Resources
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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CCREAD: Inspiring Sustainability Education Project Improves Lives in Cameroon Year of publication: 2017 Author: Shifu Ngalla Corporate author: UNESCO This article is about sustainability education project in Cameroon. In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. CCREAD: Un Estimulante Proyecto Sobre Educación para la Sostenibilidad Mejora la Vida en el Camerún Year of publication: 2017 Author: Shifu Ngalla Corporate author: UNESCO Este es un artículo acerca de proyecto sobre el educación para la sostenibilidad en Camerún.En el Camerún, 36% de las mujeres y de los hombres jóvenes que se gradúan anualmente en alguna de las ocho universidades estatales o en alguna de las 50 instituciones privadas se encuentran sin empleo. Algunos se describen a sí mismos como la “generación perdida”. Pero un joven diplomado que experimentó dificultades cuando era niño está utilizando la educación para el desarrollo sostenible (EDS) como un medio para proporcionar capacidades, centrar mejor las prioridades y dar esperanza a las personas social y económicamente desfavorecidas. CCREAD: Un Projet d’éducation au Développement Durable Améliore des Vies au Cameroun Year of publication: 2017 Author: Shifu Ngalla Corporate author: UNESCO Ceci est un article sur le projet d'éducation à la durabilité au Cameroun.Chaque année au Cameroun, 36% des jeunes femmes et hommes qui obtiennent leur diplôme dans l’une des huit universités d’État et dans plus de 50 institutions privées se retrouvent sans-emploi. Certains d'entre eux se décrivent comme une « génération perdue ». Cependant, un jeune diplômé qui a vécu une expérience douloureuse pendant son enfance utilise l’Éducation au Développement Durable (EDD) afin de former et redonner de l’espoir aux jeunes défavorisés au niveau social et économique. 
Green and Digital Skills for Hospitality and Tourism: From Industry Trends to Competencies within TVET Year of publication: 2024 Author: Franziska Wettstein Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Unlocking the potential of technical and vocational education and training (TVET) is instrumental for a more digital and sustainable hospitality and tourism sector. The hospitality and tourism sector is a cornerstone for the global economy, yet its substantial environmental footprint necessitates urgent innovation. Embracing the use of cuttingedge technology, such as AI-driven customer management and smart analysis of energy consumption, can help mitigate these impacts and foster green, sustainable solutions. As digitalization and sustainability redefine the industry, traditional job roles are undergoing continuous transformation, impacting the day-to-day tasks and activities of workers. The integration of emerging green and digital competencies into TVET is crucial for steering this transformation. By equipping workers with relevant qualifications and competencies, TVET holds the key to a greener and digitally driven sector. This publication proposes approaches to facilitate the dual transition in hospitality and tourism, structured around the identification of emerging green and digital competencies in a timely manner, their integration into future-oriented curricula, and their effective implementation in TVET. Drawing on practical examples from Africa, Asia-Pacific and Europe, it offers actionable recommendations for policymakers and practitioners. TVET stakeholders from across the globe are invited to embrace innovation and engage in the transfer of knowledge and good practices to unlock the sector’s potential for a green and digitally just transformation. 
