Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,457 Results found
Conocimientos locales, objetivos globales Year of publication: 2017 Author: Douglas Nakashima | Jennifer Rubis | Peter Bates | Bárbara Ávila Corporate author: UNESCO Los conocimientos locales e indígenas se refieren a las concepciones, habilidades y filosofías que las sociedades han desarrollado a lo largo de generaciones y de una larga interacción con su entorno natural. Para los pueblos rurales e indígenas, los conocimientos locales orientan la toma de decisiones sobre aspectos fundamentales de la vida cotidiana. Estos conocimientos forman parte integrante de un complejo cultural que incluye el idioma, los sistemas de clasificación, las prácticas relacionadas con el uso de los recursos, las interacciones sociales, los rituales y la espiritualidad. Estas formas de conocimiento excepcionales son elementos importantes de la diversidad cultural mundial, y contribuyen a la ejecución de la Agenda 2030 y el Acuerdo de París. Savoirs locaux, objectifs globaux Year of publication: 2017 Author: Douglas Nakashima | Jennifer Rubis | Peter Bates | Bárbara Ávila Corporate author: UNESCO Les savoirs locaux et autochtones font référence aux connaissances, compétences et philosophies développées par des sociétés interagissant depuis de multiples générations avec leur environnement naturel. Pour les populations rurales et autochtones, les savoirs locaux aident à la prise de décision autour d’aspects fondamentaux de la vie quotidienne. Ces savoirs font partie intégrante d’un complexe culturel qui comprend la langue, des systèmes de classification, des pratiques liées à l’utilisation des ressources, des interactions sociales, des rituels et la spiritualité. Ces modes de savoirs uniques sont des composantes importantes de la diversité culturelle mondiale, et contribuent à la réalisation de l’Agenda 2030 et l’Accord de Paris. 
Rethinking Learning: A Review of Social and Emotional Learning for Education Systems Year of publication: 2020 Author: Nandini Chatterjee Singh | Anantha Duraiappah Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) This publication titled ‘Rethinking Learning: A Review of Social and Emotional Learning for Education Systems’, published by the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) reviews the latest research on Social and Emotional Learning (SEL), its impact on student health and school climate and its transformative role in building happier classrooms. It seeks to inform and impress upon Member States the urgent need to mainstream social and emotional learning in education systems. 
Youth Report 2020: Inclusion and Education; All Means All Year of publication: 2020 Corporate author: UNESCO | Global Education Monitoring Report Team This Youth Report is designed to help you learn about the social, economic and cultural factors that cause vulnerable children, youth and adults to be discriminated against and marginalized in education. It tells the stories of the people who fight to ensure that everyone is included in education, and of those who fought to uphold their own right to education. It brings to life the recommendations of the 2020 Global Education Monitoring Report: Inclusion and education: All means all and calls on youth and teachers to share and discuss the stories and messages, to use them in campaigns and as a teaching tool in class. An open letter to education ministers is included calling, for education systems to be built back more inclusive after the school closures during Covid-19. Local Knowledge, Global Goals Year of publication: 2017 Author: Douglas Nakashima | Jennifer Rubis | Peter Bates | Bárbara Ávila Corporate author: UNESCO Local and indigenous knowledge refers to the understandings, skills and philosophies developed by societies with long histories of interaction with their natural surroundings. For rural and indigenous peoples, local knowledge informs decision-making about fundamental aspects of day-to-day life. This knowledge is integral to a cultural complex that also encompasses language, systems of classification, resource use practices, social interactions, rituals and spirituality. These unique ways of knowing are important components of the world’s cultural diversity, and contribute to the achievement of Agenda 2030 and the Paris Agreement. 
