Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,701 Results found
Education aux médias et à l'information: programme de formation pour les enseignants Year of publication: 2011 Author: Carolyn Wilson | Alton Grizzle | Ramon Tuazon | Kwame Akyempong | Chi Kim Cheung Corporate author: UNESCO Nous vivons dans un monde où la qualité de l’information que nous recevons détermine largement nos choix et nos actions et en particulier, notre capacité à pro ter des libertés fondamentales et notre possibilité d’autodétermination et de développement. Ce programme d’éducation aux médias et à l’information pour les enseignants est une ressource importante pour les États membres de l’UNESCO et une publication expérimentale. Elle est prospective et s’efforce de réaliser la convergence de la radio, la télévision, l’Internet, les journaux, les livres, les archives numériques et les bibliothèques sur une même plate-forme. Elle est aussi spécialement conçue pour permettre l’intégration de ce programme dans le système formel de formation des enseignants. L’UNESCO croit que ce programme sera une étape importante d’innovation et de progrès pour tous les niveaux d’éducation. 
Преподавание и обучение: Обеспечение качества для всех Year of publication: 2014 Corporate author: UNESCO Настоящий доклад представляет собой независимую публикацию, подготовленную по заказу ЮНЕСКО для международного сообщества. Он является результатом совместной работы, в которой участвовали члены Группы по подготовке Всемирного доклада по мониторингу "Образование для всех" (ОДВ), а также многие другие специалисты, учреждения, институты и правительства.Настоящий 11-й Всемирный доклад по мониторингу ОДВ представляет обновленную информацию о прогрессе стран на пути к достижению глобальных целей в области образования, согласованных в 2000 г. В докладе также приводятся серьезные доводы в пользу обеспечения приоритетного внимания вопросам образования в рамках глобальной повестки дня в области развития на период после 2015 г.Система образования напрямую зависит от учителей. Раскрытие их потенциала играет ключевую роль для повышения качества обучения. Факты говорят о том, что качество образования повышается при оказании поддержки учителям и понижается при ее отсутствии, что влияет на шокирующий уровень неграмотности молодежи, отраженный в настоящем докладе.В данном докладе представлены четыре стратегии по обеспечению школ лучшими учителями в целях предоставления всем детям качественного образования. В докладе также отмечается, что учителя могут действительно добиваться успеха только в благоприятных условиях при использовании хорошо разработанных стратегий в области учебных программ и процедур оценки, направленных на повышение уровня преподавания и обучения. В настоящем докладе представлены четкие доказательства того, что образование обеспечивает устойчивые условия для достижения всех целей в области развития. Просвещение матерей позволяет не только расширить права и возможности женщин, но и сохранить жизни детей. Просвещение общин способствует преобразованию обществ и развитию экономики. В этом и заключается главная идея настоящего Всемирного доклада по мониторингу ОДВ. 
Strategies in Facing Antisemitism : An educational resource guide This resource guide from Yad Vashem and the Simon Wisenthal Center is divided into two parts. First, it assesses antisemitism today. Then it proposes a few articles on ways to sensitize the public to antisemitism : how to broach the topic in the classroom, how to deal with antisemitism on internet... Stratégies pour faire face à l'Antisémitisme: Un guide de ressources éducatives Ce guide de ressources de Yad Vashem et le Centre Simon Wiesenthal est divisé en deux parties. Premièrement, il évalue l'antisémitisme aujourd'hui. Ensuite, il propose quelques articles sur les moyens de sensibiliser le public à l'antisémitisme: comment aborder le sujet en classe, comment faire face à l'antisémitisme sur internet ... 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. 
