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Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
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[Résumé] Résumé du rapport mondial de suivi sur l’éducation 2020: Inclusion et éducation; Tous, sans exception Year of publication: 2020 Corporate author: UNESCO | Global Education Monitoring Report Team L’édition 2020 du Rapport mondial de suivi sur l’éducation examine les mécanismes sociaux, économiques et culturels qui discriminent les enfants, les jeunes et les adultes défavorisés, les tenant à l’écart de l’éducation ou les marginalisant en son sein. Encouragés par leur engagement à réaliser le droit à l’éducation inclusive, les pays élargissent leur vision de l’inclusion dans l’éducation afin de placer la diversité au cœur de leurs systèmes. Pourtant, la mise en œuvre de lois et de politiques bien intentionnées échoue souvent. Publié au début de la décennie d’action à l’horizon 2030, et en pleine crise de COVID-19 qui a exacerbé les inégalités existantes, rapport affirme que la résistance à la prise en compte des besoins de chaque apprenant constitue une menace réelle pour la réalisation des objectifs mondiaux d’éducation. [요약문] 세계 교육 현황 보고서 요약본 2020: 포용과 교육; 모두는 모든 이를 의미한다 (All Means All) Year of publication: 2020 Corporate author: UNESCO | Global Education Monitoring Report Team 『2020 세계 교육 현황 보고서』는 취약계층 아동, 청소년 및 청년을 차별하여 교육에서 배제시키거나 소외시키는 사회적, 경제적, 문화적 메커니즘을 살펴본다. 포용적 교육에 대한 권리를 실현하겠다는 약속에 힘입어 모든 국가는 다양성을 교육제도의 핵심에 두기 위해 포용에 대한 비전을 확대하고 있다. 그러나 선의의 법과 정책의 시행은 종종 비틀거리곤 한다. 2030년까지 10년간의 실행이 시작되는 시점이자 근본적인 불평등을 악화시킨 코로나19 위기의 중간에 발표된 이 보고서는 모든 학습자의 요구를 해결하는 것에 대한 저항이 세계 교육 목표를 달성하는데 실질적인 위협이라고 주장한다. 『포용과 교육: 모두는 모든 이를 의미한다(ALL MEANS ALL)』는 거버넌스와 재정, 교육과정, 교과서 및 평가, 교사 교육, 학교 인프라, 그리고 포용의 과정을 밝힐 수 있는 학생, 학부모, 지역사회와의 관계 등에서 많은 실천들을 확인할 수 있다. 이 보고서는 학습자의 다양성을 사회적 응집력으로 만들기 위한 정책 권고안을 제공한다. 
عدسة التعليم من أجل التنمية المستدامة أداة استعراض السياسات والممارسات Year of publication: 2010 Corporate author: UNESCO The UN Decade of Education for Sustainable Development (DESD) calls on the Governments to consider the inclusion of measures to implement the Decade in their respective education systems and strategies and, where appropriate, into national development plans’.2 This ESD Lens provides tools to start this process. It can be adapted to different educational contexts, and country specific policy and practice needs. It is not prescriptive, but provides guidelines and starting points for reviewing education policy and practice using an ESD perspective. ESD Lens Review Tools are provided for planning, for building knowledge of ESD, for reviewing national policy and the aims of education, for reviewing quality learning outcomes, and for reviewing more specific and detailed aspects of the education system such as curriculum, learning materials, assessment and teacher education. The tool is flexible and can be used at different levels of the system.Some of the tools are more suited to policy-makers, while others can be used by teachers and principals in schools. Ideally they should all be used to ensure a more systemic re-orientation of the education system in a country, province, region or district.The pilot testing of the ESD Lens showed that it helps to build synergy for understanding and implementing ESD at national level and at sub-regional levels. The key question being addressed by the ESD Lens is:How can education policies, curriculum and other support processes sufficiently integrate the principles of ESD to inform and strengthen the quality of learning experiences for sustainable development? 
Le réSEAU en action: Citoyens du monde connectés pour le développement durable: guide à l'intention des enseignants Year of publication: 2017 Corporate author: UNESCO Le guide à l’intention des enseignants : donne aux élèves une idée de ce que signifie pour eux « devenir des citoyens du monde » ainsi que des suggestions pour contribuer au développement durable ; propose des idées d’activités en classe pour aider les élèves du secondaire à développer des connaissances, des compétences, des valeurs, des attitudes et des comportements en faveur de l’ECM et de l’EDD ; présente une sélection d’activités sur l’ECM et l’EDD mises en œuvre par les écoles du réSEAU du monde entier. Shaping the education of tomorrow: 2012 full length report on the UN Decade of Education for Sustainable Development Year of publication: 2012 Author: Arjen E.J. Wals Corporate author: UNESCO This report represents the second review of the DESD and is conducted in the context of its Global Monitoring and Evaluation Framework (GMEF). It appears twenty years after the Rio Earth Summit, at a time where the challenge of SD is greater than ever. It is all the more timely because there is increased recognition that this challenge cannot be solved solely through technological advances, legislative measures and new policy frameworks. While such responses are necessary, they need to be accompanied by changes in mindsets, values and lifestyles and a strengthening of people’s capacities to bring about change.The report shows that many governments, NGOs, UN agencies and indeed, companies are increasingly emphasizing the importance of learning and capacity-building as they search for solutions to sustainability challenges including climate change, disaster risk management, biodiversity loss and sustainable production and consumption. 
