Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,006 Results found
Sub-Education Policy Review Report: Inclusive Education Year of publication: 2021 Corporate author: UNESCO Inclusion highlights opportunities for an equal involvement of individuals with disabilities (physical, social, and emotional) when possible into typical education, but leaves accessible the probability of individual selections and possibilities for special aid and accommodations for persons who need it. This review was initiated by UNESCO to inform the ongoing discourse about inclusive education within Malaysia, Indonesia, Brunei, Philippine and Timur-Leste. Sustainable Development Goal 4 (SDG 4) reinforces the importance of inclusive education which adheres nations to adopt the framework of action in providing inclusion and equity through education of children with perceived differences. The review contributes to the body of literature on inclusive education by synthesizing policy recommendations and evaluations and identifying contradictions and overlaps in those policies. This review draws upon UNESCO reports pertaining to inclusive education policies and initiatives. In addition, a systematic review of empirical studies on inclusive education policy (2010-2020) identified from related and major databases (Eric) is conducted. Both the UNSECO reports and empirical studies are analyzed based on the SDG4 and its targets pertaining to inclusion policy. 
Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities (RISE Working Paper Series; 21/061) Year of publication: 2021 Author: Joan DeJaeghere | Vu Dao | Bich-Hang Duong | Phuong Luong Corporate author: Research on Improving Systems of Education (RISE) Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects. 
Mind the Gap: The State of Girls’ Education in Crisis and Conflict Year of publication: 2021 Corporate author: Inter-agency Network for Education in Emergencies (INEE) This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. The report aims to support the Charlevoix Declaration on Quality Education’s commitment to enhance the evidence base and monitor progress toward gender-equitable education in crises. The report draws from data on 44 crisis-affected countries, from recent research, and from a set of case studies of interventions in a range of crisis-affected contexts. 
UNESCO Science Report: The Race Against Time for Smarter Development Year of publication: 2021 Author: Susan Schneegans | Tiffany Straza | Jake Lewis Corporate author: UNESCO This seventh edition of the report monitors the development path that countries have been following over the past five years from the perspective of science governance. It documents the rapid societal transformation under way, which offers new opportunities for social and economic experimentation but also risks exacerbating social inequalities, unless safeguards are put in place.The report concludes that countries will need to invest more in research and innovation, if they are to succeed in their dual digital and green transition. More than 30 countries have already raised their research spending since 2014, in line with their commitment to the Sustainable Development Goals. Despite this progress, eight out of ten countries still devote less than 1% of GDP to research, perpetuating their dependence on foreign technologies. 
Impact of COVID-19 on Adolescents’ Education: Evidence Briefing Year of publication: 2021 Author: Adrienne Monteath-van Dok | Anthony Davis | Nicholas Frost Corporate author: Plan International UK This paper highlights the impact of COVID-19 on the education of adolescent girls and boys. 
Strengthening Independent Media, One Case at a Time: A Handbook for Media Vability; Preview of a Forthcoming IPDC Knowledge Resource Year of publication: 2021 Corporate author: UNESCO “Strengthening Independent Media, One Case at a Time: A Handbook for Media Viability” will include case studies of innovative ideas from a wide variety of news media companies, mostly in the developing world, that are succeeding in difficult times and have lessons to share with others who are struggling. The handbook project was announced during the 65th meeting of the Bureau of the Intergovernmental Council of the International Programme for the Development of Communication (IPDC).This brochure includes highlights of some of the cases to be included, from community media in South Africa to a pure-play digital success in Indonesia, to a fact-checking network in Brazil to a covid response in Pakistan, and much more. The Handbook will be published in September 2021 and will be available for free on the website of the IPDC. 
Global Citizenship Education: A Policymaking Awareness and Advocacy Handbook Year of publication: 2021 Corporate author: APCEIU | UNESCO Bangkok GCED is critical for learners and countries to reach the SDG-Education 2030 targets. Many countries have GCED elements, either explicitly or implicitly, within their education policies. However, to fully realize SDG target 4.7 and to enable our learners to achieve the knowledge, skills, values and attitudes needed to succeed in an ever-changing and adaptable world, countries may need to explicitly build these components directly into various education policies. This policymakers’ handbook provides some guidance on how policymakers can develop and adapt local level policies in order to strengthen GCED learning. 
How Are Vocational Institutions Innovating, Evolving and Changing as a Result of COVID-19?: A Study of Practice and Perspectives in Five Countries Year of publication: 2021 Corporate author: British Council As an international problem, Covid-19 requires international cooperation. The social, economic and educational recovery from the pandemic can be enhanced by knowledge transfer and exchange. This research brought together 15 technical and vocational education and training (TVET) institutions from the five countries in the British Council’s I-WORK Programme (Improving Work Opportunities - Relaying Knowledge) to explore innovation, evolution and change stemming from the pandemic. TVET practitioners and leaders from Ghana, India, Malaysia, South Africa and the UK were asked to reflect on five key questions: How are institutional policy and structures likely to change to reflect the changing situation? Is this different for private institutions? What changes are proposed to the curriculum/ occupational areas to reflect the rapidly changing demand and how are they identifying this demand? How will learners get the practical and work-based experience they need and what changes to work- based learning and apprenticeships are needed? What changes are needed to the skills and type of staff in the teaching institution? How can new delivery models and ways of working promote more inclusive practice? The research took place as institutions approached almost a year of adapting their teaching, learning and support to localised lockdowns and the restrictions of the pandemic. The national policy context may have been different in each country, but the research findings pointed to a single conclusion: that across the board, the move to digital learning and teaching had brought benefits, opportunities and challenges that might not otherwise have been realised. 
COVID 19, Technology-Based Education and Disability: The Case of Bangladesh; Emerging Practices in Inclusive Digital Learning for Students With Disabilities Year of publication: 2021 Author: Vashkar Bhattacharjee | Shahriar Mohammad Shiblee Corporate author: UNESCO This study sheds light on Bangladesh’s initiatives in the area of disability-inclusive education. The particu- lar focus is on the role of its Accessible Reading Materials (ARM) initiative and how this has contributed to ensuring disability-inclusive and accessible education during the COVID-19 pandemic in Bangladesh. ARM is a government-led initiative that was launched in 2014 by the then Access to Information (a2i) programme of the Prime Minister’s Office, now the Aspire to Innovate Programme of the Information and Communica- tion Technology (ICT) Division of the Government of Bangladesh. It was launched in recognition of the need for solutions to ensure virtual, as well as regular reading access for all students, including children and young people with barriers to reading. ARM is aimed at satisfying the educational needs of all students including students with print and learning disabilities. 
Let’s Break Silos Now!: Achieving Disability-Inclusive Education in a Post-COVID World Year of publication: 2020 Author: Aurélie Beaujolais | Blandine Bouniol | Francesca Piatta | Julia McGeown | Sandra Boisseau | Sandrine Bohan Jacquot | Valentina Pomatto Corporate author: Humanity & Inclusion This is a report on the difficulties children with disabilities face in accessing education in the world’s poorest countries. The report draws specifically on Humanity & Inclusion and its partners’ extensive global experience and learning around education and disability. More recently, this includes the impact of the COVID-19 pandemic on education for children with disabilities.