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Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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A Guide for Gender Equality in Teacher Education Policy and Practices Year of publication: 2015 Author: María C. Arango Restrepo | Esther Corona-Vargas Corporate author: UNESCO Transforming the culture of teacher education institutions and making them gender-sensitive entities is a daunting task. However, it is not an impossible task. Understanding gender and applying gender mainstreaming are critical foundations for fostering social cohesion that goes beyond teacher education institutions and the school. Teachers are increasingly expected to play crucial roles in preparing young people to face the future with confidence, purpose, responsibility and gender sensitivity. Teacher education institutions must be ready to provide the enabling environment and training and continuing education for the development of knowledge, values, skills and gender-responsive practices that the teachers need in the 21st century.This Guide, through its ten Modules, takes the reader through step by step on how gender can be mainstreamed in all areas of teacher education and training: from policy and planning, administration and management, gender-responsive budgeting, social services, the environment, curriculum, pedagogy, research, and to advocacy. Through this Guide, teacher educators are also reminded what teachers must know and be able to do in order to promote gender equality through education. The Modules can be used individually or comprehensively depending on the situation and context of countries.This Guide is dedicated to all teacher educators, whose intellectual rigour and tireless efforts to foster enabling environments for inclusive and gender sensitive education, are indispensable for success in continuing education. 
ثقافة السلام ودورها في تحقيق الإستقرار والتنمية في السودان Year of publication: 2015 Author: Abdel Nasser Majzoub Makki Corporate author: Sudan University of Science and Technology تكمن مشكلة الاطروحة في كيفية تطوير عناصر ثقافة السلام لتقوم بدورها في عملية الاستقرار والتنمية في السودان . وكذلك تطوير النظم التعليمية وتفعيل دور الإدارة الأهلية لنشر ثقافة السلام وقبول الآخر . تهدف الاطروحةإلى معرفة عناصر ثقافة السلام الاجتماعي ودورها في الاستقرار والتنمية في السودان . إن الفرضية التي حققتها هذهالاطروحة تتمثل في ان هناك علاقة ذات دلالة احصائية بين ثقافة السلام والاستقرار والتنمية في السودان بنسبة 95,6% من العينة المبحوثة. استخدم الدارس المنهج الوصفي التاريخي للتحقق من الفرضيات .واعتمد في طريقة جمع المعلومات اللازمة لمادة الدراسة بالاطلاع على دراسات سابقة و ورش عمل - وحضور سمنارات وكذلك استخدم الاستبانة والمقابلة الشخصية . وعبر هذه الآلية توصل الدارسإلى عدد من النتائج أهمها : 1. أن هناك العديد من العناصر التي تهدد ثقافة السلام في السودان منها نظم التعليم ، الإدارة الأهلية ، الأسلحة ، النزاعات القبلية . 2. للتعليم والتدريب اثر فاعل في تغير السلوك كما أنه رأس الرمح في محاربة الفقرة ودراء النزاعات وبذلك له دور فاعل في نشر ثقافة السلام . A Culture of Peace and Its Role in Achieving Stability and Development in Sudan Year of publication: 2015 Author: Abdel Nasser Majzoub Makki Corporate author: Sudan University of Science and Technology The problem of thesis concerned in how to develop peace culture elements to boost stability and development in Sudan, and to develop educational systems, and activated the role of the native administration in peace culture dissemination, and accept other. Thesis aimed to know the elements of social peace and its role in stability and development in Sudan. Thesis hypotheses come out with the statement, that; statically there is relation between peace culture and stability, and development, its ratio estimated 95, 6% from the samples. Researcher used descriptive and historical methods to investigate hypotheses, depended in collecting data on pre-studies, workshops, seminars, questionnaire, and interviews. Research comes out with important results as below; There are many elements threats peace culture in Sudan, as education system, native administration, weapons, and tribal conflicts. Education and training has a great impact upon behavior, and pivotal in compacts poverty, and conflicts, so it has effective role in peace dissimilation. 
Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century Year of publication: 2014 Corporate author: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives.The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. Educación para la Ciudadanía Mundial: Preparar a los Educandos para los Retos del Siglo XXI Year of publication: 2014 Corporate author: UNESCO Esta publicación explora una serie de condiciones favorables para la promoción y la puesta en práctica de la ECM. Entre estos se incluyen: la existencia de un entorno abierto para los valores universales, la aplicación de pedagogía transformativa y el apoyo a las iniciativas dirigidas por los jóvenes. El estudio reconoce que hay una serie de tensiones vigentes para con los conceptos de ciudadanía mundial y educación para la ciudadanía mundial. Si bien estas tensiones varían, todas ellas apuntan a la cuestión fundamental de cómo promover la universalidad (p. ej. la identidad, el interés, la participación, el deber comunes y colectivos), respetando al mismo tiempo la singularidad (es decir, los derechos individuales, la superación personal). Se proponen algunas maneras de avanzar para resolver estas tensiones, a la vez que se mantiene que las dificultades que plantean los elementos teóricos de la ECM no deben socavar su práctica. 
Education Transforms Lives Year of publication: 2019 Corporate author: UNESCO Education transforms lives every day and in every corner of society. This video explores the power of education and UNESCO’s role in leading and coordinating the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education is the right of every woman, man and child.Together, we’re shaping the global citizens of tomorrow, empowered on the path of education to build a more sustainable future. UNESCO – Building peace in the minds of men and women. www.unesco.org/education 
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. Antecedentes para una estrategia regional de respuesta de la UNESCO a la situación de personas en contexto de movilidad en América Latina y el Caribe: documento de trabajo Year of publication: 2019 Corporate author: UNESCO Santiago Las oficinas de la UNESCO en América Latina y el Caribe, bajo la coordinación de la Oficina Regional de Educación OREALC/UNESCO Santiago, se han propuesto el desarrollo de una estrategia regional que estructure una respuesta de la UNESCO en función de las necesidades de los países de la región para garantizar el derecho a la educación de personas migrantes, refugiados, solicitantes de asilo y retornados. El presente documento tiene como objetivo presentar antecedentes relevantes para la elaboración de la estrategia regional. En él, se revisa un conjunto de antecedentes que contextualizan la movilidad humana en América Latina y el Caribe, reconociendo tendencias contemporáneas, identificando los factores que la impulsan y revisando las principales cualidades demográficas que la caracterizan. Posteriormente, se abordan las necesidades de protección de las personas en contexto de movilidad en la región, especialmente aquellas asociadas al ejercicio de sus derechos fundamentales y a los procesos de inclusión a los sistemas de protección social en la sociedad receptora. Luego, se presenta el derecho a la educación como derecho multiplicador en los contextos de movilidad humana, revisando los principales obstáculos para su realización que deben enfrentar las personas migrantes, refugiadas, solicitantes de asilo y retornadas. Finalmente, se discute el rol de la UNESCO en este escenario a partir de la revisión de los instrumentos y marcos normativos a nivel internacional, marcos institucionales, la agenda de trabajo a nivel regional y la institucionalidad migratoria de América Latina y el Caribe. 
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. Estrategia regional de respuesta de la UNESCO a la situación de personas en contexto de movilidad en América Latina y el Caribe 2019-2021: documento de trabajo Year of publication: 2019 Corporate author: UNESCO Santiago En este documento se presentan las tres áreas estratégicas prioritarias, definidas en coherencia con los analizado en el documento Antecedentes para una Estrategia Regional de la UNESCO, así como los componentes e iniciativas de cada una de ellas. Asimismo, se establecen las siguientes dimensiones estratégicas: mecanismos de coordinación e implementación, abogacía y comunicaciones, planificación y financiamiento y, finalmente, una consolidación de recursos, herramientas y publicaciones ya existentes de la UNESCO, resultado del proceso de consulta intersectorial antes mencionado.