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
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. 
Address by Irina Bokova, Director-General of UNESCO, on the occasion of the Honorary Graduate Degree from King's College London Year of publication: 2017 Corporate author: UNESCO Director-General, 2009- (Bokova, I.G.) This address was delivered by Irina Bokova, Director-General of UNESCO, on the occasion of the Honorary Graduate Degree from King's College London on 25 October 2017. 
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. 
Cracking the Code: Empowering Rural Women and Girls through Digital Skills; Side Event during the 62nd Session of the Commission on the Status of Women, 14 March 2018, United Nations Headquarters: Report Year of publication: 2018 Corporate author: UNESCO | Germany. Federal Ministry for Economic Cooperation and Development (BMZ) UNESCO and the German Federal Ministry of Economic Cooperation and Development (BMZ) co-organised the side event ‘Cracking the code: Empowering rural women and girls through digital skills’ on 14 March 2018, United Nations Headquarters in New York, on the margins of the 62nd session of the CSW. More than 500 participants participated in the event while a broad global audience followed the discussions through live webcast.This report provides an overview of the discussions and examples of government, civil society organizations, and private sector initiatives to close the gender digital gap and empower rural girls and women to be ICT users, creators and innovators through gender-responsive digital skills training as well as science, technology, engineering and mathematics (STEM) education more broadly. 
Uzbekistan: Voluntary National Review 2020 Year of publication: 2020 Corporate author: United Nations (UN) This voluntary review contains information on the implementation of the 2030 Sustainable Development Goals by the Republic of Uzbekistan, objectives and directions for further activities. Special attention is paid to SDG 4 "Education", where the priority is to improve the quality and coverage of education at all levels, as well as the development of the lifelong education system. 
Global Sustainable Development Report 2019: The Future is Now Year of publication: 2019 Corporate author: United Nations (UN) The Report, requested by all countries to evaluate progress on the 2030 Sustainable Development Agenda, is the first of its kind since the landmark Sustainable Development Goals (SDGs) were adopted four years ago. Entitled “The Future is Now: Science for Achieving Sustainable Development,” the report finds that the current development model is not sustainable, and the progress made in the last two decades is in danger of being reversed through worsening social inequalities and potentially irreversible declines in the natural environment that sustains us. The scientists concluded that a far more optimistic future is still attainable, but only by drastically changing development policies, incentives and actions.The report argues that understanding the interconnections between the individual SDGs and the concrete systems that define society today will be essential to devise policies that manage difficult trade-offs. 
[Summary] World Youth Report: Youth and the 2030 Agenda for Sustainable Development Year of publication: 2019 Corporate author: United Nations (UN) The World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”, prepared by the United Nations Department of Economic and Social Affairs (UN DESA), examines the mutually supportive roles of the new agenda and current youth development efforts. The report provides insight into the role of young people in sustainable development in the context of the implementation of the 2030 Agenda for Sustainable Development and related frameworks, in particular, the Addis Ababa Action Agenda of the Third International Conference on Financing for Development and the World Programme of Action for Youth.The Report considers the role the 2030 Agenda can play in enhancing youth development efforts and examines how evidence-based youth policies can help accelerate youth-related objectives. It explores the critical role young people have in the implementation of sustainable development efforts at all levels. This publication is a summary of the World Youth Report on “Youth and the 2030 Agenda for Sustainable Development”. 
The Sustainable Development Goals Report 2018 Year of publication: 2018 Corporate author: United Nations (UN) The 2030 Agenda for Sustainable Development provides a global blueprint for dignity, peace and prosperity for people and the planet, now and in the future. Three years into the implementation of the Agenda, countries are translating this shared vision into national development plans and strategies.