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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Youth Report 2022: Non-state Actors in Education; Who Chooses? Who Loses? Year of publication: 2022 Corporate author: UNESCO This report is written in partnership with the Global Student Forum to help you learn about the youth perspective on the different roles and impact of non-state actors in education. For many, a discussion on the role of non-state actors in education quickly boils down to a debate about whether private schools support or undermine good-quality education.But the role of non-state actors impacts many more corners of the education sector, from the textbooks you use, the food in your canteens, any additional tutorial support you get, the skills you might learn at work and much more.The report invites youth to join a call for governments to #RightTheRules which will ensure that non-state actor involvement does not compromise the promise of providing 1 year of pre-primary and 12 years of primary and secondary education free for all. Informe sobre la juventud 2022: Los actores no estatales en la educación; ¿quién elige? ¿quién pierde? Year of publication: 2022 Corporate author: UNESCO Este informe fue redactado en colaboración con el Foro Mundial de Estudiantes (Global Student Forum) para ayudarte a conocer el punto de vista de las y los jóvenes sobre las diferentes funciones y el impacto de los actores no estatales en la educación. Para muchos, una discusión sobre el papel de los actores no estatales en la educación se reduce rápidamente a un debate sobre si las escuelas privadas apoyan o socavan la educación de buena calidad. Pero el papel de los actores no estatales repercute en muchos más aspectos del sector educativo, desde los libros de texto que utilizas, la comida de tus comedores, el apoyo tutorial adicional que recibes, las habilidades que puedes aprender en el trabajo y de muchas otras maneras. El informe invita a las y los jóvenes a unirse a un llamamiento a los gobiernos para #RedefinirLasReglas de tal manera que se garantice que la participación de los actores no estatales no comprometa la promesa de proporcionar 1 año de educación preescolar y 12 años de educación primaria y secundaria gratuita para todos. Rapport des jeunes 2022: Les acteurs non étatiques dans l’éducation; Qui décide? qui est perdant? Year of publication: 2022 Corporate author: UNESCO Ce Rapport a été produit en partenariat avec le Forum mondial des étudiants pour vous donner un aperçu du point de vue des jeunes sur les différents rôles et l'impact des acteurs non étatiques de l'éducation. Pour beaucoup, débattre du rôle des acteurs non étatiques de l'éducation se résume rapidement à se demander si les écoles privées sont un atout ou un obstacle à une éducation de qualité. Mais le rôle des acteurs non étatiques a un impact sur bien d'autres aspects du secteur de l'éducation, qu'il s'agisse des manuels scolaires que vous utilisez, de la nourriture dans vos cantines, du soutien scolaire complémentaire que vous recevez, des compétences que vous pouvez acquérir au travail et bien plus encore. Le Rapport invite les jeunes à se joindre à l'appel à #RedéfinirLesRègles lancé aux gouvernements, appel qui garantira que l'implication des acteurs non étatiques ne compromette pas la promesse de fournir un an d'enseignement pré-primaire et douze ans d'enseignement primaire et secondaire gratuit pour tous. 
Non-state Actors in Tertiary Education: A Shared Vision for Quality and Affordability? (Policy Paper 47) Year of publication: 2022 Corporate author: UNESCO Non-state provision accounts for more than one third of tertiary education students worldwide, a considerably higher share than in primary or secondary education. Providers are diverse, respond to a variety of needs, and often blur the line between the state and non-state sectors. Non-state actors are also important players in the financing of tertiary education through households, market mechanisms and public–private partnerships. As a result, these actors play a significant role in influencing regulations and policymaking, and in shaping the tertiary system as a whole. Governments must ensure quality and equity, the key dimensions of Sustainable Development Goal target 4.3, regardless of how state and non-state actors share responsibilities. Los actores no estatales en la educación superior: ¿Una visión compartida de la calidad y la asequibilidad? (Policy Paper 47) Year of publication: 2022 Corporate author: UNESCO Los actores no estatales acogen a más de un tercio del alumnado de educación superior en todo el mundo, un porcentaje considerablemente más elevado que en la educación primaria o secundaria. Los proveedores son diversos y responden a una variedad de necesidades, y a menudo no hay una división clara entre los sectores estatal y no estatal. Los actores no estatales son además protagonistas importantes en la financiación de la educación superior a través de los hogares, los mecanismos de mercado y las alianzas público-privadas. A raíz de ello, estos actores desempeñan un papel significativo e influyen en la elaboración de normativas y políticas, así como en la configuración del sistema de educación superior en su conjunto. Los gobiernos deben garantizar la calidad y equidad —las dimensiones clave de la meta 4.3 de los Objetivos de Desarrollo Sostenible (ODS)—, independientemente del modo en que los actores estatales y no estatales compartan responsabilidades. 
Guía pedagógica para una educación intercultural, anti-racista y con perspectiva de género: ideas, experiencias y herramientas Year of publication: 2017 Author: Carolina Stefoni | Andrea Riedemann | Fernanda Stang | Andrea Guerrero | Antonia Garcés | Marta Camarena Corporate author: Programa Interdisciplinario de Estudios Migratorios (PRIEM) | Universidad Alberto Hurtado | Fundación para la Superación de la Pobreza (FUSUPO) El propósito principal de esta Guía es, entonces, compartir algunas ideas, herramientas y experiencias que puedan ayudar a construir y andar el camino hacia una educación intercultural, anti-racista y con perspectiva de género en diversos espacios educativos. Está dirigida principalmente -aunque no de manera exclusiva, por supuesto- a todas aquellas personas que sean parte de procesos de enseñanza-aprendizaje formales e informales. Es importante enfatizar que la Guía no pretende ser un recetario para una aplicación mecánica, sino una caja de herramientas que cada comunidad educativa puede usar considerando su contexto específico, sus necesidades particulares y sus potencialidades. 
