Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,217 Results found
Pockets of Hope: Biosphere Reserves in India, Sri Lanka and the Maldives Year of publication: 2022 Corporate author: UNESCO New Delhi Biosphere Reserves contribute to the United Nations Decade on Ecosystem Restoration by enlarging the total area for nature conservation via restoration projects, scientific research, monitoring and education, and by raising the awareness of the general public. Biosphere Reserves are places to apply, test and demonstrate best practices for human living in harmony with nature. They aim to enhance nature conservation, reduce the environmental footprint and keep the ecological carrying capacity of our natural ecosystems intact. It is not easy to have a site listed as a Biosphere Reserve. All sites are externally examined and checked before they are approved. Globally, there are 727 properties, 168 in Asia and the Pacific, 12 in India, 4 in Sri Lanka and 3 in the Maldives. The success with which India, Sri Lanka and the Maldives are actively participating in the World Network is based on the countries’ dedication and hard work. UNESCO invites scientists, biologists, botanists, zoologists, climatologists, environmental engineers and sciencetechnology specialists to support Biosphere Reserves. Universities should use them as outdoor laboratories to improve air quality, apply clean energies, reduce pollution, enhance water availability, redress biodiversity loss and test methods for climate resilience. UNESCO encourages governments, foundations, the private sector and philanthropists to support the establishment of new additions to the World Network of Biosphere Reserves. 
Pacific Climate Security Assessment Guide Year of publication: 2023 Author: Spencer McMurray | Lukas Ruttinger | Serena Arcone | Michael Crowe Corporate author: United Nations Development Programme (UNDP) | Pacific Islands Forum Secretariat (PIFS) The new Pacific Climate Security Assessment guide aims to support Pacific Island Countries to collectively and individually uncover, assess and respond to climate security implications for their peoples, prosperity and peace. The Assessment Guide builds off of the Weathering Risk initiative’s methodology, and was undertaken by adelphi in collaboration with the UNDP, IOM and PIF as a part of the UNPBF-funded “Climate Security in the Pacific” project. In addition to incorporating a brief regional trend analysis and limited entry points to kick start countries’ efforts to address climate insecurity, the guide provides a “how to” for countries to undertake assessments themselves and across different levels. Anchored in the Pacific, the guide was developed through extensive consultation with regional specialists, key regional institutions, civil society and with Forum member representatives. 
Teachers Guide on the SDGs Year of publication: 2022 Corporate author: United Nations (UN) This teaching guide, aimed at grade level K-12, gives an introduction and historical background to the SDGs. Key questions along with primary resources are provided to facilitate comprehension and engage students critically. Through analysis of the Preamble to the 2030 Agenda for Sustainable Development, the connection will be made to the Millenium Development Goals and Human Rights, to demonstrate continuity and evolution of certain principle values held by the international community. Focus then shifts to SDG 4, quality education, so that students can ore clearly analyze the progress that has been made regarding this topic on a micro level. 
Third Global Conference on Strengthening Synergies Between the Paris Agreement and the 2030 Agenda for Sustainable Development: Building the Evidence Base for Synergistic Action in Support of Raising Climate and SDGs Ambition Year of publication: 2022 Corporate author: UN. Department of Economic and Social Affairs (UN. DESA) The Third Global Conference on Strengthening Synergies Between the Paris Agreement and the 2030 Agenda For Sustainable Development was co-convened by the United Nations Department of Economic and Social Affairs (UNDESA) and the Secretariat of the United Nations Framework Convention on Climate Change (UNFCCC), and it was hosted by the Ministry of the Environment of Japan, in partnership with the United Nations University (UNU) and the Institute for Global Environmental Strategies (IGES). 
Catalysing Change for Sustainable Peace: KAICIID's Transformative Dialogue Approach Corporate author: International Dialogue Centre (KAICIID) What is transformative about KAICIID's interreligious and intercultural dialogue approach? Since its establishment, the Centre has worked with the understanding that for dialogue to be truly transformative, it must be continuous, responsive, synergetic, and inclusive of all voices, secular and religious. KAICIID achieves this through sustained engagement with, individual, community, national, regional and international stakeholders. The Centre utilises a synergy of convening, capacity development and mainstreaming of dialogue into the policies and practices of relevant institutions. KAICIID brings diverse stakeholders and partners to the dialogue; empowers and catalyses them through information and expertise exchange, resources and support; supporting changemakers in promoting and incorporating dialogue into the policy and practices of institutions and bodies. The Centre's transformative dialogue approach creates a multiplying effect that leads to an enabling environment for dialogue to take place, fostering social cohesion and sustainable peace. 