SDG 4 - Policies for flexible learning pathways in higher education: Taking stock of good practices internationally (IIEP-UNESCO Working Papers) Year of publication: 2020 Author: Michaela Martin | Ana Godonoga Corporate author: UNESCO International Institute for Educational Planning (IIEP) This paper draws on country examples across different UNESCO regions to illustrate policy-relevant as well as practical approaches to developing flexible learning pathways in higher education. It shows that policies can facilitate flexible learning pathways include legislative and regulatory frameworks, articulation and transfer policies, and lifelong learning policies. It also presents a number of supportive policy instruments that can serve to bridge policy and practice, such as national qualifications frameworks, quality assurance and accreditation, credit accumulation and transfer systems, and information and guidance services. Finally, apart from discussing system-wide approaches, this paper also gives examples of more decentralized, institution-led practices that contribute to flexible learning pathways. This paper concludes that well-designed policy frameworks and instruments and targeted measures can create an enabling environment for flexible learning pathways, but their effectiveness requires strong administrative capacity and coordination, as well as the involvement of all relevant stakeholders, including those who design, implement, and benefit from policies. It is also essential that policies, instruments, and practices are in alignment with one another and work towards a common objective. Therefore, a holistic approach, comprising an adequate and well-coordinated mix of policies, instruments, and targeted measures, is required, in order to translate flexible learning pathways from a national priority into an institutionalized practice that reaches its intended beneficiaries. 
Schools in action, global citizens for sustainable development: a guide for students Year of publication: 2016 Corporate author: UNESCO The UNESCO Associated Schools Project Network (ASPnet) in Action: Global Citizens for Sustainable Development student guide aims to introduce secondary school students to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) and provide them with ideas and activities to contribute proactively to a more peaceful and sustainable world. The guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the ASPnet Online Collaborative Platform: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco.org/aspnet/globalcitizens]. You will find in this student guide: An overview of what it means to be a global citizen and of how you can contribute to sustainable development. Ideas for getting active yourself, as part of your home, school, community, country and globally. Selected activities on GCED and ESD from ASPnet schools around the world. Escuelas en acción Ciudadanos del mundo para el desarrollo sostenible: guía para el alumnado Year of publication: 2016 Corporate author: UNESCO The UNESCO Associated Schools Project Network (ASPnet) in Action: Global Citizens for Sustainable Development student guide aims to introduce secondary school students to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) and provide them with ideas and activities to contribute proactively to a more peaceful and sustainable world. The guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the ASPnet Online Collaborative Platform: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco.org/aspnet/globalcitizens]. You will find in this student guide: An overview of what it means to be a global citizen and of how you can contribute to sustainable development. Ideas for getting active yourself, as part of your home, school, community, country and globally. Selected activities on GCED and ESD from ASPnet schools around the world. Le réSEAU en action: Citoyens du monde connectés pour le développement durable: guide à l'intention des enseignants Year of publication: 2016 Corporate author: UNESCO The UNESCO Associated Schools Project Network (ASPnet) in Action: Global Citizens for Sustainable Development student guide aims to introduce secondary school students to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) and provide them with ideas and activities to contribute proactively to a more peaceful and sustainable world. The guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the ASPnet Online Collaborative Platform: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco.org/aspnet/globalcitizens]. You will find in this student guide: An overview of what it means to be a global citizen and of how you can contribute to sustainable development. Ideas for getting active yourself, as part of your home, school, community, country and globally. Selected activities on GCED and ESD from ASPnet schools around the world. 
2030 Agenda: Challenges for us all Year of publication: 2017 Since 1948, the UNESCO Courier has served as a platform for international debates on issues that concern the entire planet. This first issue of 2017, which marks the Courier’s revival after
a five-year break, is no exception to the rule: experts, public figures, artists and journalists from around the world have come together to discuss topical issues. Climate change and sustainable energy (p. 23), the future of cities and Smart Cities (p. 15), access to water and the state of groundwater (p. 19), educational policies and the importance they give to girls (p. 8), new technologies and their role in establishing efficient democratic institutions (p. 27), alliances and partnerships that must be forged to advance towards a better world
(p. 31) — these are some of the subjects that constitute the main dossier,
Wide angle, of this issue dedicated to Sustainable Development Goals (SDGs). UNESCO is closely associated with the development and implementation of this international road map that aims
to achieve the seventeen objectives established by the UN, which is convinced that culture, though officially absent from the SDGs, is at the heart of sustainable development policies (p. 12). Elyx, the jovial character created by Yacine Ait Kaci (YAK) and designated virtual ambassador of the UN, supports the Courier in its mission to make palpable the different realities around the world. These are illustrated by a number of SDGs and highlight the players who participate in achieving this agenda for everyone. These include the international community, states, civil society, local communities and authorities, the private sector, and the partnerships that these players set up between each other. The Ideas section, which is dedicated
to another highly topical issue — the current perception of Islam — suggests considering a reinterpretation of the Koran (p. 42) and the sharia (p. 48).
This issue of the Courier also features a reference text on the Different Aspects of Islamic Culture. Launched in 1977, in the wake of a monumental work produced by UNESCO Publishing on general and regional histories, this comprehensive work was completed in November 2016, with the publication of two volumes that constitute an important contribution to the current debate on Islam. In the Current affairs section for the April-June 2017 quarter, the Courier
will celebrate the launch of the World Book Capital programme in Conakry
on 23 April (p. 70) and the International Jazz Day, with the Cuban pianist Chucho Valdés (p. 58) on 30 April in Havana. The Courier will also participate in the celebration of several other international days such as the World Press Freedom Day on 3 May (p. 62), the World Oceans Day on 8 June (p. 65), and the International Day for the Elimination of Sexual Violence in Conflict on 19 June (p. 61). This issue of the Courier also invites you to delve into the peculiar and largely unknown world of Jeju Island’s haenyeo, the women divers from the Republic of Korea. Discover, through the stunning images in the Zoom section, the exceptional destinies of these extraordinary women (p. 36). We hope you enjoy reading this issue!