Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,001 Results found
AI and Education: Guidance for Policy-Makers Year of publication: 2021 Author: Fengchun Miao | Wayne Holmes | Ronghuai Huang | Hui Zhang Corporate author: UNESCO Artificial intelligence (AI) is envisioned as a new tool to accelerate the progress towards the achievement of SDG 4. Policies and strategies for using AI in education are central to maximizing AI’s benefits and mitigating its potential risks. Fostering AI-ready policy-makers is the starting point of the policy development process.This publication offers guidance to policy-makers in understanding AI and responding to the challenges and opportunities in education presented by AI. Specifically, it introduces the essentials of AI such as its definition, techniques, technologies, capacities and limitations. It also delineates the emerging practices and benefit-risk assessment on leveraging AI to enhance education and learning, and to ensure inclusion and equity, as well as the reciprocal role of education in preparing humans to live and work with AI.The publication summarizes three approaches to the policy responses from existing practices: independent approach, integrated approach and thematic approach. In a further step, it proposes more detailed recommendations and examples for planning AI and education policies, aligned with the recommendations made in the 2019 Beijing Consensus on AI and Education. 
Framework for the Implementation of Education for Sustainable Development (ESD) Beyond 2019 Year of publication: 2019 Corporate author: UNESCO This document contains the proposal for a new framework for Education for Sustainable Development (ESD) beyond 2019 and the comments and observations of the Executive Board thereon. 
How Human Rights Shape Social Citizenship: On Citizenship and the Understanding of Economic and Social Rights (Washington University Global Studies Law Review. Vol.13, No.2) Year of publication: 2014 Author: Ulrike Davy Corporate author: Washington University This Article reconceptualizes citizenship, a notion usually tied to the nation state, as “layered.” Human rights may serve as the international “layer” of citizenship, addressing nationals and non-nationals alike. It took some time, however, for “social” citizenship to emerge as a human rights issue and, hence, for human rights to become an international layer for social citizenship rights granted on the national level. Around 1993, states started to accept a human rights-based obligation toward the poor, requiring social policies to focus on targeted, individual welfare. Nowadays, poverty mitigation is the human rights core of “social” citizenship. Nowadays, poverty mitigation is the human rights core of “social” citizenship. 
Building Knowledge Exchange Partnerships: Dialogues Across Europe Year of publication: 2020 Corporate author: Bridge 47 This publication ‘Building Knowledge Exchange Partnerships Dialogues Across Europe’ shares some of the experiences learned from this area of the Bridge 47 project.The Knowledge Exchange Partnerships hosted expert events, on site and online, carried on networking and exchange, disseminated information about GCE on other platforms and collectives, and came together for specific activities, such as workshops, webinars, publications, with the support of the larger Bridge 47 network. 
The Impact of COVID-19 on Inclusive Education at the European Level: Literature Review Year of publication: 2021 Corporate author: European Agency for Special Needs and Inclusive Education | European Commission The coronavirus (COVID-19) pandemic has affected learners around the world. School closures forced emergency responses from education systems, resulting in various forms of remote schooling. The crisis highlighted pre-existing inequalities in education and provided a reason for systemic change in education worldwide.This literature review aims to map evidence and identify acknowledged ways in which COVID‑19 has impacted on education in general and inclusive education in particular at European and national levels. The intention is to provide a comprehensive overview of key messages for Agency member countries. It will also inform possible future Agency work on this topic. 
Municipalities and Regions Take Action on Global Citizenship Education: The Road Towards 2030 Year of publication: 2021 Author: Aurèle Destrée | Tereza Čajková Corporate author: PLATFORMA | European Union (EU) Development Education and Awareness Raising (DEAR)/Global Citizenship Education (GCE) can cultivate the spirit of the 2030 Agenda because it helps acquiring missing knowledge on global interconnections and creates spaces for enquiries.Whilst old constraints still remain and new challenges are appearing, local and regional governments continue to innovate, experiment and work hand in hand with key partners, including with their peers across the globe, to find new solutions and achieve their ambitions.Discover in this publication how local and regional governments are active in supporting learning and fostering changes in a context of socio-economic recovery plans. 
Taking Stock of Progress Towards Gender Equality in the Water Domain: Where Do We Stand 25 Years After the Beijing Declaration? Year of publication: 2021 Corporate author: UNESCO World Water Assessment Programme (WWAP) Women are not only the main persons responsible for water collection in many parts of the world, but they also possess invaluable knowledge with regard to water resources and play a key role in water and sanitation management at the local and community levels. Accordingly, women must be able to enjoy equal access to water and also have an equal say in the management and governance of water resources. Twenty-five years after the Beijing Declaration and Platform for Action, progress towards gender equality through the fulfilment of the basic right to water and sanitation is clearly off track.Despite advances at the policy level in acknowledging the need to progress towards gender equality in the water sector – and the resulting benefits – large gender inequalities persist in practice. Women are generally under-represented in terms of participation at all levels: from institutional bodies that manage national or transboundary waters, to water-related institutions such as governmental water agencies and water utilities, to local water management institutions.This report provides a detailed overview of the existing and emerging challenges to gender equality in the water domain with a particular focus on: access to water, sanitation and hygiene (WASH), health, employment,climate change management, water governance, education and training, and data collection and funding. Systematic and sustained efforts to eliminate these inequalities are essential to achieve meaningful and lasting gender equality in the water sector, and to promote sustainable development in general.Governments, international organizations, professionals and policy-makers in the water sector, academia and NGOs are invited to join forces to accelerate the achievement of gender equality in water for a more just, sustainable and peaceful future. 
