Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
465 Results found
Teachers for All: Inclusive Teaching for Children With Disabilities Year of publication: 2013 Author: Ingrid Lewis | Sunit Bagree Corporate author: International Disability and Development Consortium (IDDC) Globally we need more well-trained and motivated teachers.Good teachers can help ensure that every child learns to their full potential from an early age and enters adult life well-equipped to be active citizens and support the development of their community and country. Many countries do not have enough teachers, let alone enough teachers who have received sufficiently high quality pre- and in-service training and access to continuing professional development. This paper first provides detail about the context and scale of the challenge. It then outlines five broad issues that need addressing if we are to prepare, recruit and support enough teachers, with appropriate skills, to educate every child – including those with disabilities. 
Positioning ICT in Education to Achieve the Education 2030 Agenda in Asia and the Pacific: Recommendations for a Regional Strategy Year of publication: 2018 Author: Hyojeong So | Kyungsim Yeon | Kyungsim Yeon | Jian Xi Teng Corporate author: UNESCO Bangkok This regional study is an important document for Asia-Pacific Member States as it consolidates data related to the effective use of ICT in education. One highlight of this study is the five priority areas for the use of ICT towards achieving SDG4 and Education 2030 that were identified based on a synthesis of the data:ICT for transforming and expanding TVET and higher education ICT for improving teacher qualityICT for improving access to and quality of secondary education ICT for enabling inclusive and equitable learningICT for monitoring and evaluation 
Translation: From One World to Another (The UNESCO Courier No. 2; April-June 2022) Year of publication: 2022 Corporate author: UNESCO To translate is “to say almost the same thing”, in the words of the Italian writer Umberto Eco. A whole world is contained in this “almost”. To translate is to confront the other, the different, the unknown. It is often the essential prerequisite for those who want to access a universal, multiple, diverse culture. It is therefore no coincidence that the League of Nations took up the issue in the 1930s, envisaging the creation of an Index Translationum.Taken over by UNESCO in 1948, this Index allowed the first census of translated works in the world. Two years later, the Representative Works programme was launched to translate masterpieces of world literature. UNESCO’s support for the publication last year of a lexicon of words from indigenous languages of Mexico that are untranslatable into Spanish is a continuation of these efforts.Although their disappearance was predicted as early as the 1950s, translators – who are most often women – have never been as numerous as they are today. The machines developed in the aftermath of the war have not been able to outdo this behind-the-scenes profession. Nor have digital translation tools, which have become the standard feature of our globalized conversations, even if they have contributed to transforming the job.This is because language is more than just a means of communication. It is that, and much more. It is what written or oral works make of it, contributing to forge what is sometimes called the ‘genius of the language’, which the most powerful applications cannot restore. 
Citizenship Education at Regional Conflict Zones Year of publication: 2020 Author: Nazarii Boiarskyi | Aleksey Telichkin | Nikolay Nazarov | Yuriy Petrushenko | Alexandru Postica | Sasha Delemenchuk | Valery Balaian | Oleksandr Voitenko | Rauf Rajabov Corporate author: Human Rights Vector This publication is prepared by ‘Human Rights Vector’ NGO (Ukraine) as part of ‘Citizenship Education at Regional Conflict Zones’ projects that is being implemented by a ‘Citizenship Education at Regional Conflict Zones’ working group within EENCE network with the support of the Federal Agency for Civic Education (Bundeszentrale für politische Bildung) using funds appropriated by the Federal Foreign Office. This publication is the result of the activities of “Citizenship Education at Regional Conflict Zones” working group within EENCE network in 2020. The manual presents an understanding of conflicts in the modern world, as well as an overview of regional conflicts in the countries of the Eastern Partnership and Russia; it contains the analysis of the condition of formal and non-formal education in the conflict-affected areas; information on the specifics of planning and implementing citizenship education programs in the conflict-affected areas and for people from such areas, examples of the best educational practices. 
The Digital Future of Teacher Training in Indonesia: What’s Next? Year of publication: 2022 Author: Noah Yarrow | Noviandri Khairina | Jacobus Cilliers | Indah Dini Corporate author: World Bank | Government of Australia This report reflects on the Indonesia’s online teacher training ecosystem based on unique data collected from both teachers and providers during the COVID-19 period. A detailed mapping of the eight largest providers of online teacher training in Indonesia was conducted, covering 25 programs. We find that the majority of programs are short in duration and focus on digital literacy skills and remote learning. Training programs were mostly provided using online lectures, few provided individual coaching, while none provided opportunities for personalized learning. Second, we conducted a nationally representative phone survey of 435 primary and junior secondary teachers spanning 30 provinces across Indonesia (66 percent of whom are female teachers). The teacher survey was conducted between February and March 2021 and covered teachers under both the Ministry of Education, Research, and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA). We find that 44 percent of teachers participated in online learning during the pandemic, and that three quarters of these teachers had never participated in online training prior to the pandemic. Many training participants reported challenges in implementing what they learned from online training. Most of the teachers who participated (88 percent) would like to continue receiving training online even after the pandemic ends. These results suggest that demand for online training is expected to persist, but more can be done to improve their quality. 