Empathy, Perspective and Complicity: How Digital Games can Support Peace Education and Conflict Resolution Year of publication: 2016 Author: Paul Darvasi Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) This paper will address how digital games may be uniquely suited to further the work of peace education and conflict resolution. There is a scarcity of research that specifically studies how digital games, as dynamic and interreactive learning tools, can be leveraged to support and enhance the closely related fields of peace education or conflict resolution; however, research in a number relevant sectors will be recruited to better understand the topic and expose gaps for further work. After defining basic terms, the first section will briefly discuss the aims of peace education and interactive conflict resolution and how digital games can assist in facilitating intergroup contact and collaboration. The heart of the paper will examine several serious games for their potential to cultivate perspective-taking and empathy, explore ethical dilemmas, promote intercultural understanding and encourage a sense of complicity, all crucial components in the work of peace education and conflict resolution. The final section will discuss the importance of context and reflection when implementing digital games and consider whether they can produce long-term, sustainable changes to behaviors and attitudes. 
Backtalk: The Participatory Film and Its Residency in the Space of Cultural Violence and Creative Education towards a Conceptual Understanding of Peace Year of publication: 2017 Author: Ruchika Gurung Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Cultural violence is defined as the beliefs, attitudes and values that justify structural and direct violence (Galtung 1990). It dulls us into seeing exploitation and repression as normal or in not actively witnessing it, and the media plays a vital role in its dissemination. Media and in particular film studies occupies a space through which notions of culture, ideology, peace and violence are negotiated.While the observational approach to film is well established in education, participatory filmmaking as an educational tool is what this paper addresses, with reference to concepts of cultural violence and peace education.This paper uses Brantmeier’s (2011) five stage model, that encourages social and cultural change towards a future that is nonviolent, sustainable and renewable, and Bery’s (2003) conceptualisation of empowerment to propose that participatory film functions as a transformative creative process and challenges notions of identity and culture while helping learners describe the world around them (Zembylas & Bekerman 2013).Through analysing existing cases in the field of participatory video (Schwab-Cartas & Mitchell 2014), the author argue that participatory film functions as a tool for creative education practices that promotes a more hands-on approach to raising awareness about cultural violence and engaging with identity formation, and as a creative tool for knowledge creation and dissemination. 
Technology and Values-Driven Transformation in Education (Journal of Southeast Asian Education: The Official Journal Of SEAMEO; Vol. 1, Special issue) Year of publication: 2023 Corporate author: Southeast Asian Ministers of Education Organization (SEAMEO) The 11th SEAMEO-University of Tsukuba Symposium under the theme Technology and Values Driven Transformation in Education held on 20-22 February 2023 successfully engaged over 19,860 participants from 45 countries. With 30 speakers from 10 countries, the symposium provided the platform to share and exchange best practices carried out by schools and universities apart from identifying the challenges encountered by teachers, students and academicians. SEAMEO and UT have selected quality articles emerging from the symposium and put them together in the Journal of Southeast Asian Education. For example: - Lifelong Learning in the Digital Age- A Breakthrough of Values-Driven Strategies in Using Multimedia-Based Instruction (MMBI): A Course Towards Sustainable Transformative Education- Leave No One Behind: The Solution to an Inclusive Future- Unplugged Computational Thinking with Colouring Books 
Global Education Monitoring Report 2023: Technology in Education; A Tool on Whose Terms? Year of publication: 2023 Corporate author: UNESCO | Global Education Monitoring Report Team This report recommends that technology should be introduced into education on the basis of evidence showing that it would be appropriate, equitable, scalable and sustainable. In other words, its use should be in learners’ best interests and should complement face-to-face interaction with teachers. It should be seen as a tool to be used on these terms. Midway to the deadline, the 2023 Global Education Monitoring Report assesses the distance still to go to reach the 2030 education targets. Education is the key to unlocking the achievement of other development objectives, not least the goal of technological progress. 
Re|shaping Policies for Creativity: Addressing Culture as a Global Public Good Year of publication: 2023 Corporate author: UNESCO The Global Report series monitors the implementation of the 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions, as well as progress towards achieving the United Nations 2030 Agenda for Sustainable Development, within and with the cultural and creative sectors. Its 2022 edition revolves around two major questions: What is the state of the cultural and creative sectors? What policy changes to promote sustainable, human rights-based systems of governance for culture and equitable access to cultural opportunities and resources have resulted from stakeholders’ implementation and ownership of the Convention? In line with the 2015 and 2018 editions, this third edition of the Report presents the latest policy developments to support creativity and sheds light on current and future challenges in areas such as the digital environment, media diversity, sustainable development, mobility of artists and cultural professionals, gender equality and artistic freedom. The trends, innovative practices, gaps and recommendations that emerge from the 2022 edition provide valuable evidence to inform the policy dialogue leading up to the UNESCO World Conference on Cultural Policies and Sustainable Development – MONDIACULT 2022. With the mission to contribute to the 2030 Agenda, it feeds into a renewed vision of cultural policies based on a better understanding of what impacts the diversity of cultural expressions and the avenues for anchoring culture and creativity in the broader public policy spectrum.