Confronting Inequality through GCED: Toward Justice, Inclusion, and Transformation (SangSaeng; No.65, 2025) Year of publication: 2025 Corporate author: APCEIU The 62nd issue of SangSaeng has been published with the theme of “Ethical AI and GCED: Exploring the Expanding Domain of Artificial Intelligence.”AI has never been as pervasive and influential as it is in today’s rapidly changing world. Despite the convenience and cutting-edge technology AI has offered us, it has the potential to pose a threat to humanity. This is where ethics for AI should come forward. In this regard, this issue will lead readers to the alarming side of AI as well as its future developments, focusing on the importance of GCED and AI ethics in tackling any potential problems.Contents03 Editor's Note 04 Special ColumnEmbracing Change to Cultivate Success — Integrating Global Citizenship Education into Tertiary Education / Dendev Badarch08 FOCUS Ethical AI and GCED: Exploring the Expanding Domain of Artificial IntelligenceRole of Ethics in the Era of AI — Protecting and Guiding AI Processes for Humanity to Flourish / Emma Ruttkamp-BloemPayingAttention to AI Ethics — An Avenue for a New Competitive Edge in Business / Myoungshin KimDriving Innovative Education — Balancing Future Possibilities and Ethical Concerns: How GCED Can be Used to Address AI Issues / Angelique Southern 20 Special ReportEmpowering a Climate Generation — From Classrooms to Climate Frontlines : The Transformative Role of Education highlighted at COP28 / Djian Sadadou 22 Best PracticesNavigating an AI Future — Ethical AI and the Importance of Critical Thought / Hannah GrantGLACE Brings the World to a City — Empowering Youth as Global Citizens: Lessons from Navotas City’s Project GLAC / Marco D. MedurandaLowering Eco-Anxiety — Teaching Climate Change Through Media and Information Literacy / Laetitia Legrand 33 GCED YOUTH NETWORKNew Wave of Youth Advocacy — Role of AI in Youth Advocacy and its Ethical Implications to Global Citizenship / Oshan M. Gunathilake and Diego Manrique36 Understanding the Asia Pacific RegionDiscovering Auroville — Where Boundaries Fade, Nature Thrives, and Global Minds Unite / Akanksha Arya 39 Peace in My MemoryHappiness without Violence — Mindanao Peace Forum Celebrates Building a Culture of Peace / Ludivina Borja-DekitPeace Scholar Passes Away Amidst Turbulent Times / Kwang-Hyun KIM 45 Story TimeThe Right Footing — My Life Has Purpose Thanks to Football / Hajar Abulfazl 48 LetterShared Challenges of Global Citizens / Natsuki Nagata 50 APCEIU in Action 
UNESCO Prize for Global Citizenship Education 2025 Laureates Year of publication: 2025 Corporate author: UNESCO The UNESCO Prize for Global Citizenship Education (GCED) provides an exceptional global platform to promote the visibility and recognition of projects and initiatives in the field of GCED from around the world.In its inaugural edition in 2025, the Prize honours a school project in the Amazon rainforest in Ecuador that guides children to become empathetic community leaders, and a youth-led non-governmental organization in the United Republic of Tanzania that involves youth nationwide in fora and festivals to promote peace and security. 
UNESCO Prize for Global Citizenship Education 2025 Laureates Year of publication: 2025 Corporate author: UNESCO Le Prix UNESCO pour l’éducation à la citoyenneté mondiale (ECM) offre une plateforme mondiale exceptionnelle pour promouvoir la visibilité et la reconnaissance des projets et initiatives dans le domaine de l’éducation à la citoyenneté mondiale à travers le monde.Pour sa première édition en 2025, le Prix récompense un projet scolaire mené dans la forêt amazonienne, en Équateur, qui aide les enfants à devenir des leaders communautaires empathiques, ainsi qu’une organisation non gouvernementale dirigée par des jeunes en République-Unie de Tanzanie, qui implique des jeunes de tout le pays dans des forums et des festivals visant à promouvoir la paix et la sécurité. 
CONFINTEA VI Mid-Term Review: Report of the Conference Year of publication: 2017 Author: Clinton Robinson Corporate author: UNESCO Institute for Lifelong Learning (UIL) The Sixth International Conference on Adult Education (CONFINTEA VI), held in Brazil in 2009, closed with the adoption of the Belem Framework for Action (BFA), which recorded the commitments of Member States and presented a strategic guide for the global development of adult learning and education. The third Global Report on Adult Learning and Education (GRALE 3), published in 2016, drew on survey data to evaluate progress made by countries in fulfilling the commitments made in Brazil.The CONFINTEA VI Mid-Term Review, held in Suwon, Republic of Korea, in October 2017, took stock of progress made by Member States in the past eight years, looking ahead to GRALE 4 in 2019 and CONFINTEA VII in 2021.This report summarizes the discussions that animated the Mid-Term Review conference and gives readers a brief survey of the key issues concerning progress against the BFA, across all world regions.