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
Arab Human Development Report 2016: Youth and Development Prospects Year of publication: 2016 Corporate author: UNDP Arab States AHDR 2016 examines challenges and opportunities facing youth in the Arab region, especially since 2011, and seeks to provide an overview on youth in the region and stimulate a broad dialogue between youth and key stakeholders on the future of development in the region, focusing on the role of youth as critical partners at this very point in time.The point of departure of the report is the demographic fact that the current youth generation is the largest youth cohort this region has had over the past 50 years, making up 30% of its population of 370 million. The report argues that Arab countries can achieve a great leap forward in development, reinforce stability and secure such gains in a sustainable manner, if they adopt policies that give youth a stake in shaping their societies and put them at the centre—politically, socially and economically.The AHDR 2016 calls upon Arab countries to invest in their young people and empower them to engage in the development process as an urgent and critical priority in its own right and prerequisite to achieving sustainable development –a call that is particularly timely as Arab countries embark on formulating their plans to meet the goals of the Sustainable Development Agenda 2030. The report also calls for a youth-oriented development model that focuses simultaneously on building young people’s capabilities and expanding opportunities available to them, considering the achievement of peace and security at national and regional levels as a prerequisite for a future fit for youth. 
Education for sustainable development for social transformation Year of publication: 2017 Corporate author: UNESCO Hanoi | Viet Nam. Ministry of Education and Training This course on Education for Sustainable Development for Social Transformation explains the connection between sustainable development, education and the successful implementation of national and international policies and initiatives on Sustainable Development, such as the Education for Sustainable Development Framework, Global Citizenship Education and the post-2015 Development Agenda. A particular focus is placed on Viet Nam's implementation of these initiatives, including MOET's Action Plan to Implement the National Strategy on Natural Disaster Prevention, Control and Mitigation in the Education Sector in the 2011-2020 Period.The courses promote creative thinking and a holistic approach to some of our planet's most pressing issues. A contribution to sustainable development will be made by encouraging students, families, schools and communities to be bioliterate. 
Ministerial Forum: Global Dialogue on ICT and Education Innovation – Towards Sustainable Development Goal for Education (SDG 4); Proceedings Year of publication: 2019 Corporate author: UNESCO Institute for Information Technologies in Education (IITE) The present publication contains articles based on the outcomes of the Ministerial Forum “Global Dialogue on ICT and Education Innovation – Towards Sustainable Development Goal for Education (SDG 4)”, organized by UNESCO IITE in cooperation with the Ministry of Education and Science of the Russian Federation in Moscow (Russia) on 18-19 March, within the Moscow International Education Fair 2018 (MIEF 2018).The publication covers the flagship topics such as ICT potential for future teachers and future schools, digital pedagogy and OER, collaboration between public and private sectors in the use of ICT in education, digital technologies for quality and equity in education. 
From Angola to Zimbabwe: remarkable heritage of Southern Africa Year of publication: 2022 Corporate author: UNESCO Harare | African World Heritage Fund A celebration of Southern Africa’s rich and diverse heritageToday, Southern Africa’s diverse heritage faces a rising number of challenges which need to be addressed, including climate change, natural disasters, conflicts, urban development and tourism pressures. The region currently has 42 World Heritage sites and 24 Living Heritage elements inscribed on the UNESCO World Heritage and Intangible Cultural Heritage Lists, making it a vibrantly rich home to cultural diversity and human creativity. However, more work needs to be done to further recognize the value of Southern Africa’s multifaceted heritage and enhance its protection in the face of increasing threats.World Heritage sites in the region continue to play an essential role in the lives of the communities who live in and around them, as they constitute a source of pride, history and knowledge, a powerful driver of local economic development, and a vital resource for reconciliation, social integration and sustainable peace. Similarly, Southern Africa’s living heritage elements provide communities with a strong sense of identity and help create a favorable environment for nurturing cultural diversity and human creativity.Inviting you on a journey of discovery from Angola’s Mbanza Kongo to Zimbabwe’s Mbende Jerusarema dance, this publication provides a new outlook on the exceptional heritage that can be found in the countries of the Southern African Development Community region and emphasizes the need for its long-term protection and safeguarding as a shared responsibility. 
