Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,784 Results found
Faith for Earth : a Call for Action Year of publication: 2020 Corporate author: United Nations Environment Programme (UNEP) | Inter-Agency Network on Women and Gender Equality (IANWGE) The UN Environment Programme (UNEP) and the Parliament of the World’s Religions today released a new book, "Faith for Earth — A Call for Action", which gives readers a wide-ranging look at the history and diversity of faith teachings and their advocacy for the protection of the environment. The online book and its print edition were launched on 8 October 2020 during the Faith for Nature Global Conference, (5th - 8th October) in Skálhol, Iceland. The book provides a comprehensive overview of the faith traditions and scientific findings that underpin the understandings and reflections of world religions concerning environmental sustainability. It includes clear statements from sacred scripts and faith leaders. It underlines that protecting the Earth, restoring ecosystems, preventing pollution, and leaving behind a healthy environment for the next generations is an ethical, moral and spiritual responsibility. With more than one hundred million houses of worship around the globe, adapting green building principles is a massive demonstration of commitment to sustainability. 
Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools Year of publication: 2014 Corporate author: United Nations Children's Fund (UNICEF) This toolkit, developed by UNICEF, defines what is meant by child rights education and the child rights approach. It explains the relevance of child rights education to UNICEF’s mission and the ways in which education can take place in a range of contexts--including with professionals, caregivers, the corporate sector, the media, and children’s groups. The audience of this toolkit is therefore intended to be UNICEF National Committees, UNICEF country offices, UN agencies working on child rights education (CRE), governments, and other civil society organisations, NGOs, and academic institutions.Although this Toolkit focuses on child rights education in the formal learning environment (early childhood education settings, primary and secondary schools), it is hoped that it will also be useful for those working to promote child rights education through other channels, such as in the media, with children’s organizations and through children’s involvement in advocacy.For more information check the UNICEF webpage. 
Transitions from School to Work: UNICEF Technical Note Year of publication: 2019 Corporate author: United Nations Children's Fund (UNICEF) This report provides guidance on ways that UNICEF can support governments and partners to help adolescents to make a smooth transition from school to decent work. To prepare them for life, work, citizenship and life-long learning, UNICEF encourages governments and partners to expand access to learning and skills development for all children and adolescents – from pre-primary to upper-secondary age, and particularly for the most marginalized. UNICEF further advocates strengthening systems to enable them to develop a breadth of skills across the life course and through multiple learning pathways, such as formal, non-formal, on the job and community based. 
The global goals debate Corporate author: United Nations Children's Fund (UNICEF) Learning outcomes: To encourage critical debate about the Global Goals for Sustainable Development, so that young people are aware of the Goals, have critically evaluated them in their own minds and have drawn their own conclusions 
Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies Year of publication: 2021 Corporate author: United Nations Children's Fund (UNICEF) Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies presents an empirical overview of what works to support learning outcomes for girls in emergencies. Research shows that girls in emergencies are disadvantaged at all stages of education and are more likely to be out-of-school than in non-emergency settings. Girls are also struggling to learn. This solutions book seeks to highlight promising evidence-based actions in education for decision makers who are designing and implementing interventions to support girls’ education in low and middle-income country humanitarian settings and settings where education has been interrupted by the COVID‑19 pandemic. It documents practical examples of approaches that have been or are being tested, and from which lessons can be drawn. 
Gender and Peacebuilding Training for Primary School Teachers: Training Manual Year of publication: 2016 Corporate author: United Nations Children's Fund (UNICEF) The Gender and Peacebuilding training material is intended to be used for teachers teaching in primary or secondary school. It is shaped by a participatory approach. This is because the discussion of gender and conflict issues requires participants to sit back and reflect on their diverse experiences and knowledge. The training encourages the participants to learn from one another by sharing their thoughts, discussing their views and concerns, analysing situations and, most importantly, questioning attitudes and behaviours. 
