Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
465 Results found
[Summary] Transforming Education in Africa: An Evidence-Based Overview and Recommendations for Long-Term Improvements Year of publication: 2021 Author: Nicolas Reuge | Lukman Olawale Jaji | Nicholas Ouma | Adoumtar Noubatour | Hambani Masheleni | Noguebzanga Jean Luc Yameogo | Achila Imchen | Alassane Ouedraogo | Beifith Kouak Tiyab | Yacouba Djibo Abdou | Erin Euiryeong Jeong Corporate author: United Nations Children's Fund (UNICEF) | African Union Commission This report is the result of a successful collaboration between UNICEF and the African Union Commission. The report intends to contribute to the facilitation of high-level policy discussions between national education authorities, regional and continental bodies on possible strategic shifts and interventions to boost access to education and improve the quality of teaching and learning in Africa. The report provides evidence-based analysis of the situation of education in Africa while putting into perspective the Sustainable Development Goals and the objectives of the Continental Education Strategy for Africa (CESA 16–25) in line with the African Union Agenda 2063. It highlights the progress made in the continent’s education sector over the past decade (2010–2020) while pointing out the challenges that remain, particularly in the area of equity. 
Education at a Glance 2021: OECD Indicator Year of publication: 2021 Corporate author: OECD Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.The 2021 edition includes a focus on equity, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, socio‐economic status, country of birth and regional location. A specific chapter is dedicated to Target 4.5 of the Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Two new indicators on the mechanisms and formulas used to allocate public funding to schools and on teacher attrition rate complement this year’s edition. 
Manual for Reporting Violent Extremism and Terrorism Year of publication: 2021 Corporate author: Albanian Media Institute Contemporary journalists and media are responsible for informing the public, but this is made challenging in the age of disinformation and when citizens are victims of “false” information, sometimes as a result of propaganda produced by extremist or terrorist groups.This new circumstance requires a new ethical and professional awareness. In this context, Albanian Media Institute convened a group of experts that created a set of guidelines that media can follow when covering violent extremism and terrorism. These are based in part on international texts, the UNESCO handbook for journalists Terrorism and the media and other professional guidelines, as well as on the experience of the Albanian media coverage of violent extremism. The guidelines review current legal regulation that affects media coverage; the basic principles of editorial work and reporting; particular nuances and features to consider when covering terrorism; the role of social media; and the challenge of hate speech that might incite violent extremism and terrorism. Ethical journalists are rightly wary of being told how to do their job so we recognize that the reality of reporting terrorism cannot be limited by a strict instruction manual. These suggestions are therefore offered as potential guidance, providing reporters and editors who cover these issues with thoughts and ideas that may help them deal with professional challenges they face in their everyday work. 
Getting Every School Climate-ready: How Countries are Integrating Climate Change Issues in Education Year of publication: 2021 Corporate author: UNESCO This document summarizes the findings of selected studies by UNESCO and its partners on how climate change issues are integrated in education.These findings shed light on four key questions: where do we stand on climate change education; what do teachers say; what are the examples of country good practices on climate change education; and what does inter-ministerial collaboration on education for sustainable development look like? 
Secondary Education and Skills Year of publication: 2020 Corporate author: Generation Unlimited | Global Initiative on Decent Jobs for Youth All young people need access to quality education and learning that would help them develop the skills, knowledge, attitudes and values they need to find and retain productive work, to make informed decisions, and to positively engage in their communities. However, millions of young people remain out of school or do not have access to quality learning opportunities. The COVID-19 pandemic and the resulting economic downturn have made the challenges facing young people even more pressing, as shrinking labour markets leave low-skilled young people with fewer choices, and render them more vulnerable to exploitation.There is a need for a radical re-think of what works, seeking a radical improvement in traditional curricula, the number of trained professional teachers, student–teacher ratios, and the teaching methods and strict school timetables that have become less relevant to the current needs of young people.The aim of this guide is to support the Generation Unlimited strategic priorities, and to inform policy makers and social partners, so as to guide action on investment, policy change and delivery, increasing the likelihood of successful outcomes and decent jobs for young people. 
Getting the Message Across: Reporting on Climate Change and Sustainable Development in Asia and the Pacific; A Handbook for Journalists Year of publication: 2018 Corporate author: UNESCO Getting the Message Across, Reporting on Climate Change and Sustainable Development in Asia and the Pacific: A Handbook for Journalists has been customized for journalists to tell the climate change story specific to the region. It explores the essential aspects of climate change, including its injustices to vulnerable communities, especially women and girls and least developed countries, and provides examples of best practices and stories of hope unique to the region. It can be used as a resource for journalists to understand the science of climate change, as well as helping journalists to improve their reporting of the environmental, social, economic ̧ political, technological and other angles of the story. 
Climate Change Education for Sustainable Development in Bangladesh Year of publication: 2015 Author: Sheikh Tawhidul Islam Corporate author: UNESCO The CCESD pilot study contributes in developing a national baseline scenario regarding disaster and climate change impacts on education sector for the first time in Bangladesh. The information may help education planners and disaster and climate change professionals to act in line with national and international policy directives towards developing a strong and disaster and climate change impact resilient education system in Bangladesh. 
A Study on Education Indicator Development and Statistical Capacity Building focused on New Southern and Northern Policy (V) Year of publication: 2020 Author: Changhwan Kim | Kijun Lee | Geunyoung Park | Sungho Park | Hoonam Lim | Hyojung Han | Nayoung Kim | Yewon Seo | Joo Heo | Hanseung Lee | Yoseop Oh | Jihye Son | Sangtae Noh | Hyojung Kim Corporate author: Korean Educational Development Institute (KEDI) This study has a purpose to be carried out to develop education statistics capacity of developing countries through establishment a comprehensive consulting plan according to determine current status of education statistics of three Asian countries and conduct a demand survey and statistics survey. 
Media Literacy and New Humanism Year of publication: 2010 Author: José Manuel Pérez Tornero | Tapio Varis Corporate author: UNESCO Institute for Information Technologies in Education (IITE) The authors consider the opportunities that media literacy opens in the world of global education and communication in the context of new humanism.Being applied to education, the concept of new humanism, a new UNESCO credo, suggests the creation of a more inclusive society in which all humans have a chance to access knowledge and quality education and every word being heard in the universal dialogue. In the authors’ opinion, the new humanism in the global society must prioritize a new sense of respect for multiplicity and cultural diversity and must support media development with the goal of consolidating the new culture of peace.The book is aimed at educators, researchers, policy-makers, the media and civil society. 
No Teacher, No Class: State of the Education Report for India, 2021 Year of publication: 2021 Author: Padma M. Sarangapani | Bindu Thirumalai | Anusha Ramanathan | Ruchi Kumar | Mythili Ramchand Corporate author: UNESCO New Delhi This report attempts to provide an understanding of key aspects of the teaching profession and workforce in India – nearly 9.7 million teachers in 2019/20 – the complex work that they do, and their professional development, through the filters of policy debates, choices, pushes and pulls. It looks at the questions that create core tensions in the sector and affect teacher quality and availability. It presents evidence wherever possible, and identifies gaps. The analytical framework of this report draws from important contextual and sectoral aspects including India’s social and political context — especially its federal structure – and social characteristics of gender, caste, rural-urban divide and the government-private divide. This report, prepared during the ongoing COVID-19 pandemic, and constrained by prevailing conditions, is primarily based on analysis of secondary data and review of policies, reports and research literature. Chapters explore specific themes and present key findings.