Introducing the Our Rights, Our Lives, Our Future (O3) Programme 2018-2022 Year of publication: 2019 Corporate author: UNESCO Harare Comprehensive sexuality education is a curriculum-based process of teaching and learning about the cognitive, emotional, physical, and social aspects of sexuality. It aims to equip children and young people with the knowledge, skills, attitudes, and values that will empower them to protect their health, well-being, and dignity, as well as to develop respectful social relationships and consider the well-being of others affected by their choices. Importantly, it also helps them to understand and act upon their rights throughout their lives. 
Global Vaccines Equity and Solidarity: For a Fair, Equitable and Timely Allocation of COVID-19 Vaccines in Africa; Series #1 Year of publication: 2021 Corporate author: UNESCO Harare African populations have been side-lined through the COVID-19 Vaccination roll-out process. A vaccination timeline taking Africa into 2023 would be unethical. African countries need to invest in their own structures and stop relying on colonial structures. There is a moral obligation to safeguard the population through equal distribution. This not only makes moral and ethical sense but also scientific and economic sense as a slow roll out in Africa will impact the rest of the world. First in a series of community engagement and experience sharing workshops launched on 14 April 2021. This fact sheet captures the main discussion outcomes. 
Levels of learning are alarmingly low: if younger generations don't learn, how can they contribute to the sustainable development of Africa? Year of publication: 2018 Corporate author: UNESCO Dakar | Regional Coordination Group on SDG 4-Education 2030 in West and Central Africa | Teaching and Learning Educators’ Network for Transformation With the adoption of The 2030 Agenda for Sustainable Development, UN member states and partner organizations have agreed to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. Building on the unfinished agendas of the Millennium Development Goals and Education for All, quality education and learning are at the very core of both SDG4 and CESA 16-25 (see box 1). Five of the seven SDG4 targets are specifically designed with the intention of addressing the global learning crisis. Moreover, CESA 16-25 specifically calls on African Union member states to address issues of quality and equity in education, particularly at the pre-primary level, a neglected area in terms of investment and policy, and at the primary level where geographical disparities indicate that girls and women, the poorest and those leaving in remote areas are still left behind. The next question is whether these international and regional commitments have been translated into national policies and strategies that can address the alarmingly low levels of learning. 
[Summary] 4th Global Report on Adult Learning and Education: Leave No One Behind: Participation, Equity and Inclusion; Key Messages and Executive Summary Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) The fourth Global Report on Adult Learning and Education (GRALE 4) argues that achieving SDG 4, and realizing its cross-cutting contribution to the other 16 goals, demands a much more integrated and comprehensive approach to education, with adult learning and education at its heart. GRALE 3, published in 2016, showed that adult learning and education produces significant benefits across a range of policy areas. Countries reported a positive impact on health and well-being, employment and the labour market, and social, civic and community life. GRALE 4, while reinforcing the message that the benefits of participation in ALE are substantial, shows that they remain unevenly distributed. 
Adult Education and the Challenge of Exclusion: UIL Policy Brief 10 Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) The fourth Global Report on Adult Learning and Education (G RALE 4) shows that raising participation in adult learning and education (ALE) is pivotal for achieving not only Sustainable Development Goal (SDG) 4 on education, but also the other goals of the 2030 Agenda, spanning issues from climate change to poverty reduction. This places an onus on countries to review ALE policies and progress in the light of evidence on participation, and to invest in sustainable provision that is accessible to all learners, throughout their lives and in all the different contexts in which adults learn. 
UNESCO Sub-regional Strategy for Kazakhstan, the Kyrgyz Republic, Tajikistan and Uzbekistan 2018-2021 Year of publication: 2019 Corporate author: UNESCO Almaty This document represents the strategic framework for UNESCO’s interaction with the governments and civil societies of Kazakhstan, the Kyrgyz Republic, Tajikistan and Uzbekistan, with other UN agencies and development partners aimed at responding most effectively to the development needs, priorities and aspirations of countries.