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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Address by Irina Bokova, Director-General of UNESCO, on the occasion of the reception hosted by Ambassador Ronald Lauder, President of the World Jewish Congress Year of publication: 2017 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This address was delivered by Irina Bokova, Director-General of UNESCO, on the occasion of the reception hosted by Ambassador Ronald Lauder, President of the World Jewish Congress; New York, 17 September 2017. 
What’s Next? Lessons on Education Recovery: Findings From a Survey of Ministries of Education Amid the COVID-19 Pandemic Year of publication: 2021 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) | World Bank | Organisation for Economic Co-operation and Development (OECD) United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: preprimary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May–June and July–October 2020, respectively, the third round was implemented during the period February–June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD (“OECD survey”) and 112 countries responded to the UIS (“UIS survey”). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis. 
What Have We Learnt?: Overview of Findings From a Survey of Ministries of Education on National Responses to COVID-19 Year of publication: 2020 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) | World Bank As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS) were analysed. They cover government responses to school closures from pre-primary to secondary education. 
Indigenous Knowledge and practices in Education in Latin America: Exploratory Analysis of How Indigenous Cultural Worldviews and Concepts Influence Regional Educational Policy Year of publication: 2017 Corporate author: UNESCO Santiago This study presents a preliminary exploration of the approaches, processes and tools through which indigenous worldviews and concepts of knowledge and well-being can and have influenced education policies in Latin America. First, it addresses the principal theoretical approaches used in the area of indigenous knowledge and education policies, taking into account the persistence of an “epistemic otherness” and the need for a dialogue between the predominant approaches. Second, it addresses the normative framework and intercultural educational policies, emphasizing how and to what extent the countries in the region take indigenous knowledge into consideration and include it in their education policies and practices. Third, it presents a number of “relevant practices” in terms of dialogue with indigenous knowledge in education policies, taking into account the factors that favour the relevance of education to indigenous views and cultural practices, facilitating their replicability and sustainability. Furthermore, these practices respond to key criteria like recognizing learners as ‘carriers’ and producers of culture, valuing the use of schools as centres of social and cultural activities and favouring the inclusive learning of indigenous and non-indigenous students. Finally, the study unveils challenges for the advancement of the dialogue between indigenous knowledge and education policies, at the same time proposing key concepts to be approached in depth. 
Regional Strategy for UNESCO’s Response to the Situation of People on the Move in Latin America and the Caribbean 2019-2021: Working Document Year of publication: 2019 Corporate author: UNESCO Santiago This document introduces the three priority strategic areas, defined in coherence with those analyzed in the document Background for a Regional Strategy of UNESCO, as well as the components and initiatives of each of them. In addition, the following strategic dimensions are established: coordination and implementation mechanisms, advocacy and communications, planning and financing, and finally, the consolidation of resources, tools and existing publications of UNESCO, a product of the aforementioned intersectoral consultation process. 
Context and Background: Regional Strategy for UNESCO’s Response to the Situation of People on the Move in Latin America and the Caribbean Year of publication: 2019 Corporate author: UNESCO Santiago The UNESCO offices in Latin America and the Caribbean, under the coordination of the Regional Bureau for Education in Latin America and the Caribbean OREALC/UNESCO Santiago, have proposed the development of a regional strategy that provides a response from UNESCO based on the needs of the region’s countries for guaranteeing the right to education of migrants, refugees, asylum seekers and returnees. The purpose of this document is to present key information for the development of the regional strategy. It reviews a set of information that contextualizes human mobility in Latin America and the Caribbean, recognizing contemporary trends, identifying their driving factors and describing the main demographic qualities that characterize them.The authors then address the needs for protection of individuals in the context of mobility in the region, particularly those associated with the exercise of their fundamental rights and processes of inclusion in social protection systems in the destination society. They then present the right to education as a multiplier right in contexts of human mobility, reviewing the main obstacles faced by migrants, refugees, asylum seekers and returnees. Finally, the text presents a discussion of UNESCO’s role in this context based on the review of international regulatory instruments and frameworks, institutional frameworks, the work agenda at the regional level and the migratory institutional structure in Latin America and the Caribbean. 
South-South and Triangular Cooperation in Action Year of publication: 2018 Corporate author: UNESCO | UN. Office for South-South Cooperation (UNOSSC) This publication is UNESCO’s first dedicated report on South-South cooperation and triangular cooperation. It presents an overall picture of the progress achieved to support technical cooperation, capacity building and knowledge sharing through South-South and triangular cooperation in UNESCO’s areas of competence with highlights of specific examples. It paves the way for deepening future cooperation in this area. 
International Conference on School Bullying: Recommendations by the Scientific Committee on Preventing and Addressing School Bullying and Cyberbullying Year of publication: 2020 Corporate author: UNESCO | France. Ministère de l'éducation nationale, de la jeunesse et des sports UNESCO and the French Ministry of Education, Youth and Sports organize an International Conference on School Bullying on 5 November 2020. The conference builds on commitments made at the July 2019 meeting of education ministers of the G7, under the French Presidency, and marks the celebration of the first-ever International Day Against Violence and Bullying at School including Cyberbullying.This document presents a summary of a first set of recommendations made by the Scientific Committee on three key issues:- How should the definition of school bullying be revisited to develop more comprehensive and targeted initiatives to tackle bullying in all its forms? What aspects should be considered for a more inclusive definition?- How effective national responses to bullying should look like, based on existing evidence? What are the key components and characteristics of a comprehensive approach to bullying and cyberbullying?- What additional or specific strategies and actions should be taken into consideration when planning and implementing responses to cyberbullying? 
Addressing Anti-semitism in Schools: Training Curriculum for Secondary Education Teachers Year of publication: 2020 Corporate author: UNESCO | OSCE. Office for Democratic Institutions and Human Rights This OSCE/ODIHR and UNESCO co-publication aims to help secondary school teachers to prevent and respond to anti-Semitism. The curriculum, intended for teacher trainers, is designed to be comprehensive, robust, practical and adaptable. It suggests concrete ways to address anti-Semitism and counter prejudice in and through education, while promoting human rights, global citizenship education, and gender equality.The co-publication is part of a series of four training curricula, designed for trainers of (1) primary school teachers, (2) secondary school teachers, (3) vocational school teachers, and (4) school directors. 
[Video] Global Citizenship Education: Taking it Local! Year of publication: 2018 Corporate author: UNESCO | APCEIU Societies across the world have long lived according to principles that emphasize solidarity, dialogue and respect for diversity. It is from this rich well of practices that UNESCO’s Global Citizenship Education (GCED) programme draws inspiration -- to instill in learners the skills, values, attitudes and behaviors to ‘live together’ and help shape more peaceful, sustainable societies and world. GCED is not a new concept, but an aspiration long-held across the world.