Revised Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms ('1974 Recommendation') Year of publication: 2022 Corporate author: UNESCO The revision of the 1974 Recommendation provides the international community with the opportunity to strengthen the instrument so that it can support the design and implementation of effective educational policies and programmes, which can put the world on a pathway to lasting peace and sustainable development for all, in line with the requirements of the 2030 Agenda and the body of international legal norms adopted since 1974. 
Human Migration and TVET Year of publication: 2019 Author: Volker Wedekind | Haya Fakoush | Joyceline Alla-Mensah Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) In the context of increased international migration, the importance of education and training and a global governance of migration is widely acknowledged in academic and international development debates. This discussion paper looks at the relationship between migration and technical and vocational education and training (TVET), distinguishing between forced, labour and environmental migration. 
Experiences of Education for Sustainable Development in the Further Education and Training Sector Year of publication: 2021 Corporate author: Education and Training Foundation The Education and Training Foundation (ETF) recognises the vital role the further education and training (FE) sector has to play in combating climate change and achieving sustainability and social justice, both nationally and globally. Not only does our sector provide the technical and vocation skills required to help transition to a sustainable future, it also reaches millions of learners from all walks of life, spread across diverse communities.This report provides the results and an analytical narrative of findings from a survey carried out among the FE and training sector workforce about their experiences of education for sustainable development (ESD). 
SDG 4 Data Digest 2020: Using Household Survey Data to Monitor SDG 4 Year of publication: 2020 Corporate author: UNESCO Institute for Statistics (UIS) The 2020 edition of the SDG 4 Data Digest by the UNESCO Institute for Statistics focuses on household surveys as an important and underutilized tool to collect the data needed to track progress towards Sustainable Development Goal 4 and to ensure that no one is left behind. The Digest describes existing survey programmes and offers advice on the design and implementation of new surveys. The Digest identifies a number of advantages to using household surveys and describes the categories of indicators best suited for monitoring with survey data. Data from household surveys complement administrative data collected in schools and can be disaggregated to a greater extent than administrative data to facilitate the monitoring of exclusion in education. The definitions and calculation methods of selected indicators are laid out and the combination of household survey data with data from other sources is explained. This issue of the Digest is aimed at government officials, national planners, donors and others who make decisions about the implementation of nationally representative household surveys. It describes the requirements for conducting a household survey and the steps that must be followed from questionnaire design to data collection and analysis, and it gives advice on presentation of the findings. A section on COVID-19 summarizes the impact of the current pandemic on data collection. Additional resources, with suggested survey questions for the collection of education data through household surveys, are also included. 
Innovation for Sustainable Development: Review of Kyrgyzstan Year of publication: 2019 Author: Anders Jönsson | Christopher Athey | Slavo Radosevic Corporate author: United Nations Economic Commission for Europe (UNECE) The practical work on the Innovation for Sustainable Development Review of Kyrgyzstan began in December 2016 with a preparatory mission to Bishkek by representatives of the UNECE secretariat to establish contact and discuss the structure and content of the Review with the national Government institutions and other stakeholders. The main project mission took place from 30 March to 7 April 2017 with the participation of a team that included representatives of the UNECE secretariat as well as international and national experts. This Review reflects the outcome of a series of consultations and discussions between the Review team and policymakers, Government officials, representatives of academic institutions and the business community, and other innovation stakeholders of Kyrgyzstan.This report presents a thematic regional analysis of unpaid work in Eastern Europe and Central Asia (EECA) and the resulting empowerment women gain when their responsibility for such work is reduced. The report focuses on Albania, Azerbaijan, Bosnia & Herzegovina, Georgia, Kazakhstan, Kyrgyzstan, Kosovo, Montenegro, North Macedonia, Republic of Moldova, Serbia, Turkey, Ukraine and Uzbekistan.Apart from three country case studies (on Kyrgyzstan, Republic of Moldova and Serbia) the other reports in the series cover the 56 UNECE member States, including the countries of Europe and countries in North America (Canada and United States), Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan) and Western Asia (Israel).