Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,052 Results found
An Exciting Adventure Emotional Education Activity Book Year of publication: 2016 Author: Susana Guirao Hernández Corporate author: Region of Murcia With this guide you will be able to work on the emotional management of children. It presents a journey guided by two characters to a country called "Calmland". It has different activities that allow you to recognize and manage different emotions. 
Climate Change Project Management Guide Year of publication: 2021 Corporate author: Plan Nacional de Adaptación al Cambio Climático (PNACC) This guide has 5 steps that allow the creation of projects aimed at the fight against climate change, the steps described here are: Identify the initiatives, know the information for action, articulate the proposal with planning instruments, evaluate the context and the key stakeholders of your initiative and identify sources of funding. All steps are described and examples are given. 
Power, Politics and Democracy Year of publication: 2012 Author: Manuel Rojas Bolaños | Rotsay Rosales Valladares Corporate author: Instituto Interamericano de Derechos Humanos (IIDH) | Centro de Investigación y Estudios Políticos This material shows the main theoretical-conceptual approaches and the central historical elements of democracy as a political regime and form of organization of social life, in order to serve as a general context for the study of democracy in Costa Rica. 
Education for Life Socio-Emotional Education Program Year of publication: 2018 Author: José Fernando Mejía | Gloria Inés Rodríguez | Nancy Guerra | Andrea Bustamante | Maria Paula Chaparro | Melizza Castellanos Corporate author: Alcaldía Mayor de Bogotá This teacher's guide is part of the Emotions for Life program, which seeks to develop social-emotional competencies by providing tools so that teachers can promote them with their students. This first grade guide offers a set of practical sessions for working in the classroom. These competencies allow children to get to know each other better, manage their emotions, relate better with others, make responsible decisions, decrease aggression, and increase satisfaction with their life. 
Trash Hack Action Learning for Sustainable Development: A Teacher's Guide Year of publication: 2021 Corporate author: UNESCO Education for Sustainable Development (ESD) gives people the tools to tackle the problems of the present and future, to fight the climate crisis, change the world and achieve the SDGs. ESD rethinks what we learn, where we learn and how we learn. It is about lifelong learning, which lets people develop the knowledge, skills, values and attitudes that enable them to make informed decisions and actions on global problems.The action-based activities in this guide intend to contribute to fostering the three dimensions of learning (cognitive, socio-emotional andbehavioural) and thereby promoting cross-cutting competencies for the SDGs, such as systems thinking, anticipatory competency, collaboration, critical thinking and integrated problem-solving. 
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. 
Education: A Powerful Tool for Combatting Climate Change; A Guide for Education Unions and Educators Year of publication: 2019 Author: Richard Langlois Corporate author: Education International (EI) This guide aims to provide EI member organisations with a tool for exploring the principal questions, issues and challenges arising from the climate crisis and how unions can respond. 
Mainstreaming SDG4-Education 2030 in sector-wide policy and planning: technical guidelines for UNESCO field offices Year of publication: 2016 Corporate author: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field. 
Curriculum GlobALE: Competency Framework for Adult Educators Year of publication: 2021 Corporate author: DVV International | German Institute for Adult Education, Leibniz Centre for Lifelong Learning | International Council for Adult Education | UNESCO Institute for Lifelong Learning (UIL) This publication introduces Curriculum globALE, a basic com- petence framework for the training of adult educators worldwide. By providing a modular, competency-based framework and cross-curricular approach, Curriculum globALE is unique in its aim to professionalize adult learning and education (ALE) on an international scale, via the competencies that support adult educators to work in any educational setting, field or form.It strives to ensure that educators’ knowledge, competencies, skills and attitudes are of a professional standard.Curriculum globALE is suitable to different contexts and its character and structure enables its inclusion in diverse national education systems.Curriculum globALE aims to: enhance the professionalization of ALE by providing a common reference framework for adult learning programmes and a suggested standard of competencies for adult educators; support ALE providers in the design and implementation of ‘train-the-trainer’programmes; foster knowledge exchange and mutual understanding between adult educators worldwide. 
Online Expression: eMedia Year of publication: 2021 Corporate author: e-Media project Consortium | Erasmus+ The handbook on Online Expression gives an insight on what is online expression, and intends to promote a more creative, active and wise use of the web, exploring the opportunities given not only by social media and blogs. The aim of the handbook is to help teachers guide young people to hone their online expression skills by explaining how to be proactive in their online expressions and less reactive, to become a digital prosumer and not a consumer. The hanbook focuses on the following elements that characterizes online active participation: The creation of relationships; The building of a community or the fact of representing a community; The collective interest; The intention to produce a change, to influence society.