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
Beyond Access: Toolkit for Integrating Gender-based Violent Prevention and Response into Education Projects Year of publication: 2015 Corporate author: United States Agency for International Development (USAID) This toolkit was developed to support implementation of the U.S. Strategy to Prevent and Respond to Gender-based Violence Globally. It provides guidance and resources for USAID technical and program officers working on education to increase understanding of GBV in the education context and strengthen integration of a gender-based violence (GBV) response into projects and activities. Because reducing school-related GBV is a high priority for USAID in all school systems globally, this toolkit includes school-related GBV, but the overall focus is GBV in the education context broadly.The Toolkit provides:The United States government definition of GBV and USAID’s definition of school-related GBVExplanation for why integrating GBV prevention and response improves education outcomes, and the evidence on the prevalence of GBV in the education sectorGuiding principles to ensure the well-being of those at risk for, and survivors of, GBVIllustrative GBV prevention and response activities by the USAID Education Strategy GoalsGuidance on how to integrate GBV prevention and response throughout theUSAID Program Cycle to be able to monitor, evaluate, learn, and adapt education projects and activities accordingly, and it includes illustrative indicators for measuringGBV prevention and response for each of the USAID Education Strategy goals. 
Genocide Timeline Year of publication: 2024 Corporate author: United States Holocaust Memorial Museum (USHMM) This timeline proposed by the United States Holocaust Memorial Museum shows the major conceptual and legal advances in the evolution of the term "genocide" . It does not seek to detail every case that could be considered genocide, but to show how the term has entered the political, legal and ethical vocabulary from 1900 to 2016 to express threats of violence against groups. 
Literacy for Empowerment and Transformation: Report of the Secretary-General Year of publication: 2024 Corporate author: United Nations | UNESCO The present report is submitted in fulfilment of the request made by the General Assembly, in its resolution 77/192, that the Secretary-General, in cooperation with the Director General of the United Nations Educational, Scientific and Cultural Organization (UNESCO), submit to the Assembly at its seventy-ninth session a report on the implementation of the resolution. The Assembly also invited UNESCO to continue its mandated role to lead and coordinate the Education 2030 Agenda and requested UNESCO to continue its coordinating and catalysing role through the implementation of the strategy of the Global Alliance for Liter acy and by continuing to provide support to Member States. The present report provides an overview of the global literacy landscape, highlighting progress, key challenges and recommendations for further promotion of literacy as part of the 2030 Agenda for Sustainable Development, the follow-up to the Transforming Education Summit and beyond. 
Disability Inclusion Guidelines Year of publication: 2017 Corporate author: United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) These Guidelines provide information about the recommended approach to disability inclusion within UNRWA. While this document does not provide tools for identifying the particular service provision needs of persons with disabilities in a given sector or context, staff can apply the principles and recommendations in this document to develop specific project- and programme- level actions to further enhance the inclusion of persons with disabilities in UNRWA programmes and services. 
Report of the Director-General of the United Nations Educational, Scientific and Cultural Organization on the follow-up to the implementation of the Declaration and Program of Action on a Culture of Peace Year of publication: 2013 Corporate author: United Nations. Secretary-General, 2007-2016 (Ban, Ki-moon) | UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This is a report submitted by the Director-General of the United Nations Educational, Scientific and Cultural Organization, pursuant to General Assembly resolution 67/1, to follow up on the implementation of the Declaration and Program of Action on a Culture of Peace. The Director-General has reviewed an overview of the activities carried out to promote a culture of peace and non-violence, jointly with the United Nations Educational, Scientific and Cultural Organization (UNESCO) as the lead agency in the United Nations system on this subject. 
Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students Year of publication: 2021 Corporate author: USA. Department of Education. Office for Civil Rights (OCR) The U.S. Department of Education’s Office for Civil Rights published, Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students, in response to President Biden’s Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers. The report explores how the impacts of COVID-19 are falling disproportionately on students who went into the pandemic with the fewest educational opportunities, many of whom are from marginalized and underserved communities, with early research showing disparities based on race, ethnicity, LGBTQ+ identity, and other factors. 
A Whole School Approach to Prevent School-Related Gender-Based Violence Year of publication: 2016 Corporate author: United Nations Girls' Education Initiative (UNGEI) The limitations of data collection and monitoring mechanisms around school-related gender-based violence (SRGBV) are widely acknowledged. This guide provides a framework to guide policy makers and practitioners in designing school violence prevention programmes and strengthening response actions. The prevention model is based on eight evidence-based standards and is accompanied by a monitoring approach with a set of proposed indicators at school, district and national levels. The goal is to enable implementation strategies to be adapted and monitored in order to improve data collection and accountability around incidents of SRGBV at the school, district and national levels. 
Learn, Protect, Respect, Empower: The Status of Comprehensive Sexuality Education in Asia and the Pacific; A Summary Review 2020 Year of publication: 2021 Corporate author: United Nations Population Fund (UNFPA) | UNESCO | International Planned Parenthood Federation (IPPF) More than half of the world’s 1.8 billion young people aged 10–24 live in the Asia and Pacific region1 and a majority of them live in low and middle-income countries. In spite of their diverse socio-economic contexts, young people across this vast region commonly face limited access to sexual and reproductive health and rights (SRHR) information and services, including age-appropriate comprehensive sexuality education. Of the 13 million adolescent girls globally with an unmet need for contraception, approximately half live in Asia-Pacific, leading to an estimated 3.7 million births to adolescent girls in the region annually. In addition, around 82,000 young people are infected with HIV each year in the region. As adolescents transition through to adulthood, it is crucial that they are equipped with the necessary knowledge, attitudes and skills to support their health and wellbeing, regardless of age, sex, marital status, socioeconomic status, ethnicity, sexual orientation or gender identity. School-based and age-appropriate comprehensive sexuality education (CSE) is an effective means of reaching a large population of children and young people, particularly where rates of school participation are high. This overview of the status of in-school CSE in Asia and the Pacific provides a strong evidence base on the reach and impact of this across the region. Importantly, post COVID-19 we need to build back CSE programmes that are better and stronger to meet the social and emotional needs of our young people. 
Putting Gender at the Forefront of the COVID-19 Education Response: Common Messaging Framework Year of publication: 2020 Corporate author: United Nations Girls' Education Initiative (UNGEI) Nationwide school closures as part of measures to prevent the spread of COVID-19 have disrupted the education of an entire generation of children and youth. Previous health emergencies demonstrate that girls are disproportionately affected, with the effects of gender inequality and unequal power structures exacerbated in times of crisis. This Common Messaging Framework, developed with UNGEI partner and ally organisations, can be used as an advocacy tool to leverage the power of collective action to position gender at the forefront of the COVID-19 response and enhance coherence in advocacy and communications efforts. 
COVID-19: A Gender Lens; Protecting Sexual and Reproductive Health and Rights, and Promoting Gender Equality Year of publication: 2020 Corporate author: United Nations Population Fund (UNFPA) Disease outbreaks affect women and men differently, and pandemics make existing inequalities for women and girls and discrimination of other marginalized groups such as persons with disabilities and those in extreme poverty, worse. Women represent 70 percent of the health and social sector workforce globally and special attention should be given to how their work environment may expose them to discrimination, as well as thinking about their sexual and reproductive health and psychosocial needs as frontline health workers. This technical brief provides key messages and recommendations for protecting sexual and reproductive health and rights, and promoting gender equality during the COVID-19 pandemic.