Evaluation of UNESCO’s Action to Revitalize and Promote Indigenous Languages: Within the Framework of the International Year of Indigenous Languages Year of publication: 2021 Author: Claire Thomas | Lydia van de Fliert | Oliver Loode | Silvia Quattrini | Mihaela Cojocaru Corporate author: UNESCO To draw attention to the critical loss of indigenous languages and the urgent need to preserve, revitalize and promote them and to take further urgent steps at the national and international levels, in 2016 the United Nations General Assembly in its resolution 71/178 proclaimed the year beginning on 1 January 2019 the International Year of Indigenous Languages (hereafter the IYIL2019). UNESCO was invited to serve as the lead agency for the Year and the coordination role was internally assigned to the Communication and Information Sector. UNESCO requested an evaluation of its action within the IYIL2019 with a view to learning from its experience during 2019 and further strengthening its coordination and implementation role during the upcoming Decade of Indigenous Languages (2022-2032).As the lead agency for the IYIL2019, UNESCO played a key role raising awareness of not only the critical loss of indigenous languages, but also the positive value and meanings that indigenous languages provide to Indigenous Peoples and humanity at large. The evaluation found that UNESCO led the development of an ambitious and relevant Action Plan for the Year. It also succeeded in setting up an 18-member Steering Committee composed of representatives of Member States, Indigenous Peoples and the UN three-party indigenous mechanisms. UNESCO staff implemented more than 80 activities around the world, with three-quarters of these at the global level and the majority of national events in Latin America and the Caribbean region. It also maintained an interactive website, which registered more than 880 events around the world.Leading and coordinating the IYIL2019 was not without its challenges, particularly as UNESCO was asked to lead this effort within existing resources and relying on a very small core team. Its programme sectors found creative solutions for indigenous language programming, but without a budget for intersectoral activities, collaboration between sectors was limited to information sharing and activities in Africa and the Arab States were few. The evaluation also found that the Action Plan lacked a meaningful results framework and thereby did not facilitate the monitoring of the IYIL2019. Partnerships with UNESCO networks and the wider UN system were underutilized and many opportunities for future collaboration have been highlighted for the upcoming Decade. 
The World in 2030: Public Survey Report Year of publication: 2021 Corporate author: UNESCO This report presents the results of the World in 2030 Survey, launched by UNESCO in May 2020 to provide a platform for people to share their views on our world’s most pressing challenges, including what specifically they are worried about, and, most importantly, what solutions they feel are mostneeded. The results of this survey present a clear and systematic framework for action, one that can enrich global reflection over the coming decade as part of a renewed push to achieve the Sustainable Development Goals of the UN 2030 Agenda.Over 15,000 respondents from all regions of the world responded to the survey, providing a clear snapshot of global per- spectives. This survey received particular participation from women and young people. A majority of respondents had a university education, and the top region from which participants hailed was Latin America and the Caribbean.Responses to the World in 2030 Survey indicate clear trends in the concerns felt by global citizens. According to survey respondents, the top challenge facing peaceful societies in the lead up to 2030 was, by far, climate change and loss of biodiversity, ranking in the top four challenges of 67% of respondents, and coming out on top for all regions and demographics. When examining this challenge, people were most concerned about increasing natural disasters and extreme weather, loss of biodiversity and its impact on people, pollution of the ocean and rising sea levels, and risk of conflict or violence. The top proposed solutions were investing in green energy and sustainable economies, teaching sustainability through education, effective international cooperation, and building trust in science and science-based decisions.The next four most highlighted global challenges were violence and conflict (44%), discrimination and inequality (43%), lack of food, water and housing (42%), and health and disease (37%). There was some limited variation in the rankings of the relative importance of these four challenges across regions and demographics. For example, women and minority group respondents both ranked discrimination and inequality as the second most important global challenge, following climate change and biodiversity loss, rather than third, while respondents from indigenous communities and from Asia and the Pacific ranked health and disease as the second most important global challenge, rather than fifth. The World in 2030 survey was an open online questionnaire held from May to September 2020. It was made available in more than 25 languages. This report also analyses results along regional, gender, age and other demographic lines, presenting a complex and valuable portrait of global sentiment on these key issues. 
Listening to the Voices of Internally Displaced Communities to Achieve Inclusive and Equitable Quality Education Year of publication: 2021 Author: Caroline Keenan Corporate author: Inter-agency Network for Education in Emergencies (INEE) This paper outlines the real-life day-to-day challenges young IDPs experience when seeking access to quality education, which is fundamental to their healthy development and future life chances. It reflects the perspectives of teachers who have been displaced, and the challenges they have faced both personally and professionally in attempting to support the learning of children and young people in their communities. Young IDPs and internally displaced teachers shared these experiences in a series of five roundtable events hosted by the Inter-agency Network for Education in Emergencies (INEE) in March and April 2021. The paper also provides insights from other roundtable participants, including education in emergencies (EiE) practitioners, government representatives, United Nations (UN) staff, members of international non-governmental organizations (INGOs) and local civil so- ciety, and other stakeholders who are working to support access to education in displaced communities. They all are calling for taking urgent and concrete action to ensure access to quality education for internally displaced children and young people. The United Nations Secretary-General’s High-Level Panel has a unique opportunity to influence the changes needed to achieve this. The recommendations made in the panel’s final report to the Secretary-General and United Nations Member States will be critical to the future outcomes of millions of children and young people around the world.