Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,367 Results found
Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism (The MILID Yearbook, 2016) Year of publication: 2016 Author: Jagtar Singh | Paulette Kerr | Esther Hamburger Corporate author: UNESCO | Alliance of Civilizations Media and Information Literacy (MIL) is a strong tool, cutting across educational, cultural and social contexts. It can help overcome disinformation, stereotypes and intolerance conveyed through some media and in online spaces. Here, stimulating critical empathy is one of the vital components and there are many stakeholders that have a role to play in this dimension of MIL.This year’s edition is focused on a highly relevant theme of “Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism”. It is a relevant reference point to initiate discussion and offer perspectives to stakeholders seeking to apply MIL as a tool to counter violent extremism. There is evident need for evidence-based research, assessment and evaluation that can provide insight into the impact of media and information literacy on societies. UNESCO trusts that this publication will contribute to ongoing scholarship and debate on these key topics.For media and other information providers to serve their purpose, we need critical minds in the public, which means to develop MIL programmes at the national, regional and international levels. 
Pathways to Empowerment: Recognizing the Competences of Syrian Refugees in Egypt, Iraq, Jordan, Lebanon and Turkey Year of publication: 2018 Author: Madhu Singh Corporate author: UNESCO Institute for Lifelong Learning(UIL) For Syrian refugees living in Egypt, Iraq, Jordan, Lebanon and Turkey, recognition is a transformative mechanism that can help them enter or re-enter education, integrate into the world of work and participate fully in their host communities. However, while policy-makers in the region have prioritized the recognition, validation and accreditation of non-formal and informal learning, it remains a major challenge to develop systems that do this effectively. Pathways to Empowerment lays the essential groundwork for such a system, urging governments to develop comprehensive national strategies rather than ad hoc projects to recognize the competences of Syrian refugees. Its recommendations will contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees’ learning is a critical issue. 
Intelligence, Global Terrorism and Higher Education: Neutralising Threats or Alienating Allies? Year of publication: 2016 Author: Tania Saeed, David Johnson This article draws on narratives of Muslim students, their experiences of existing counterterrorism policies, to examine the effects of the new security framework. It asks whether there is another way – a broader framework in which intelligence agencies and academic institutions can pool resources, not to improve statecraft, but to respond more effectively to threats, both known and unknown. 
Accountability for Gender Equality Year of publication: 2018 Author: Elaine Unterhulter | Amy North | Orlanda Ward The aim of this paper is to consider approaches to understanding and evaluating accountability in education from the perspective of concerns with gender equality in education. This task has a number of facets and complexities, because ‘gender’ is not one simple set of relationships, and the notion of gender equality in education can be read in a number of different ways. Thus developing adequate conceptualizations for the key terms (accountability, and gender equality and education) needs to take account of gender as a particularly fluid, contextually located and contested idea signaling processes, which link with different formulations of policy and practice to enhance gender equality and accountability in education.In this paper we look at a range of different meanings of accountability, distilled in the main GEM Report (UNESCO, 2017) and consider their implications in relation to debates about gender and gender equality in education. The aim of the paper is to develop a ‘bespoke’ interpretation of accountability and different forms of gender equality in education through which we can assess a number of research studies and country examples of forms of accountability.This paper is also background paper prepared for the 2018 Global education monitoring report gender review: Meeting our commitments to gender equality in education. 
UNESCO Prize for Girls' and Women's Education: Call for Nominations 2018 Year of publication: 2018 Corporate author: UNESCO The UNESCO Prize for Girls’ and Women’s Education honours outstanding and innovative practices advancing girls’ and women’s education, and in turn, improving the quality of their lives. Established in 2015, it is funded by the Government of the People’s Republic of China and consists of two US $50,000 awards to help further the work of laureates in this field. The Prize directly contributes to Sustainable Development Goals 4 and 5. 
Earth Network Project: Connecting UNESCO-Designated Sites With Experts to Boost Biodiversity Year of publication: 2024 Corporate author: UNESCO The Earth Network project was launched in 2021 with the support of the Government of Italy. It brings together over 380 experts from more than 60 countries, encompassing diverse biodiversity-related fields that include land restoration, environmental management and environmental law. The specialists volunteer to put their unique skillsets and knowledge at the disposal of sites designated by UNESCO which request their assistance. The Earth Network covers all scientific domains and proudly combines different forms of knowledge: scientific, practitioner, local and indigenous. On the ground, these experts provide technical advice, collect data, build partnerships, and provide training tailored to the specific needs and priorities of each UNESCO-designated site. 
Inclusive Education in Kyrgyzstan (International Journal of Humanities and Natural Sciences; vol. 2-1, no. 41) Year of publication: 2020 Author: A.K. Akkojoeva The article deals with issues of inclusive education, defines the concepts of "inclusion" and "inclusive education". Special attention was paid to the analysis of approaches to the functioning of inclusive education and concepts for the implementation of inclusive education in the Kyrgyz Republic. teaching children with disabilities through inclusive education involves understanding the inclusion of a new philosophy of education that creates a modern humanistic approach to education based on the diversity of students and more individual characteristics of the child than problems, as well as the ability to jointly enrich the education of ordinary children and children with disabilities. 
Russian Language in Culture and Politics in Tajikistan (Language. Literature. Culture; no.2) Year of publication: 2011 Author: Usmonov Rustam Ahmadzhonovich Corporate author: Analitika RODIS The article is devoted to the role and place of the Russian language in modern Tajikistan. The history of relations between Russian and Tajik cultures The history of relations between the Russian and Tajik cultures in the linguistic dimension, the role of the Russian language in modernity, the peculiarities of The history of the relationship between Russian and Tajik cultures and the role of the Russian language in today's society are discussed. 
The Current Situation of the Russian Language in the Central Asian States (Journal of Post-Soviet Studies; vol. 3, no. 3) Year of publication: 2020 Author: Yu Haiju The article examines the current situation of the Russian language in the five Central Asian states of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan, which appreciate the sovereignty they have gained, elevating their own language policies to the level of a manifestation of national independence and a symbol of sovereignty. The status of the Russian is no longer a simple question of language, but a complex political issue. The author shows that the attitudes of the five Central Asian states toward the Russian language can be divided into three main categories: acceptance, resistance and uncertainty. 
Investigation and Research on National Unity Education of College Students in Guangxi (Advances in Social Sciences; vol. 10, no. 3) Year of publication: 2021 Author: Liangqiu Meng This study takes Guangxi as an example, which is a model of national unity and progress. Guided by the basic principles of Marxism, this study adopts the methods of questionnaire and interview to study the current situation of national unity education of college students in Guangxi. It is found that the quality of national unity of college students in Guangxi is in a good state, but there are still some problems, such as the outdated and fragmented content of national unity education, un- scientific curriculum setting, the lack of quality education and the lack of quality education. There are many problems, such as backward teaching material construction, disjointed coordination of all aspects of education, single education methods, weak guarantee of education team and so on. In view of the existing problems, this study puts forward some countermeasures, such as enriching the content of national unity education, scientifically setting up the curriculum of national unity education, developing the characteristic teaching materials of national unity education, streng- thening the cooperation of curriculum teaching, innovating the mode of national unity education, and strengthening the construction of team security.