Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,275 Results found
Гендер и развитие сельских районов в Восточной Европе и Центральной Азии: Основные проблемы Year of publication: 2016 Corporate author: Продовольственная и сельскохозяйственная организация Объединённых Наций (ФАО) В данном отчете представлен краткий обзор и описание важнейших вопросов, оказывающих влияние на положение женщин в сельских районах в регионе. Данный обзор составлен с целью информирования всех заинтересованных сторон и использования этой информации в общественных кампаниях и для достижения большей результативности интервенций по развитию. 
10 Myths About Women’s Rights: Sorting Facts From Fiction Year of publication: 2020 Author: Toni Pyke | Colm Regan Corporate author: DevelopmentEducation.ie Gender-based inequality is one of the most enduring and deep-seated discriminations. It affects all regions, classes and sectors. In most countries, it is maintained and defended in most of the same ways. One key component of that maintenance is a set of myths that are repeated time and time again.This pocket-size booklet includes:Why thinking about women’s rights matters10 short myths about progress on equality, who benefits from feminism, the realities of women’s health and the impact of COVID-19.Links to the Sustainable Development GoalsReferences per each myth following a fact or fiction approach and an explainerThe 10 Myths About…. series looks to sort facts from fiction on key global development, human rights and justice issues.Download 10 Myths About Women’s Rights PDFTest your knowledge and take the 10 Myths About Women’s Rights quiz or share with your group / class / friends For the latest fact checks and factsheets more on the fact checking project and development ideas, issues and debates, visit our What The Fact? project. 
Gender-Based Hate Crime Year of publication: 2021 Corporate author: Organization for Security and Co-operation in Europe (OSCE) Gender-based hate crimes are a consequence of gender inequalities and disproportionately affect women, as well as anyone perceived as not complying with prevailing gender norms. Gender-based hate crimes often seek to intimidate and suppress ways of life or expressions of identity that are perceived as not complying with traditional gender norms. They have a significant, long-lasting impact on the victims, and undermine security and social cohesion by perpetuating gender inequalities. The existence of such crimes also underscores wider trends of intolerance towards other groups. Everyone has a role to play in countering this and all forms of intolerance. 
Education in a Post-COVID World: Additional Considerations (In-Progress Reflection; No.43, 2021) Year of publication: 2021 Author: Renato Opertti Corporate author: UNESCO International Bureau of Education (IBE) This discussion document analyses some implications of the ideas proposed in the seminal UNESCO document “Education in a post-COVID world: Nine ideas for public action” (2020). Based on the work of the International Commission on the Futures of Education, the documents’ contributors included prominent figures with a wide range of professional and policy experience who hail from various regions of the world. The set of nine interconnected ideas illuminates the way forward toward the transformation of education and education systems and a reimagined future seen through a progressive lens. On one hand, it reaffirms basic principles, understandings, and commitments with regard to education as a global common good and universal human right; it also articulates the need to both reinvent multilateralism for a new global order and, crucially, to mobilize ideas and funding for transforming education. On the other hand, the document advocates for a comprehensive educational agenda, including the following critical issues: (i) visualizing educators as decision-makers in educational systems; (ii) appreciating students as active actors with rights; (iii) recognizing the value and specificity of the school space; (iv) addressing the dilemmas around technology’s ability to serve as an equalizer of opportunities; and (v) revisiting educational content for the sustainability of younger generations. L’éducation dans un monde post-Covid: considérations supplémentaires (Réflexion en cours; No. 43, 2021) Year of publication: 2021 Author: Renato Opertti Corporate author: UNESCO International Bureau of Education (IBE) Ce document de discussion analyse certaines implications des idées proposées dans le document initial « L’éducation dans un monde post-COVID : Neuf idées pour l’action publique » (2020) produit par la Commission internationale sur les futurs de l’éducation. Parmi les contributeurs de ce document figurent des experts éminents ayant une large expérience professionnelle et politique, provenant de diverses régions du monde. L’ensemble de ces neuves idées interconnectées éclaire la voie à suivre pour transformer l’éducation et les systèmes éducatifs et concevoir l’avenir dans une optique progressiste. D’une part, il réaffirme les principes de base, la compréhension et les engagements concernant l’éducation en tant que bien commun mondial et droit de l’homme universel ; il exprime également la nécessité de réinventer le multilatéralisme pour un nouvel ordre mondial et, surtout, de mobiliser des idées et des fonds pour transformer l’éducation. D’autre part, le document plaide