raise the level of early childhood development programmes. 
The Right to Education: What’s at Stake in Afghanistan?; A 20-Year Review Year of publication: 2021 Corporate author: UNESCO This report takes stock of the achievements in education made by Afghanistan over the past 20 years and sets out immediate action to safeguard the right to education for all learners following deep political change in the country in 2021.Although Afghanistan lags far behind countries across South and West Asia on most development indicators, it has made impressive progress in education over two decades. Enrolment has increased ten-fold, with substantial gains for girls and female literacy. Female teachers have been hired. Steady efforts have been made to expand the school network across the country.The country has ratified key international normative instruments relating to the right to education; enshrined this right in the Constitution and adopted a wide range of policy measures to increase access, improve education quality and reduce gender, socio- economic and rural/urban disparities.But the challenges remain colossal, with half the primary school-aged children not enrolled in school and very low learning outcomes. The country is highly dependent on external aid to sustain its education system. It needs to uphold state obligations on the right to education without any discrimination and continue removing barriers that impede progress towards the Sustainable Development Goal on education to build the country’s future.