Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,357 Results found
Education as a Security Issue Author: Ian Jamison Corporate author: Tony Blair Faith Foundation The use of education as both tool and target of religious extremists globally is perhaps one of the most important generational challenges we face today. To ensure that the next generation is open to a more pluralistic world, we must ensure that their education equips them to safely encounter the 'Other'. This not only means improving knowledge, understanding and interaction, but also critically requires investment in developing essential soft skills that can ensure these are properly employed. 
Education in the twenty‐first century: Conflict, reconstruction and reconciliation1 Year of publication: 2005 Author: Alan Smith Corporate author: Taylor & Francis This paper is an attempt to map out an emerging and increasingly important field of study concerning the relationship between education and conflict. The paper argues that actions through various ‘entry points’ at each of these levels carry the potential to exacerbate or ameliorate conflict and suggests that a systemic analysis of investments in education systems from a conflict perspective should be a routine part of educational planning. 
Jewish Studies and Holocaust Education in Poland This volume examines how people in Poland learn about Jewish life, culture and history, including the Holocaust. The main text provides background on concepts such as culture, identity and stereotypes, as well as on specific topics such as Holocaust education and curriculum, various educational institutions, and the connection of arts and cultural festivals to identity and culture. It also gives a brief overview of Polish history and Jewish history in Poland, as well as providing insight into how the Holocaust and Jewish life and culture are viewed and taught in present-day Poland. This background material is supported by essays by Poles who have been active in the changes that have taken place in Poland since 1989. A young Jewish-Polish man gives insight into what it is like to grow up in contemporary Poland, and a Jewish-Polish woman who was musical director and conductor of the Jewish choir Tslil gives her view of learning through the arts. Essays by Polish scholars active in Holocaust education and curriculum design give past, present and future perspectives of learning about Jewish history and culture. (By the publisher) 
UNESCO Education about the Holocaust The website of UNESCO is a good place to begin an exploration of Holocaust and human rights education. It provides an international structural framework for examining the connection between the Holocaust and genocide and human rights issues. 
Global Security, Religion and Education Development: a Crisis for the Field of Comparative Education? Year of publication: 2011 Author: Yusuf Sayed | Lynn Davies | Mike Hardy | Abbas Madandar Arani | Lida Kakia | Masooda Bano Corporate author: Taylor & Francis Building common ground on shared values should be a high priority for a diverse and devout society in an era of religious conflict. Otherwise we might fall into the equally false and far more dangerous illusion that we agree on nothing at all – and perhaps we tend to assume that education helps to do this, which is not necessarily the case. There is a greater concern that education is not just failing to step up effectively to the task of contesting undifferentiated and negative views of religions, but that it might not always be a force for good at all. It may in some cases help reinforce difference and create the conditions for conflict.The relationship, therefore, between religious difference, security and the assumed supportive role of education is far from a simple one. 
Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism (The MILID Yearbook, 2016) Year of publication: 2016 Author: Jagtar Singh | Paulette Kerr | Esther Hamburger Corporate author: UNESCO | Alliance of Civilizations Media and Information Literacy (MIL) is a strong tool, cutting across educational, cultural and social contexts. It can help overcome disinformation, stereotypes and intolerance conveyed through some media and in online spaces. Here, stimulating critical empathy is one of the vital components and there are many stakeholders that have a role to play in this dimension of MIL.This year’s edition is focused on a highly relevant theme of “Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism”. It is a relevant reference point to initiate discussion and offer perspectives to stakeholders seeking to apply MIL as a tool to counter violent extremism. There is evident need for evidence-based research, assessment and evaluation that can provide insight into the impact of media and information literacy on societies. UNESCO trusts that this publication will contribute to ongoing scholarship and debate on these key topics.For media and other information providers to serve their purpose, we need critical minds in the public, which means to develop MIL programmes at the national, regional and international levels. 
Reflections on Progress, Sustainable Development and Global Citizenship Year of publication: 2013 Author: Georges Haddad Corporate author: UNESCO The arguments developed in this concise presentation demonstrate that sustainable development, progress and global citizenship, efficiently embedded in the context of the Knowledge Society, undeniably participate in the development of the New Humanism promoted by the Director-General of UNESCO, and which we all agree to consider essential for the wealth and prosperity of Humanity in an agreeable, peaceful and friendly common environment. 
Transferring findings from genocide education research into strategies for teaching and learning about genocide in schools In recent years interest in schools outreach and academic enrichment has increased dramatically, reflecting a greater social conscience and awareness of the impact that universities can have on the wider community. The transferable skills that academics bring to schools need to be honed for this new learning environment, as delivery methods and success benchmarks are radically different in a schools context. This collection addresses the numerous issues raised when arts and humanities academics become involved with schools, bringing together practitioners from a broad range of fields within the arts and humanities to share experiences and insights. (By the author) 
Metadata for the Global and Thematic Indicators for the Follow-up and Review of SDG 4 and Education 2030 Year of publication: 2017 Corporate author: UNESCO Institute for Statistics (UIS) This document contains standardised metadata for each of the proposed global and thematic indicators for monitoring Sustainable Development Goal 4 (SDG 4) and the Education 2030 Agenda.The metadata included in this document have been developed by the UIS and are based on the set of thematic indicators approved by the Technical Cooperation Group on SDG 4–Education 2030 Indicators, a group set up in 2016 to provide the technical platform to support the implementation of the thematic indicator framework for the follow-up and review of SDG 4 and the Education 2030 Agenda. 
Teaching and Learning: Achieving Quality for All (EFA Global Monitoring Report, 2013-2014; Summary) Year of publication: 2014 Corporate author: UNESCO This Report is an independent publication commissioned by UNESCO on behalf of the international community. It is the product of a collaborative effort involving members of the Report Team and many other people, agencies, institutions and governments. This 11th EFA Global Monitoring Report provides a timely update on progress that countries are making towards the global education goals that were agreed in 2000. It also makes a powerful case for placing education at the heart of the global development agenda after 2015.An education system is only as good as its teachers. Unlocking their potential is essential to enhancing the quality of learning. Evidence shows that education quality improves when teachers are supported – it deteriorates if they are not, contributing to the shocking levels of youth illiteracy captured in this Report. This Report identifies four strategies to provide the best teachers to reach all children with a good quality education. The Report shows also that teachers can only shine in the right context, with well-designed curricula and assessment strategies to improve teaching and learning. This Report’s evidence clearly shows that education provides sustainability to progress against all development goals. Educate mothers, and you empower women and save children’s lives. Educate communities, and you transform societies and grow economies. This is the message of this EFA Global Monitoring Report.