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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Gender in Education Network in Asia-Pacific (GENIA) Toolkit: Promoting Gender Equality in Education Year of publication: 2019 Corporate author: UNESCO Bangkok The GENIA Toolkit was originally designed in 2003 when the Gender in Education Network in Asia Pacific was established. The fifth edition of the GENIA Toolkit (25 tools) is designed for use by gender focal points and education planners and implementers. It introduces key concepts and theoretical debates, and outlines practical approaches for mainstreaming gender equality throughout the education system, and within education policy.The toolkit is designed to be used selectively, depending on the user’s needs. It can be used as a self-study tool. Readers can select topics that they have identified as priority learning areas to help them improve their own understanding and practical capacity. The toolkit can also be used by trainers to facilitate training sessions. Trainers can choose tools from the kit that best match the needs of their trainees. 
A Lifeline to Learning: Leveraging Mobile Technology to Support Education for Refugees Year of publication: 2018 Corporate author: UNESCO This publication examines the evidence base for key assumptions on using mobile technology to address individual refugees’ learning challenges, broader education system challenges, and challenges to providing refugees with specific levels and types of education. The report presents findings from a review of 117 relevant papers and reports, and lessons drawn from the implementation of 52 projects that use mobile learning for refugees and the actual use of 35 digital apps or platforms. While acknowledging a limited reach, the report identifies effective mobile solutions and organizational strategies that should be scaled up. 
Casebook on human dignity and human rights Year of publication: 2011 Corporate author: UNESCO Article 3 of the Declaration reads as follows:1. Human dignity, human rights and fundamental freedoms are to be fully respected.2. The interests and welfare of the individual should have priority over the sole interest of science or society 
How to Hit a Moving Target: 35 Years of Gender and Sexual Diversity in Teacher Education Year of publication: 2019 Author: Lee Airton | Austen Koecher This essay shares findings from an exhaustive review of the English-language published scholarship on integrating gender and sexual diversity in teacher education (GSDTE) since 1982. The 158 sources substantiate a largely USA-based field with an array of studied pedagogies and a citational reliance on statistics that reveal the school-sited suffering of gender and sexual minority youth. Implications for the field are shared, including: critical questions about the field's construction, objects and beneficiaries; the importance of citing GSDTE and teacher education research and not only youth outcome research; and preparing teachers for gender and sexual diversities that are presently unimaginable. Highlights • A review of the literature on integrating gender and sexual diversity in teacher education.• There is a citational reliance on the school-sited suffering of gender and sexual minority youth.• It is important to cite GSDTE and teacher education research and not only youth outcome research.• This will help prepare teachers for gender and sexual diversities that are presently unimaginable. 
Entre el reloj y la brújula: desafíos en la garantía del derecho a la educación y al aprendizajede personas jóvenes y adultas en América Latina y el Caribe; documento de trabajo Year of publication: 2019 Author: Henry Renna Corporate author: UNESCO Santiago Este documento tiene por objetivo proporcionar una visión general de la educación y del aprendizaje de personas jóvenes y adultas como derecho humano y social. Los instrumentos de derecho vinculante y no vinculante que la sustentan son históricos y de larga data, como también contingentes, amplios y extensos en su alcance, con presencia regional e internacional. El documento muestra —sobre la base de los Indicadores del Objetivo de Desarrollo Sostenible 4 (ODS 4 Agenda 2030)— que los principales desafíos para los países de América Latina y el Caribe tienen relación con la lentitud de los progresos (el desafío del reloj) dejando a muchas y muchos jóvenes y adultos al margen de oportunidades educativas, de conocimientos, habilidades y aptitudes, y privados de alcanzar el bienestar integral. Este informe también sostiene —basado en los informes nacionales del Tercer Reporte Global de Educación y Aprendizaje de Adultos— que muchos desafíos están vinculados con la dirección de las políticas (el desafío de la brújula), con sentidos reduccionistas y homogeneizadores detrás de las instituciones y de la acción pública, lo que precariza y fragiliza la garantía del derecho a la educación y al aprendizaje de las personas jóvenes y adultas. Este documento es consistente con el llamado de la UNESCO a «repensar la educación» e invita a reconstruir en el siglo XXI un mundo y una educación sin muros, donde se difuminen las fronteras mentales e institucionales que reducen, dividen y aislan los sistemas educativos, con el fin de liberar su poder transformador para todos y todas. 
Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why Year of publication: 2012 Author: Dianne Gereluk Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding these debates, exploring and critiquing the justifications used for why these issues should be addressed in schools. She goes on to consider the ways in which educators should teach these topics, providing practical suggestions. Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why Year of publication: 2012 Author: Dianne Gereluk Les enseignants doivent-il aborder les questions du terrorisme et de l'extrémisme au sein des salles de classe ? Dans ce cas, que doivent-ils enseigner, et comment ? Dianne Gereluk réunit au sein d'un même ouvrage les opinions divergentes autour de ces débats, elle explore et interroge les arguments mis en avant pour démontrer de l’importance du traitement de ces thèmes par les écoles. Elle envisage la façon dont ces sujets devraient être enseignés, et propose quelques conseils pratiques. 
Citizenship Education at School in Europe, 2017: Eurydice Report Year of publication: 2017 Corporate author: European Commission | Education, Audiovisual and Culture Executive Agency (EACEA) | Eurydice The Eurydice Citizenship Education at School in Europe – 2017 report provides a comparative overview of national policies in the area of citizenship education across Europe, at a time when increasing demands are being made on education and training systems to promote this area of learning. It focuses on the curriculum content and organisation, the teaching and learning methods in and outside the classroom, the assessment of students, and the training and support for teachers. These issues are addressed in the four chapters, each of which is complemented by a case study on a recent policy initiative. The report is primarily based on qualitative data and covers 42 education systems. It draws on the existing regulations and recommendations regarding citizenship education in public sector schools and includes general education and school-based initial vocational education training programmes. 
Guidebook on Education for Sustainable Development for Educators: Effective Teaching and Learning in Teacher Education Institutions in Africa Year of publication: 2018 Corporate author: UNESCO The guidebook on Education for Sustainable Development for Educators: Effective teaching and learning in teacher education institutions in Africa has been conceived as a tool to mainstream sustainability into all aspects of teacher education and training with useful information concerning teaching, learning and assessment approaches to help achieve the ESD goals and learning outcomes. 
2018년도 SDG4-교육2030 협의체 운영보고서 Year of publication: 2019 Corporate author: 유네스코한국위원회 2018년도 교육부, 유네스코한국위원회와 9개 교육전문기관(한국교육과정평가원, 유아정책연구소, 한국대학교육협의회, 한국직업능력개발원, 한국여성정책연구원, 국가평생교육진흥원, 유네스코 아시아태평양 국제이해교육원, 한국교육학술정보원, 한국교육개발원) 으로 구성된 SDG 4-교육2030 협의체 운영(회의, 포럼 등) 내용을 담은 보고서이다.