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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UNESCO Arab Regional Education Support Strategy: 2016-2021 Year of publication: 2016 Corporate author: UNESCO Beirut Covering the period of 2016-2021, this strategy document aims to provide tangible support for each Member State in the Arab Region, taking into account national needs and priorities and thus employing nationally relevant approaches based on the Agenda 2030 for Sustainable Development. 
Continental Overview: Bridging CESA and SDG 4 in Africa Year of publication: 2021 Corporate author: UNESCO Institute for Statistics (UIS) Monitoring progress toward Sustainable Development Goal 4 for education (SDG 4) is crucial to ensuring that children around the world have access to a quality education where they can learn and gain the skills they need to meet their full potential. SDG 4 indicators are organized with a view to global, thematic, regional and national targets.This report by the UNESCO Institute for Statistics (UIS) is the first in a series intended to bring a regional focus to SDG 4 monitoring, highlight the work being done in the regions and compare SDG 4 targets with those established by regional bodies.This new series of regional reports serve two purposes. Firstly, to map regional and SDG 4 targets to provide an overview of the symmetries between the two. Continental Overview: Bridging CESA and SDG 4 in Africa looks at how the strategic objectives of the Continental Education Strategy for Africa (CESA) compares with SDG 4 targets. Secondly, it analyses progress towards these objectives by African sub-regions. 
Skills Development and Climate Change Action Plans: Enhancing TVET's Contribution Year of publication: 2021 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Climate change is an ongoing process that, at the current pace of such activities, cannot be avoided. Tools have been proposed to deal with climate change focus on adaptation and mitigation. Strengthening national and international awareness of and commitment to reducing the impact of climate change has become the only viable option to ensure the sustainability of life on Earth.The Paris Agreement entered into force in 2016 with the aim of bringing all nations together in a common goal of combating climate change and adapting to its impacts. According to the Agreement, every party should submit a climate plan laying out its adaptation and mitigation targets. Technical and vocational education and training (TVET) has the potential to play significant roles in these plans. The smooth transition to green societies and economies relies on amongst others the knowledge, skills and competencies to promote sustainable development. Effective education and training for sustainable development pivots on governance and vision, and the ability to empower people in an inclusive manner to act in favour of sustainable development. It also relies on the ability to train, upskill, reskill and empower those that can take advantage of the job growth and job creation potential in a changing economy.This discussion paper compiles and reviews relevant information regarding the country submissions (Nationally Determined Contributions and National Communications) which lay out adaptation plans and the policies created in fifty-seven selected countries. The aim is to summarize key information that can help assess the ongoing and potential contribution of TVET to the realization of these plans. The analysis made through this discussion paper has helped to generate a set of approaches for climate change adaption, through the education and training lens. These approaches can be used to advance the discussion in strengthening the technical and vocational skills development component in country climate adaptation plans. 
Innovating Technical and Vocational Education and Training: A Framework for Institutions Year of publication: 2020 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Global developments including the transition to greener economies, the application of digital technologies in the world of work, and the COVID-19 pandemic, amongst others, are changing the way we live and work. These developments are driving technical and vocational education and training (TVET) systems to improve their capacity to identify the future skills demands and to expand access to skills development opportunities. As TVET adapts itself to the impacts of significant social, environmental, and economic disruptions, innovative practices emerge with the potential to rejuvenate the future of skills development. Schools, training centres and colleges have the potential to play a leading role to drive innovation in their local skills and innovation ecosystem.This practical guide provides a systematic, institution-wide, measurable and evidence-based methodology that enables TVET institutions to streamline innovation into their strategic planning, products and services, ecosystem engagement, and teaching and learning processes. 
Technical and Vocational Education and Training for Disadvantaged Youth Year of publication: 2021 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET.This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at ‘4As’: availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network. 
Boosting Gender Equality in Science and Technology: A Challenge for TVET Programmes and Careers Year of publication: 2020 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) While technical and vocational education and training (TVET) has the potential to bolster the participation of women in the labour market, this potential is not always well understood and capitalized on. In general, female students are lowly represented in TVET compared to general programmes, and in particular girls and women tend to be under-represented in the fields that require science, technology, engineering and mathematics (STEM) skills and knowledge. In addition to being required for ‘traditional’ and ‘emerging’ occupations, STEM skills and knowledge are often needed for the so-called ‘jobs of the future’, driving innovation, inclusive growth and sustainable development. This report examines the key issues concerning girls and women’s participation and achievement in STEM-related TVET programmes and their transition STEM related careers. 
Promoting Quality in TVET Using Technology: A Practical Guide Year of publication: 2020 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Technology has altered many aspects of life, including education and training. As a result of technological developments, technical and vocational education and training (TVET) has become more accessible to students, and the quality of education and training has improved too. Teachers and trainers can use digital tools to manage their tasks effectively and engage learners in digital rich environments. Learners can also use technology to learn new skills and to collaborate and interact with teachers and trainers. The COVID-19 pandemic has however underlined the current difficulties in effectively integrating technologies in the delivery of education and training. Institutions need to make constant assessments of their capacity and readiness to provide technology-rich environment for learning. At the same time, teachers’ and trainers’ readiness is also of particular importance to adopt appropriate pedagogic approaches with technology. This practical guide addresses institutions and teachers and trainers. It helps TVET institutions to understand the organizational plans to build up their capacity to stimulate digital learning. It also guides teachers that want to develop their competencies, improve their pedagogical strategies with use of technology, and learn from existing practice. By showing how technology is used in an integrated instruction model and providing helpful resources, this guide helps teachers and trainers to effectively plan their own tasks and delivery of instruction with the right technology tools. 
Elevating TVET for a Just and Sustainable Future for All: UNESCO-UNEVOC Medium-term Strategy 2024-2026 Year of publication: 2024 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The UNESCO-UNEVOC medium-term strategy for 2024 to 2026 sets out a roadmap to elevate technical and vocational education and training (TVET) for a just and sustainable future and empower TVET institutions to address the demands of digital, green and inclusive societies and economies. In alignment with the 2030 Agenda for Sustainable Development and the UNESCO strategy for TVET 2022-2029, UNESCO-UNEVOC will support Member States to upgrade their TVET systems and equip all youth and adults with skills for employment, decent work, entrepreneurship and lifelong learning. By working alongside international organizations, governments, UNEVOC Centres and partners, UNESCO-UNEVOC will implement a transformative TVET agenda focused on building flexible pathways for individuals to learn, work and live in a world that demands innovative solutions to complex, interconnected challenges. 
UNESCO-UNEVOC Medium-Term Strategy for 2021-2023: Strengthening TVET Capacities and Cooperation in the Member States Year of publication: 2020 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The Medium-Term Strategy for 2021-2023 (MTS-III) sets out how UNESCO-UNEVOC will support TVET institutions to meet the demands of dynamic labour markets and provide quality skills training for a sustainable future of work. MTS-III focuses on developing the capacities of TVET leaders, supporting TVET institutions in implementing change programmes, and facilitating knowledge sharing and peer learning within the UNEVOC Network. 
Advancing Innovation: UNESCO-UNEVOC in Action; Biennial Report 2018-2019 Year of publication: 2020 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) In a rapidly evolving world filled with societal, environmental and economic disruptions, technical and vocational education and training (TVET) systems need to develop innovative strategies to tackle emerging challenges while simultaneously seizing the opportunities that have arisen from the advent of 21st century technology.This Biennial Report gives a comprehensive overview of UNESCO-UNEVOC's activities in technical and vocational education and training over the biennium 2018-2019.