Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
908 Results found
Where Do We Stand on Education for Sustainable Development and Global Citizenship Education: Findings of the 7th Consultation on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms Year of publication: 2022 Corporate author: UNESCO The Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms was adopted by the 18th session of UNESCO’s General Conference in November 1974. Every four years, Member States are invited to report on the measures they have taken to implement the Recommendation in all levels and types of education from pre-primary to tertiary, formal, non-formal and adult education. This document summarizes the results of the 7th consultation on the implementation of the 1974 Recommendation, covering the period 2017-2020. It also contains, for the first time, data for the global indicator adopted by the UN Statistical Commission and the UN General Assembly for the monitoring of Target 4.7 of Sustainable Development Goal for Education. 
UNESCO’s Efforts to Achieve Gender Equality in and Through Education: 2020 Highlights Year of publication: 2022 Corporate author: UNESCO This report presents highlights of UNESCO’s work in 2020 to advance gender equality in and through education.UNESCO's work in this area is guided by the UNESCO strategy for gender equality in and through education 2019–2025, and supported by Her Education, Our Future, which was launched in parallel with the strategy, to leverage political and financial commitments, cooperation and joint action for girls’ and women’s education. L’action de l’UNESCO en faveur de l’égalité des genres dans et par l’éducation: Points majeurs de l’année 2020 Year of publication: 2022 Corporate author: UNESCO Ce rapport présente les points majeurs de l’action menée en 2020 par l’UNESCO pour faire progresser l’égalité des genres dans et par l’éducation.L’action menée par l’UNESCO dans le domaine de l’éducation et du genre est ancrée dans la stratégie de l’UNESCO pour l’égalité des genres dans et par l’éducation 2019-2025. Cette stratégie repose aussi sur l’initiative Son éducation, notre avenir, lancée en parallèle afin de mobiliser les engagements politiques et financiers et de faciliterla coopération et l’action conjointe en faveur de l’éducation des filles et des femmes. 
Technical and Vocational Education and Training in Tajikistan and Other Central Asian countries. Main Results and Policy Directions Year of publication: 2021 Corporate author: Asian Development Bank (ADB) This publication is an analysis of the technical and vocational education and training (TVET) system and its effectiveness in Tajikistan and other Central Asian countries, with recommendations for policy makers and implementers. It shows the importance of TVET and the urgent need for its improvement in the context of labor market needs and responses to the Sustainable Development Goals. Техническое и профессиональное образование и обучение в Таджикистане и других странах Центральной Ази. Основные результаты и направления политики Year of publication: 2021 Corporate author: Asian Development Bank (ADB) Эта публикация представляет собой анализ системы технического и профессионального образования и обучения (ТПОО), их эффективности в Таджикистане и других странах Центральной Азии, содержит рекомендации для тех, кто разрабатывает политику в этой области и тех, кто ее внедряет. Она показывает важность ТПОО и острую необходимость в его совершенствовании в контексте потребностей рынка труда и реагирования на Цели устойчивого развития. 
Retrospect and Prospect of Family Education of Migrant Children in China Year of publication: 2021 Author: 王为 | 付世婧 | 张之怡 This paper reviews the research literature on the family education of migrant children in China over the past 20 years, examines the problems in this area of research, and makes suggestions for future research. 我国流动儿童家庭教育的回顾与展望 Year of publication: 2021 Author: 王为 | 付世婧 | 张之怡 本文通过回顾过去近20年间关于中国流动儿童家庭教育的研究文献，探讨该领域研究中所存在的问题，并对未来研究提出相关建议。 
Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises Year of publication: 2022 Author: Ruth Naylor | Ella Page | Kate Sims Corporate author: Inter-agency Network for Education in Emergencies (INEE) This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. This report monitors progress since the first Mind the Gap report and highlights the following thematic areas: distance education and the digital divide, school-related gender-based violence, and girls’ education during climate crisis.The report aims to support the Charlevoix Declaration on Quality Education’s commitment to enhance the evidence base and monitor progress toward gender-equitable education in crises. The report draws from data on 44 crisis-affected countries, from recent research, and from a set of case studies of interventions in a range of crisis-affected contexts. 
Bridging the Gap: Strengthening the Evidence Base for Gender-Responsive Education in Emergencies Year of publication: 2022 Author: Lauren Gerken | Sumbal Bashir Corporate author: Inter-agency Network for Education in Emergencies (INEE) This brief was developed by the INEE Gender Task Team in response to global calls for more and better data and evidence on gender-responsive EiE. The brief draws from findings of the 2021 and 2022 editions of the INEE Mind the Gap report on the state of girls’ education in emergencies, and from consultations with gender and education experts.The objectives of this brief are: To highlight key gaps in the evidence base on gender and EiE To provide strategic guidance and thematic content for new research initiatives focused on gender and EiE To promote collaborative action and knowledge-sharing among key actors working on gender and EiE 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-Being: Recommendations for Action Towards Transformative Education Year of publication: 2022 Corporate author: UNESCO In light of contemporary and emerging challenges such as climate change, violent and hateful ideologies, conflicts and risks of global pandemics, education must teach young people the knowledge, skills, values and attitudes to live cooperatively, be flexible, think critically, respect diversity, care for the environment, and be actively involved in finding solutions, both locally and globally. Transformative education – as enshrined in Target 4.7 of Sustainable Development Goal 4 – is critical in supporting individuals to develop these competencies. Transformative education involves teaching and learning that motivates and empowers learners to make informed decisions and actions at the individual, community and global levels. With a focus on sustainability, global citizenship, health and well-being for all, transformative education implies ensuring that curriculum, pedagogy, learning materials, schools and learning environments are meaningful for the social, political, economic, cultural and environmental contexts. To better understand concrete progress in transformative education, UNESCO and the Asia Pacific Centre of Education for International Understanding (APCEIU) co-organized the 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (29 November – 1 December 2021).The conference enabled a productive dialogue among a diverse range of actors from the fields of education for sustainable development (ESD), global citizenship education (GCED), education for health and wellbeing under the broader “banner” of transformative education.