[Summary] Global Education Monitoring Report 2021/2: Non-state Actors in Education; Who Chooses? Who Loses? Year of publication: 2022 Corporate author: UNESCO يمتد دور الجهات الفاعلة غير الحكومية إلى ما هو أبعد من توفير التعليم ليشمل التدخلات على مستويات التعليم المختلفة ومجالات التأثير. إلى جانب استعراضه للتقدم المحرز نحو الهدف 4 من أهداف التنمية المستدامة ، بما في ذلك الأدلة الناشئة على تأثير جائحة COVID-19 ، يحث التقرير العالمي لرصد التعليم 2021/2 الحكومات على رؤية جميع المؤسسات والطلاب والمعلمين كجزء من نظام واحد. يجب أن تساعد المعايير والمعلومات والحوافز والمساءلة الحكومات على حماية واحترام وإعمال الحق في التعليم للجميع ، دون إبعاد أعينهم عن الامتيازات أو الاستغلال. لا يلزم توفير التعليم الممول من القطاع العام بشكل عام ولكن يجب معالجة التفاوت في عمليات التعليم ونتائج الطلاب وظروف عمل المعلم. الكفاءة والابتكار ، بدلا من أن يكونا أسرارا تجارية ، ينبغي نشرها وممارستها من قبل الجميع. وتحقيقا لهذه الغاية ، يجب الحفاظ على الشفافية والنزاهة في عملية سياسة التعليم العام لمنع المصالح المكتسبة. نداء التقرير - من يختار؟ من يخسر؟ - يدعو صانعي السياسات إلى التشكيك في العلاقات مع الجهات الفاعلة غير الحكومية من حيث الخيارات الأساسية: بين الإنصاف وحرية الاختيار ؛ بين تشجيع المبادرة ووضع المعايير ؛ بين مجموعات مختلفة من الوسائل والاحتياجات ؛ بين الالتزامات الفورية بموجب الهدف 4 من أهداف التنمية المستدامة وتلك التي يتعين تحقيقها تدريجياً (مثل التعليم ما بعد الثانوي) ؛ وبين التعليم والقطاعات الاجتماعية الأخرى. 
Prevention of Violence in Educational Institutions of the Kyrgyz Republic Year of publication: 2015 Author: D. Abdyldaeva | V. Gorkina Corporate author: UNESCO The methodological manual provides information on the nature and causes of violence in educational institutions, its forms and consequences; parties involved; ways to prevent and resolve conflict situations. Particular attention is paid to gender-based violence. The manual provides practical advice on organizational and educational measures, and algorithms for the actions of the management and staff of an educational organization to respond to facts of violence and provide assistance to victims. Предотвращение насилия в образовательных организациях Кыргызской Республики: Методическое пособие для педагогических работников Year of publication: 2015 Author: D. Abdyldaeva | V. Gorkina Corporate author: UNESCO В методическом пособии представлена информация о природе и причинах насилия в образовательных организациях, его формы и последствия; вовлеченные стороны; способы предотвращения и разрешения конфликтных ситуаций. Особое внимание уделяется гендерному насилию. В пособии представлены практические советы по организационным и воспитательным мерам, алгоритмы действий руководства и персонала образовательной организации по реагированию на факты насилия и оказанию помощи пострадавшим. 
Upbringing and Education of Preschool Children at Home During the Period of Self-Isolation due to COVID-19: Results of a Rapid Assessment Study in Uzbekistan Year of publication: 2020 Author: Dipa Shankar Corporate author: UNICEF Uzbekistan The study examined the knowledge of parents and guardians about the final results of child development, appropriate and desirable child care practices and behaviors, including equality and inclusiveness; attitudes to child development services and their productivity, in particular, the quality and accessibility of available preschool services, willingness to adapt appropriate child care practices and behaviors; as well as the practice of using preschool services, interacting with children, etc. Воспитание и образование детей дошкольного возраста на дому в период самоизоляции в связи с COVID-19: Результаты исследования методом быстрой оценки в Узбекистане Year of publication: 2020 Author: Dipa Shankar Corporate author: UNICEF Uzbekistan В исследовании были рассмотрены знания родителей и опекунов о конечных результатах развития ребенка, надлежащей и желательной практике и поведении по уходу за детьми, включая равенство и инклюзивность; отношение к услугам по развитию детей и их продуктивность, в частности качество и доступность имеющихся дошкольных услуг, готовность адаптировать соответствующую практику и поведение по уходу за детьми; а также практика использования дошкольных услуг, взаимодействия с детьми и т.д. [Summary] Global Education Monitoring Report 2021/2: Non-state Actors in Education: Who Chooses? Who Loses? Year of publication: 2022 Corporate author: UNESCO Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfill the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practiced by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors.