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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Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
School Leadership Roles and Standards: Observations from the International Study of Teacher Leadership Year of publication: 2024 Author: Charles F. Webber | Dorothy Andrews | C.P. van der Vyver | Clelia Pineda-Báez | Janet M. Okoko | Edith J. Cisneros-Cohernour | José Gabriel Domínguez-Castillo | Mohammed Elmeski | Molly P. Fuller | Joan M. Conway | Cristina Moral-Santaella | Gloria Gratacós | Samira Idelcadi Corporate author: UNESCO | Global Education Monitoring Report Team This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024/5 GEM Report, Leadership in education. This report summarizes the findings of the International Study of Teacher Leadership(ISTL), conducted in 12 countries. The researchers share descriptions of the increasing interest in teacher leadershipas a factor in student learning and school improvement. ISTL researchers focus primarily on classroom-based teachers who—in collaboration with formal school leaders, parents, community members, and colleagues—impact school-wide decision making and pedagogical practices. The report offers insights related to teacher leader behaviours, the complexity of teacher leadership, how teacher leaders learn to lead, and the importance of contextual factors that support and impede teachers who provide informal leadership to schools and the communities they serve. The researchers compare cross-cultural requirements of good leadership and offer contextually situated analyses of leadership visions and goals, the impact of teacher leadership on educational outcomes, necessary preconditions for effective leadership, and policies that develop teacher leadership. The researchers also describe the readiness of school communities to embrace teacher leadership, described variously as parallel leadership, shared leadership, and distributed leadership. The report argues for a shift from considering standards for teacher leadership—too often based on the assumption that leadership is consistent across cultural and organizational settings—to the more flexible and contextualized conceptualization of leadership dimensions such as purpose, self-awareness, intentionality, and culture building. The ISTL researchers also argue that teacher leadership is but one component of an integrated approach to educational governance that addresses the complexities of teaching and learning in relation to rapid socioeconomic change, global migration, political tensions, and the emergence of new technologies. The ISTL also reinforces the ongoing importance of classroom teachers in the achievement of educational objectives. The ISTL team concludes this report with a set of research recommendations. 
Can African Countries Afford Their National SDG 4 Benchmarks? Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team This brief paper follows the broad methodological approach of the two previous SDG 4 costing exercises and their main assumptions (UNESCO, 2015a; UNESCO, 2020). It introduces the SDG 4 benchmarking process and how to estimate the cost of achieving these targets set by countries, largely based on their sector plans. Finally, it presents the revised assumptions of the model and the key findings. Despite lowering ambition, there is still an average national financing gap of USD 78 billion per year in the 44 low- and lower-middle-income countries in Africa. 
Global Education Meeting: Fortaleza Declaration; Unlocking the Transformative Power of Education for Peaceful, Equitable and Sustainable Futures Year of publication: 2024 Corporate author: UNESCO | Brazil. Ministry of Education The 2024 Global Education Meeting (GEM), held in Fortaleza, Brazil, marked a significant milestone in the global pursuit of education equity and financing, with the adoption of the powerful Fortaleza Declaration by over 650 participants including over 50 Ministers from across the globe. Reunión mundial sobre la educación: Declaración de Fortaleza; Aprovechar el poder transformador de la educación para forjar futuros pacíficos, equitativos y sostenibles Year of publication: 2024 Corporate author: UNESCO | Brazil. Ministry of Education Este documento recoge la declaración de los ministros, los jefes y los miembros de las delegaciones nacionales, los representantes de los organismos de las Naciones Unidas, los asociados humanitarios y para el desarrollo, las organizaciones internacionales y regionales, las organizaciones de la sociedad civil, la profesión docente, los jóvenes y los estudiantes, el sector privado y las fundaciones, a partir de su participación en la Reunión Global sobre Educación (GEM) 2024, llevada a cabo los días 31 de octubre y 1° de noviembre. Esta reunión, organizada por la UNESCO y con sede en Brasil, tuvo el propósito de trazar la ruta para que la educación sea la prioridad de las naciones, las regiones y el mundo como un elemento clave para alcanzar todos los ODS, adoptando un enfoque integrado y de aprendizaje permanente, centrado en el fortalecimiento y la transformación de la educación. 
Youth Report 2024: Technology in Education; A Tool on Our Terms! Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team | Restless Development The 2024 Youth Report on technology in education is the result of an extensive consultation process in partnership with Restless Development involving +1500 youth and students across 8 regions. The consultations invited participants to reflect on the key challenges and opportunities for the use of technology in education in their regions through the lenses of the recommendations in the global 2023 Global Education Monitoring Report on technology in education: Technology on our terms. The discussions centred on the need for the use of technology in education to be appropriate for national and local contexts and to be equitable and leave no one behind. The report calls for decisions about technology in education to keep learners at the centre when deciding whether the use of technology in education would be appropriate, equitable, evidence-based, and sustainable. Through this report, young people have described what technology on their terms would look like. It concludes with a call to action calling which highlights concrete recommendations that governments can follow to ensure that technology in education is on youth terms. 
Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide; Highlights Year of publication: 2024 Corporate author: UNESCO UNESCO’s policy guide unpacks social and emotional learning (SEL) as a broadening of the educational process, from a focus on cognitive aspects to a balance between cognitive, social and emotional, and behavioural dimensions of learning, putting forward initial action ideas to guide its systematic mainstreaming in education. It builds on and extends previous work undertaken by UNESCO on SEL from the perspective of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD), Building Strong Foundations for Health and Well-being Education, the Happy Schools Framework, and in multiple UNESCO Offices and Institutes. 
3rd Global Forum Against Racism and Discrimination: Final Document Year of publication: 2024 Corporate author: UNESCO The third edition of the Global Forum against Racism and Discrimination with the theme “Race to the top: putting racial equity and justice at the forefront of development agendas” was held in São Paulo, Brazil, on 29 November 2023 and 1 December 2023. At the invitation of Brazil, in partnership with the Ford Foundation, the Open Society Foundations, the Mover Foundation, Instituto Ibirapitanga, the Global Forum highlighted the importance of placing racial issues at the core of development and implementation strategies, with a view to socioeconomic development. The Global Forum welcomed Ministers, high-ranking officials of national bodies responsible for combating discrimination and promoting equality, mayors of the International Coalition of Inclusive and Sustainable Cities - ICCAR, academics, scientists, civil society actors, NGOs, artists and digital influencers to share good practices, strengthen commitments and discuss effective strategies to combat racism and various forms of discriminations, including recommendations on how to proceed. The Global Forum’s agenda covered several topics, such as co-creating inclusive policies with impacted communities’ inputs; increasing awareness-raising on historical systems such as transatlantic enslavement to better comprehend and dismantle their contemporary legacies such as racism; progress towards gender equality; enhancing the capacities of civil society to be an agent of change; addressing artificial intelligence and its role in perpetuating racism; protecting the rights of indigenous peoples; establishing legal and policy frameworks prioritizing anti-racism and anti-discrimination on a local and global scale; strengthening the roles of cities, civic spaces, artistic and academic communities; enhancing the importance of informed data baseline on equality for governments; and promoting social philanthropy to address racial inequality. The 2023 edition was also marked by the launch of new initiatives. One of the main outcomes of the Global Forum is the establishment of the UNESCO Network of Anti-Racism and Anti-Discrimination Officials aiming to strengthen the development of innovative and inclusive policy solutions for peace, equity and non-discrimination. UNESCO has launched the new UNESCO Anti-Racism Toolkit, the Gender-Based Resilience Framework, the ‘Let’s Talk‘ project with Harvard University to combat prejudice against migrants, and the development of a new joint OECD-UNESCO briefing on combating discrimination against migrants. Volume X of the UNESCO General History of Africa, entitled Africa and its Diasporas, was also launched during the Global Forum. The publication offers a mapping of African diasporas throughout the world, valorizing their contributions to modern societies. 
Hydro Resilience: Citizen and Open Science for Climate Adaptation Year of publication: 2024 Corporate author: UNESCO Human-induced climate change is affecting weather and climate extremes worldwide and causing changes in the atmosphere, ocean, cryosphere and biosphere leading to widespread adverse impacts on people and nature. These conditions have exposed people to reduced water security and negatively affected food security and ecosystem services. Despite advances in climate and water sciences, there is still a significant gap between information availability and its uptake by stakeholders. Although there is abundant data and information available on the potential impacts of climate change, there is a lack of expert knowledge on the user side, which limits the development and implementation of effective adaptation strategies at the local level. There is also an opportunity to bring communities more on board to manage their climate risk through citizen engagement and to ensure that vulnerable communities can benefit from climate science foresight. To address these challenges, a new project was developed called ‘Hydro Resilience: Citizen and Open Science for Climate Adaptation’ to pilot citizen and open science applications for climate risk management and to support water management under climate change uncertainty. 
Assessment for Advocacy to Transform Communities, Programmes and Policies in the Global South Year of publication: 2024 Corporate author: UNESCO | Global Education Monitoring Report Team | PAL Network This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024 Spotlight Report on basic education completion and foundational learning in Africa. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2024 Spotlight Report on basic education completion and foundational learning in Africa”.