Preventing Violent Extremism through Sport: Technical Guide; Criminal Justice Handbook Series Year of publication: 2020 Corporate author: UN. Office on Drugs and Crime (UNODC) The Technical Guide on Preventing Violent Extremism through Sport, developed in consultation with international experts, recognizes the importance of promoting the well-being of children and youth. It applies an approach that encourages prosocial behaviour and good safeguarding and welfare practices, with particular emphasis on educational and social development measures in line with the United Nations Guidelines for the Prevention of Crime.The guide, addressed mainly to policy makers and implementing organizations, has been carefully designed to support effective integration of sport-based learning in primary prevention frameworks. By adopting a five-zone approach to prevent violent extremism namely safe space, empowerment, resilience, social inclusion and education, it supports informed policy development and a Theory of Change that can shape curriculum design and content. To further support global efforts in preventing violent extremism, UNODC is also developing an e-learning module and a practical tool for trainers that will be published soon and will complement this technical guide. 
Le guide de l’antiracisme Year of publication: 2016 Corporate author: Movement contre le Racisme, l’Antisémitisme et la Xénophobie (MRAX) Ce guide est destiné aux personnes qui veulent vivre ensemble dans une société multiculturelle où chacun est égal en droit et en dignité, indépendamment de ses origines, de sa couleur de peau, de sa culture, de sa religion, de sa langue. Ce guide de l’antiracisme devrait vous aider à franchir le pas. De l’indifférence vers la volonté d’agir. De l’impuissance vers l’action. Il explore la réalité concrète du racisme et des discriminations. Il contient des informations utiles et pratiques, des explications synthétiques, des définitions clés, des témoignages, des réponses juridiques, des conseils, des pistes d’action, des outils pédagogiques pour lutter contre le racisme. 
Girls' Education and COVID-19: What Past Shocks Can Teach Us About Mitigating the Impact of Pandemics Year of publication: 2020 Author: Lucia Fry | Philippa Lei Corporate author: Malala Fund Almost 90% of the world’s countries have shut their schools in efforts to slow the transmission of COVID-19. Alongside school closures, governments are also imposing social distancing measures and restricting the movement of people, goods, and services, leading to stalled economies. While this disruption to education and the expected reduction in global growth have far-reaching effects for all, their impact will be particularly detrimental to the most disadvantaged students and their families, especially in poorer countries. The educational consequences of COVID-19 will last beyond the period of school closures, disproportionately affecting marginalized girls.This paper uses insights from previous health and financial shocks to understand how the current global pandemic could affect girls’ education outcomes for years to come. It details how governments and international institutions can mitigate the immediate and longer-term effects of the pandemic on the most marginalized girls. The paper considers the 2014- 15 Ebola epidemic and the 2008 global financial crisis, which both have some parallels to the impact of COVID-19. 
World Programme for Human Rights Education: Plan of Action; Third Phase Year of publication: 2017 Corporate author: Office of the United Nations High Commissioner for Human Rights (OHCHR) | UNESCO The plan of action for the third phase (2015–2019) of the World Programme, which benefited from the input and review of governmental and nongovernmental experts and practitioners, proposes a concrete strategy and practical ideas for further implementing human rights education and training in the above-mentioned areas at the national level. Its key elements are highlighted below:Human rights education in the primary and secondary school systems and in higher education, and human rights training for teachers and educators, civil servants, law enforcement officials and the military. 
ملخص التقرير العالمي لرصد التعليم 2020: التعليم الشامل للجميع; الجميع بال استثناء Year of publication: 2020 Corporate author: UNESCO | Global Education Monitoring Report Team ينظر التقرير العالمي لرصد التعليم لعام 2020 في اآلليات االجتماعية واالقتصادية والثقافية التي تميز ضد األطفال والشباب والبالغين المحرومين، مما يحرمهم من التعليم أو يجعلهم مهمشين فيه. وبفضل حافز التزامها بإعمال الحق في التعليم الشامل، تعمل البلدان على توسيع نطاق رؤيتها للتعليم الشامل بإدراج التنوع في صلب ً ما يتعثر تنفيذ القوانين والسياسات الهادفة التي تنطوي نظمها التعليمية. لكن غالبا على نوايا حسنة. ويرى التقرير الذي صدر في بداية عقد العمل حتى عام 2030 ، وفي خضم األزمة الناجمة عن جائحة كوفيد-19 ،التي أسفرت عن تفاقم أوجه عدم ً أمام ً حقيقيا المساواة الكامنة، أن مقاومة تلبية احتياجات كل متعلم تشكل تهديدا تحقيق أهداف التعليم العالمية.