Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,104 Results found
Turkmenistan’s Digital Education System and COVID-19: Still Waiting for Change Year of publication: 2020 Author: Rustam Muhamedov The coronavirus pandemic has forced the country’s government to embrace the immediate introduction of digital technology into education. In Turkmenistan, where the authorities still do not officially recognize cases of COVID-19, the digitalization of education is slow. On that is independent researcher Rustam Mukhamedov. 
Prevention of Violent Extremism in Kyrgyzstan: The Role of the International Donor Community Year of publication: 2020 Author: Chiara Pierobon The purpose of this article is to review and analyze various initiatives to prevent violent extremism implemented by the international donor community in Kyrgyzstan since 2016 and to propose recommendations aimed at more effective involvement of the donor community in this area. 
Radicalization and Violent Extremism in Central Asia and Afghanistan Year of publication: 2018 Author: Muhammad Idris This article examines the issues of radicalization and prevent violent extremism(PVE) in the context of Afghanistan and Central Asia. The purpose of the author is to analyze the problem, discuss various factors affecting it, and offer recommendations to the governments of Central Asia and Afghanistan to develop policies to eradicate radicalism and violent extremism in the region. 
Representation and Presence of the Arab Community in Education Materials Year of publication: 2019 Author: Yael Maayan Corporate author: Sikkuy-Aufoq This paper seeks to examine the representation and presence of the Arab community in education subjects in Israel. It aims to deepen and reflect on the current situation in the field of education materials and the existing policy, and to suggest the required changes. It is a policy that attempts to offer Jewish school students a variety of forms of consideration and interaction with the Arab citizens of Israel. 
Recommendation on the Ethics of Artificial Intelligence Year of publication: 2022 Corporate author: UNESCO This Recommendation addresses ethical issues related to the domain of Artificial Intelligence to the extent that they are within UNESCO’s mandate. The protection of human rights and dignity is the cornerstone of this Recommendation. It is based on the advancement of fundamental principles such as transparency and fairness, and remembers the importance of human oversight of AI systems. However, what makes the Recommendation exceptionally applicable are its extensive Policy Action Areas, which allow policymakers to translate the core values and principles into action with respect to data governance, environment and ecosystems, gender, education and research, and health and social wellbeing, among many other spheres. 
Reporting on Artificial Intelligence: A Handbook for Journalism Educators Year of publication: 2023 Author: Maarit Jaakkola Corporate author: UNESCO The rise and control of artificial intelligence (AI) is impacting society as a whole. It follows that AI coverage must inform audiences about the implication of the technology itself, beyond journalism. For instance, reporting on the power dynamics in the changing relationship between companies, authorities, citizens and computer chips, and between data and algorithms. While many AI deployments serve public interest, journalists also need insight and expertise to alert about aspects like exclusions, unequal benefits, and violations of human rights. As part of its journalism education series, UNESCO’s International Programme for the Development of Communication (IPDC) has supported the World Journalism Education Council in commissioning this handbook. The aim is to inspire and empower so that journalism educators can help both journalism students and working journalists do justice to one of the major issues of our times. The handbook covers:• Understanding machine intelligence and identifying different types of AI• Exploring AI’s potential, as well as its strengths and weaknesses• Imagining diverse futures with AI by recognising pervasive popular narratives that inform public consciousness• Understanding journalism’s role in mediating and shaping AI discourse• Finding ways of reporting about AI in a nuanced, realistic and accountable manner• Making connections to existing genres of journalism, ranging from general news reporting to data journalism. Strengthening journalism education is one of the key results sought by IPDC, a unique intergovernmental programme within the UN system that specializes in media development. 
UNESCO’s Recommendation on the Ethics of Artificial Intelligence: Key Facts Year of publication: 2023 Corporate author: UNESCO This brochure is a summary of "Recommendation on the Ethics of Artificial Intelligence". The Recommendation addresses ethical issues related to the domain of Artificial Intelligence to the extent that they are within UNESCO’s mandate. With its unique mandate, UNESCO’s Social and Human Sciences Sector has led the international effort to ensure that science and technology develop with strong ethical guardrails for decades. AI technology brings major benefits in many areas, but without the ethical guardrails, it risks reproducing real world biases and discrimination, fueling divisions and threatening fundamental human rights and freedoms. The Recommendation establishes a set of values in line with the promotion and protection of human rights, human dignity, and environmental sustainability. It advances essential principles such as transparency, accountability, and the rule of law online. It also includes concrete policy chapters that call for better governance of data, gender equality, and important aspects of AI applications on education, culture, labour markets, the environment, communication and information, health and social well-being, and the economy. Unlike other international instruments, the Recommendation includes monitoring and evaluation chapters and means for implementation in the form of a Readiness Assessment and the Ethical Impact Assessment to ensure real change on the ground. 
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. 
Guidelines for Integrating Gender-Based Violence Interventions in Humanitarian Action Year of publication: 2015 Author: Jeanne Ward | Julie Lafrenière Corporate author: Inter-Agency Standing Committee (IASC) The file is the Guidelines on Gender-Based Violence issued in 2005 by the Special Inter-Agency Task Force, led by UNICEF and the United Nations Population Fund, and endorsed by the Inter-Agency Standing Committee in 2015. The purpose of these Guidelines is to assist humanitarian actors and communities affected by armed conflict, natural disasters, and other humanitarian emergencies to coordinate, plan, implement, monitor and evaluate essential actions to prevent and reduce gender-based violence in all sectors of the humanitarian response.The overall goal of the Guidelines is to support humanitarian stakeholders in fulfilling their responsibility to protect all those affected by crises, by:- Reducing risk of GBV by implementing GBV prevention and mitigation strategies from pre-emergency to recovery stages of humanitarian action.- Promoting resilience by strengthening national and community-based systems that prevent and mitigate GBV, and by enabling survivors and those at risk of GBV to access specialized care and support.- Aiding recovery of communities and societies by supporting local and national capacity to create lasting solutions to the problem of GBV. 
Repetition and Dropout in Basic Education in the Arab Countries Year of publication: 2021 Author: Noor Aldeen Alsasi Corporate author: Arab League Educational, Cultural and Scientific Organization (ALECSO) The file is a report produced by the Arab Organization for Education, Culture and Science (ALECSO) on dropout and repetition in basic education in the Arab world. The report aims to answer the following questions:What are the reasons that have prevented, and may prevent in the coming years, from achieving compulsory education?Until the age of sixteen, at least in the countries for which this clause falls within their objectivesStrategy in the field of education?- What are the main reasons for basic education students failing and dropping out of school beforeCompleting this stage or keeping some of them outside the educational system without their right to education?What are the proposals to move forward towards addressing the phenomenon of school wasting?With the required efficiency, at a critical stage in the formation of the person, building himself and servingthe society?