Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
293 Results found
Education in Africa: placing equity at the heart of policy; executive summary Year of publication: 2023 Corporate author: UNESCO Dakar | Union Africaine This report follows the request made by the Member States of the African Union during the 2018 Pan-African High-Level Conference on Education. It aims to support the efforts undertaken by African countries to accelerate the achievement of the targets and strategic objectives set out in the 2030 Agenda and the Continental Education Strategy for Africa (CESA). This first report highlights the need to place equity at the heart of efforts to improve access to and the quality of education, without which efforts to improve access to and the quality of education could inadvertently widen existing inequalities. 
Media and Information Literacy Curriculum for Teachers Year of publication: 2011 Author: Carolyn Wilson | Alton Grizzle | Ramon Tuazon | Kwame Akyempong | Chi Kim Cheung Corporate author: UNESCO We live in a world where the quality of information we receive largely determines our choices and actions, including our capacity to enjoy fundamental freedoms and the ability for self-determination and development. This Media and Information Literacy Curriculum for Teachers is an important resource for UNESCO Member States and a pioneering publication.First, it is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one platform. Second, it is specifically designed for integration into the formal teacher education system.UNESCO believes that, ultimately, this curriculum will contribute to innovation and improvement in all levels of education. 
ESD in Teacher Education Institutions: Case Studies of Best Practices in Zambia Year of publication: 2017 Author: Overson Shumba | Heather Munachonga Corporate author: Zambia National Commission for UNESCO | Copperbelt University This book is a compilation of case studies on best practices in education for sustainable development in teacher education institutions in Zambia. It contributes to the dissemination of the best practices among the institutions and the wider society. It adds to examples of practices that are relevant to the UNESCO Global Action Programme on Education for Sustainable Development (GAP). The project was coordinated by Professor Overson Shumba at the Copperbelt university in Kitwe and Heather Munachonga, Programme Officer at the Zambia National Commission for UNESCO in Lusaka. The book was made possible with funding and support from UNESCO, Paris, the Ministry of General Education, the Copperbelt University, and the Zambia National Commission for UNESCO. All the institutions were supported by the teacher education institutions and their partners. The book illustrates some of the actions undertaken consistent with pursuit of the education SDG4 target 7. It is expected that this book will lead teacher educators and teachers to come up with further innovations and to integrate them in their professional work. Whole institution actions are encouraged so that best practices as found in this book can permeate and transform all aspects of the institution: the curriculum, teaching, assessment, research, extra-curricular activities, and operations, and must involve everyone, students, workers, lecturers, and the surrounding community. 
Education and Disability: Analysis of Data from 49 Countries (UIS Information Paper No. 49) Year of publication: 2018 Corporate author: UIS Sustainable Development Goal (SDG) 4 calls for “inclusive and quality education for all”. Persons with a disability are among the population groups most likely to suffer from exclusion from education but data that permit an analysis of the links between disability and education remain scarce.This paper examines educational disparities linked to disability based on data from 49 countries and territories for five education indicators: Proportion of 15- to 29-year-olds who ever attended school Out-of-school rate (primary school age, lower secondary school age) Completion rate (primary education, lower secondary education) Mean years of schooling of the population 25 years and older Adult literacy rate (population 15 years and older) 
Situational Analysis on the Status of Sexual and Reproductive Health of Students and Gender-based Violence in Technical and Vocational Colleges in Malawi (STEP Research Series No. 2) Year of publication: 2017 Corporate author: Skills and Technical Education Programme (STEP) Funded by the EU and implemented by UNESCO in collaboration with the Government of Malawi, the Skills and Technical Education Programme (STEP) is dedicated to reinforcing Technical, Entrepreneurial and Vocational Education and Training (TEVET) in Malawi.The programme will run from 2016-2020 and aims to improve TEVET at post-secondary level with a focus on equal access to enrolment, with particular emphasis on female learners; improving quality in the sector; and the establishment of clear governance structures. The STEP Research Series presents the highlights of the research undertaken by the programme.The situational analysis on the status of sexual and reproductive health of students and gender-based violence in technical and vocational colleges in Malawi is the second report in the STEP Research Series. 
Promoting Lifelong Learning for All: The Experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania Year of publication: 2018 Corporate author: UNESCO Institute for Lifelong Learning (UIL) This report is an outcome of a project supporting the promotion of lifelong learning for all in selected African countries. The project aims to increase the capacity of policy-makers and researchers to develop national policies and strategies that will establish lifelong learning systems in Africa, ultimately contributing to the 2030 Agenda for Sustainable Development.This publication showcases the advancements made by five African countries in promoting and implementing lifelong learning as per the recommendations outlined in Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania (UIL, 2014). This continuous assessment and review of the countries’ progress can help monitor the reforms and developments taking place, and can contribute to the sharing of promising practices. The four main sections of the report include an introduction with the background to and methodology of the study; the origin, essence and benefits of lifelong learning; a compendium of good practices in promoting lifelong learning for all; and a conclusion comprising reflections on how progress can be accelerated in the region as well as potential collaboration opportunities with the UNESCO Institute for Lifelong Learning (UIL).Attempts to implement lifelong learning concepts in the five African countries has seen mixed results, but advancements are being made. It is hoped that this synthesis report will help foster the exchange of successful practices among the countries and the further development of lifelong learning policies and strategies across the African continent. 
Country Commitments to Gender Equality in Education Year of publication: 2018 Author: Erica Murphy Corporate author: UNESCO The international community has committed through legal and political frameworks to achieving gender equality in all spheres, including education. These frameworks include obligations to protect and secure women and girls' right to education through the elimination of discriminatory barriers, whether they exist in law or in everyday life, and to undertake positive measures to bring about equality, including in access of, within, and through education.This paper firstly sets out the legal and political frameworks on gender equality in education to which states have committed and then describes how they have committed.In the second section, the content of states’ commitments to achieve gender equality in education is explained, including the normative content of relevant provisions found in international and regional human rights treaties and the 2030 Agenda for Sustainable Development. This section also includes a classification of states according to what legal commitments to women and girls’ right to education they have made.The final section details how states can be held accountable for failure to meet their legal commitments to gender equality in education, including what mechanisms are available and examples of how these mechanisms have been used to hold states accountable.This paper is also background paper prepared for the 2018 Global education monitoring report gender review: Meeting our commitments to gender equality in education. 
[Summary] Re|shaping Cultural Policies: Advancing Creativity for Development; 2005 Convention Global Report, 2018: Summary Year of publication: 2017 Corporate author: UNESCO The Global Report series has been designed to monitor the implementation of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005). It also provides evidence of how this implementation process contributes to attaining the United Nations 2030 Sustainable Development Goals and targets.The 2018 Global Report analyses progress achieved in implementing the 2005 Convention since the first Global Report was published in 2015.Grounded in the analysis of the Quadrennial Periodic Reports submitted by Parties to the Convention and relevant new findings, this report examines how the 2005 Convention has inspired policy change at the global and country level in ten areas of monitoring. It puts forward a set of policy recommendations for the future, addressing the adaptation of cultural policies to rapid change in the digital environment, based on human rights and fundamental freedoms.When deployed together, the two editions of the Global Report are beginning to produce new and valuable evidence to inform cultural policy making and advance creativity for development. 
Human Right and Encryption Year of publication: 2016 Author: Wolfgang Schulz | Joris van Hoboken Corporate author: UNESCO This publication follows UNESCO’s new approach to Internet issues, as endorsed in November 2015 on the occasion of its 38th General Conference. Our 195 Member States have adopted the CONNECTing the Dots Outcome Document, in which 38 options for future action from UNESCO are set out; and the Internet Universality principles (R.O.A.M.),which advocates for a Human-rights-based, Open and Accessible Internet, governed by Multi-stakeholder participation.Encryption is a hot topic in the current global discussion on Internet governance. This research delves into the subject, to outline a global overview of the various means of encryption, their availability and their potential applications in the media and communications landscape. The research explains how the deployment of encryption is affected by different areas of law and policy, and it offers detailed case studies of encryption in selected jurisdictions.It analyzes in-depth the role of encryption in the media and communications landscape, and the impact on different services, entities and end users. Built on this exploration and analysis, the research provides recommendations on encryption policy that are useful for various stakeholders. These include signaling the need to counter the lack of gender sensitivity in the current debate, and also highlighting ideas for enhancing “encryption literacy”. 
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.