Children, Food and Nutrition: Growing Well in a Changing World Year of publication: 2019 Corporate author: United Nations Children's Fund (UNICEF) This 2019 edition of The State of the World’s Children (SOWC) examines the issue of children, food and nutrition, providing a fresh perspective on a rapidly evolving challenge. Despite progress in the past two decades, one third of children under age 5 are malnourished – stunted, wasted or overweight – while two thirds are at risk of malnutrition and hidden hunger because of the poor quality of their diets. At the center of this challenge is a broken food system that fails to provide children with the diets they need to grow healthy. This report also provides new data and analyses of malnutrition in the 21st century and outlines recommendations to put children’s rights at the heart of food systems. 
Girl Goals: What has Changed for Girls? Adolescent Girls’ Rights over 30 Years Year of publication: 2025 Corporate author: United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | Plan International This report makes three key recommendations on action we can take now to advance adolescent girls’ rights at scale, in ways that account for fiscally constrained contexts and multiple competing priorities: 1. Ensure tangible and actionable support for adolescent girls’ voices, advocacy and action. The current generation of girls are raising their voices to be heard and are already at the forefront of making change around the world. With the right support, resources and seats at the table, adolescent girls can help transform the world for the better, shaping better policy outcomes for themselves and everyone. This is not about girls’ voices above all others, or endless consultation, but about specific, meaningful actions that ensure girls get the support they need and are heard on policy issues that matter to them. 2. Establish and track explicit targets for change for adolescent girls, who are too often invisible and sidelined Setting explicit targets to monitor outcomes for adolescent girls is key to making progress. Context-specific prioritization will be necessary, but there are some issues that stand out globally. Gaps in progress (such as child marriage gains accruing disproportionately to wealthier households) demonstrate the need forprogrammes that address poverty and economic realities alongside harmful social norms. The disproportionate number of adolescent girls not in education, employment or training, not entering the labour market as young women, and left behind when it comes to digital skills, is a threat to the gains made for girls and to economic growth that will benefit everyone. Stagnation on issues like underweight also stand out. Country- specific priorities supported by data- driven accountability mechanisms and investments are needed to translate policy commitments into change on the ground. 3. Resource and deliver smartly to unlock the social and economic dividend Governments and partners should invest in solutions proven to change outcomes across multiple SDGs at scale – for example, investing in education and skills, cash transfers and economic empowerment programmes designed to support girls. Existing systems, from maternal health care to school curricula, should be adapted to meet girls’ needs rather than creating small- scale, separate projects. Streamlined, evidence-based ‘add-ons’ – such as adding parenting support to existing maternal health-care programmes – can be cost effective and accelerate outcomes if well designed. Change is possible, and this report shows that great gains have been made. Smart investments now can transform the world for girls, families, communities and national economies. It is time to act. 
Towards an Equal Future: Reimagining Girls’ Education Through STEM Year of publication: 2020 Corporate author: United Nations Children's Fund (UNICEF) | International Telecommunication Union (ITU) This document seeks to call attention to the potential of STEM education to transform gender norms in the education system, to improve quality learning opportunities for girls, and to highlight key actions that can accelerate girls’ transition between education and technical expert jobs in STEM industries. Critically, STEM education also has the potential to contribute to personal empowerment, transformation of communities and nations, and building economies for the future.The evidence presented here provides a foundation for a call to action for global, national and regional actors. All stakeholders are called to work together to dismantle the barriers that girls face to develop the skills they need to become users, shapers and creators of scientific knowledge and new technologies. This will allow girls to choose the skills they want to learn and how to apply them, empowering them to contribute to a gender-equal world. 
A New Era for Girls: Taking Stock on 25 Years of Progress for Girls Year of publication: 2020 Corporate author: United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | Plan International The analysis presented in this report demonstrates that while girls' lives are better today than they were 25 years ago, the gains are uneven across all regions. The report calls on global, national and regional stakeholders to expand opportunities for girls and young women to be the changemakers and designers of the solutions to their challenges and opportunities; invest in the skills development of adolescent girls so they can compete in today's labour market; improve girls' health and nutrition; and end violence in all its forms against them.