التعليم كوسيلة للتعافي: معالجة صدمة النزوح من خلال التعلم الاجتماعي والعاطفي Year of publication: 2019 وتتناول هذه الوثيقة أنشطة التعليم النظامي وغير النظامي، ولا سيما الأنشطة التي تركز على التعلم الاجتماعي والعاطفي، كنهج واعد لتوفير الدعم النفسي والاجتماعي للمهاجرين واللاجئين في مواجهة الآثار السلبية للصدمات التي تعرضوا لها. وتغطي الوثيقة سياقات الطوارئ والأوضاع المجتمعية التي تقود فينهاية المطاف إلى استقرار أطفال المهاجرين واللاجئين. كما تغطي الدراسة مسألة توفير التعليم وبيئة التعلم؛ ومحتوى التعليم والتعلم لكل من الأطفال وأولياء أمورهم؛ والدور الذي يمكن أن يقوم به المعلمون وغيرهم من المهنيين . Education as healing: addressing the trauma of displacement through social and emotional learning Year of publication: 2019 The conditions under which migrants and refugees have to leave their homes and homelands can be traumatic in the extreme. Whether they have crossed the Mediterranean in an overcrowded and unsafe boat, been barricaded in a Syrian basement for protection from shelling, or been chased away from a burning village in Myanmar, the events of their departures and their journeys can leave scars on those affected – and none more than on children who have witnessed and experienced death, loss, violence, separation from family and prolonged insecurity. Even those fortunate enough to find a sanctuary often face further hardship or discrimination in their host communities that can exacerbate their vulnerability. 
Youth and the Field of Countering Violent Extremism Year of publication: 2018 Author: Marc Sommers Most youth are peaceful. Even if the field known as “countering violent extremism” (CVE) did not exist, most young people still would not join a violent extremist organization (VEO). At the same time, the overwhelming majority of people who become violent extremists are youth — most of whom are male. The challenge at the center of CVE is thus an unusual one: identifying the fraction of youth populations most likely to enter a VEO and thwarting that option. This paper investigates that challenge, with analysis featuring interviews with 21 experts and over 400 publications on violent extremism, CVE, and youth. Two correlations inform this work: the direct relationship between nations with “youth bulge” populations and state repression, and the connection between state repression and increased violent extremism, with repressive states usually targeting male youth. 
Artificial intelligence in education: challenges and opportunities for sustainable development Year of publication: 2019 Author: Pedró, Francesc | Subosa, Miguel | Rivas, Axel | Valverde, Paula Artificial Intelligence is a booming technological domain capable of altering every aspect of our social interactions. Ineducation, AI has begun producing new teaching and learning solutions that are now undergoing testing in differentcontexts. This working paper, written for education policymakers, anticipates the extent to which AI affects the education sector to allow for informed and appropriate policy responses. This paper gathers examples of the introduction of AI in education worldwide, particularly in developing countries, discussions in the context of the 2019 Mobile Learning Week and beyond, as part of the multiple ways to accomplish Sustainable Development Goal 4, which strives for equitable, quality education for all. First, this paper analyses how AI can be used to improve learning outcomes, presenting examples of how AI technology can help education systems use data to improve educational equity and quality in the developing world. Next, thepaper explores the different means by which governments and educational institutions are rethinking and reworking educational programmes to prepare learners for the increasing presence of AI in all aspects of human activity. Thepaper then addresses the challenges and policy implications that should be part of the global and local conversations regarding the possibilities and risks of introducing AI in education and preparing students for an AI-powered context. Finally, this paper reflects on future directions for AI in education, ending with an open invitation to create new discussions around the uses, possibilities and risks of AI in education for sustainable development. 
Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum Year of publication: 2019 Author: Nicole Blum | Anita Berlin | Anna Isaacs | William J. Burch | Chris Willott The paper, entitled "Medical students as global citizens: a qualitative study of medical students’ views on global health teaching within the undergraduate medical curriculum", is based on a small-scale qualitative study with UCL(University College London) medical students. It aimed to explore Year 5 medical students’ knowledge and learning about global health issues, as well as their wider perspectives on its relevance to their professional development. The work builds on DERC(Development Education Research Centre)’s long-term interest in global issues within the initial training and professional development of a number of key global professions, such as teaching, medicine and engineering.