en faveur d’un programme éducatif global, incluant les questions critiques suivantes: (i) visualiser les éducateurs comme des décideurs dans les systèmes éducatifs ; (ii) considérer les étudiants comme des acteurs actifs ayant des droits ; (iii) reconnaître la valeur et la spécificité de l’espace scolaire ; (iv) aborder les dilemmes autour de la capacité de la technologie à combler les inégalités ; et (v) revoir les contenus d’enseignement pour la durabilité des jeunes générations. Educación en un mundo post-COVID: consideraciones adicionales (Reflexiones en Progreso; No.43, 2021) Year of publication: 2021 Author: Renato Opertti Corporate author: UNESCO International Bureau of Education (IBE) Este documento de discusión analiza algunas implicaciones de las ideas propuestas en el documento seminal “Educación en un mundo post-COVID: Nueve ideas para la acción pública” (2020) producido por la Comisión Internacional sobre el Futuro de la Educación. Entre los colaboradores del informe se encuentran destacadas figuras con una amplia experiencia profesional y política procedentes de diversas regiones del mundo. El conjunto de nueve ideas interconectadas ilumina el camino a seguir hacia la transformación de la educación y los sistemas educativos y hacia un futuro reinventado visto a través de una lente progresista. Por un lado, reafirma los principios, entendimientos y compromisos básicos con respecto a la educación como bien común global y derecho humano universal. También, articula la necesidad tanto de reinventar el multilateralismo para un nuevo orden global como, fundamentalmente, de movilizar ideas y financiación para transformar la educación. Por otro lado, el documento aboga por una agenda educativa integral que incluya los siguientes aspectos críticos: (i) visualizar a los educadores como tomadores de decisiones en los sistemas educativos; (ii) valorar a los estudiantes como agentes activos con derechos; (iii) reconocer el valor y la especificidad del espacio escolar; (iv) abordar los dilemas en torno a la capacidad de la tecnología para servir como igualadora de oportunidades; y (v) revisar los contenidos educativos para la sostenibilidad de las generaciones más jóvenes. 
Потенциал будущего сотрудничества между республикой Узбекистан и Шанхайской организацией сотрудничества (ШОС) (XXI Век: Наука и образование; Том1; №1, 2024) Year of publication: 2024 Author: Феруза Назарова | Этибор Султонова Corporate author: Ташкентский государственный институт востоковедения В статье рассматривается значение инициатив для сотрудничества между Республикой Узбекистан и Шанхайской организацией сотрудничества (ШОС) и ключевые аспекты этого сотрудничества, а также перспективы дальнейшего роста. В статье предлагается несколько путей укрепления этого сотрудничества, включая расширение торгово-экономических связей, обмен технологиями и опытом, а также реализацию совместных инициатив и проектов, способствующих устойчивому развитию региона. 
Globalization and Its Impact on the Concept of Identity Year of publication: 2017 Author: Hisham Ghassib Corporate author: Abdul Hameed Shoman Foundation The Abdul Hameed Shoman Cultural Foundation Forum, on 7/8/2017, hosted the Jordanian thinker, Dr. Hisham Ghosseb in a lecture entitled "Globalization and its Impact on the Concept of Identity", presented by Dr. Maher Al-Sarraf.This video is a lecture in which the lecturer talks about globalization and its impact. The lecturer discusses the concept of globalization, its ideologies, and the extent of its impact on identity. العولمة وأثرها على مفهوم الهوية Year of publication: 2017 Author: Hisham Ghassib Corporate author: Abdul Hameed Shoman Foundation ستضاف منتدى مؤسسة عبد الحميد شومان الثقافي، بتاريخ 7/8/2017 المفكر الأردني د. هشام غصيب في محاضرة بعنوان "العولمة وأثرها على مفهوم الهوية"، قدمه فيها وأدار الحوار مع الجمهور د. ماهر الصراف.الفيديو عبارة عن محاضرة يتحدث فيها المحاضر عن العولمة وتأثيرتها. يناقش المحاضر مفهوم العولمة وايدلوجاتيها ومدى تأثيرهاعلى الهوية. 
Bringing Living Heritage to the Classroom in Asia-Pacific: A Resource Kit Year of publication: 2022 Corporate author: UNESCO Bangkok | APCEIU | International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region (ICHCAP) Integrating living heritage in school teaching and learning can enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. In addition, as the ongoing COVID-19 pandemic has also demonstrated, living heritage can play an important role in ensuring the well-being and resilience of communities. UNESCO encourages countries to safeguard living heritage through formal and non-formal education. From the end of 2019 to early 2022, UNESCO has been working with partners to implement a pilot project “Teaching and Learning with Living Heritage in Schools” in six countries in Asia and the Pacific - including Cambodia, Kazakhstan, Kyrgyzstan, Nepal, Republic of Korea and Thailand. Over 1900 students from 21 schools had the opportunity to participate in these innovative classes. Throughout the process, 86 teachers, with more than two thirds being women, have developed and tested 101 lesson plans and activities. This Resource Kit provides step-by-step guidance and key resources on why and how to integrate living heritage in lessons and extracurricular activities in schools. Whoever you are – policy-maker, school director, teacher, student, parent, heritage practitioner – you have a vital role to play in this process.