Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,437 Results found
Responding to Covid-19: Online Classes in Korea - A Challenge Toward the Future of Education Year of publication: 2020 Corporate author: Korea R. Ministry of Education Korea is effectively responding to the outbreak of COVID-19 by adopting a whole-of-government approach, under the leadership of the Central Disaster and Safety Countermeasures Headquarters to prevent and contain the pandemic with the principle of “openness, transparency and democratic process.” The nationwide introduction of the online classes to respond to COVID-19 was a huge challenge and a path that we have never trodden before. The Ministry of Education of the Republic of Korea introduced Korean education with the world in response to COVID-19 and shared experiences and challenges of distance learning and online education. COVID-19 is a universal challenge which requires joint response, and the global community should be committed to strong solidarity and close cooperation to overcome this crisis and take a leap forward to a brighter future. 코로나19 대응: 한국의 온라인개학 - 미래교육을 위한 도전 Year of publication: 2020 Corporate author: Korea R. Ministry of Education 대한민국 교육부가 한국의 온라인 개학을 통한 교육분야의 코로나19 대응을 해외에 소개하고 경험을 공유하기 위해 발간한 자료로 원격교육과 온라인 교육의 사례와 미래교육이 당면한 도전과제에 대해서 다루고 있다. 코로나19는 세계가 함께 극복해 나가야 할 공동 과제로서 모든 국가가 상호 연대와 협력을 통해 난관을 극복하고 도약할 수 있을 것이라고 전망한다. 
UNESCO-HNA partnership for girls' and women's education: experience-sharing workshop: enhancing institutional capacity for gender mainstreaming in education; summary report Year of publication: 2016 Corporate author: UNESCO International Institute for Capacity-Building in Africa (IICBA) The first experience-sharing workshop was organised on 24-25 November 2016 in Nairobi, Kenya. The objectives of the workshop were to: v Increase awareness on girls' education activities through South-South interaction. v Exchange experiences and lessons on HFIT project implementation. v Enhance institutional networking and interaction on issues related to girls' education. 
Thinkpiece: Are We Changing the World?; Reflections on Development Education, Activism and Social Change Year of publication: 2015 Author: Stephen McCloskey Corporate author: Centre for Global Education (CGE) This article has been published as part of a one year development education project delivered by the Centre for Global Education and funded by Trócaire. It aims to support reflection and debate on how development educators engage the public on international development issues. The article comes on the back of recent research, most notably Oxfam’s Finding Frames report, which suggests that the development sector is struggling to enhance and sustain citizenship engagement on the structural causes of poverty and inequality. The article probes some of the factors that may underpin this lack of engagement both within the development education sector specifically and the wider development sector more generally. It examines some of the challenges involved in engaging learners in actions on global issues. Some of these challenges relate to the sectors and environmental pressures in which development educators operate which can thwart in-depth engagement with learners. 
Evaluation of UNESCO's Capacity Development for Education for All (CapEFA) Programme Year of publication: 2016 Corporate author: UNESCO The main purpose of this evaluation is to determine the relevance and effectiveness of the Capacity Development for Education for All (CapEFA) programme’s overall contribution to progress towards the realization of the Education for All (EFA) goals in its target countries, and to provide actionable and timely recommendations to the United Nations Educational, Scientific and Cultural Organization (UNESCO) on the positioning of the Programme to meet future needs and challenges related to the adoption of the Sustainable Development Goals (SDG) in September 2015, and more specifically to the SDG 4 to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. The focus of this evaluation is on assessing the CapEFA programme’s relevance, effectiveness, efficiency, and sustainability. This evaluation does not focus on how the programme impacts on the EFA goals, due to the challenge in assessing the causality between the programme’s goals and the EFA indicators. The focus of the assessment is on whether the right conditions at the systemic and institutional levels are created to have an impact on these EFA macro-indicators. 
UNESCO COVID-19 Education Response: Open and Distance Learning to Support Youth and Adult Learning (Education Sector Issue Note; No. 2.5 – June 2020) Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) A new UNESCO issue note, produced by the UNESCO Institute for Lifelong Learning (UIL), aims to support education policy-makers and planners in ensuring open and distance learning to support youth and adult learning in the context of the current pandemic, now and in its aftermath.Since the COVID-19 outbreak and the worldwide school closures that followed, ministries of education have endeavoured to ensure continuity of learning and encourage schools and educational institutions to explore and utilize online and distance modes of learning. Unfortunately, learners outside of the formal school system who are already in need of urgent learning support, such as low-skilled adults, women, out-of-school youth, migrants and refugees, and persons with disabilities, have suffered disproportionally from the suspension of face-to-face learning at the majority of adult learning centres and non-formal educational institutions.The current pandemic calls for people from people from all socio-economic backgrounds, wherever they live in the world, to develop new knowledge and skills in order to cope with the uncertainty that this crisis imposes. These learning needs include basic health literacy, media literacy, parenting for home-schooling children and professional development to counteract job losses brought on by the pandemic. Correspondingly, enrolment in massive open online courses (MOOCs) is soaring. As such, there have been positive and demand-driven trends in exploring alternative options, such as open and distance learning (ODL), to ensure the continuity and expansion of non-formal education and adult learning.This issue note takes stock of opportunities and challenges in using ODL, both online and offline as defined in the UNESCO Issue Note on Distance Learning Strategies, for youth and adult learners outside the formal education system. After examining key issues and illustrating promising cases from public and private sectors, it provides key messages for policy interventions to support inclusive lifelong learning for youth and adults during and after the current pandemic.UNESCO Education Sector’s issue notes cover key topics related to the COVID-19 education response. 
UNESCO's Contribution to the Prevention of Violant Extremism Year of publication: 2016 Corporate author: UNESCO This document provides a summary of recent efforts by UNESCO to step up its action to prevent violent extremism, in the context of the United Nations Secretary-General’s Plan of Action on Violent Extremism, launched in January 2016. Building on its mandate and existing activities, UNESCO has adopted an intersectoral approach, paying particular attention to the needs of young people particularly at risk of radicalization. 
دور اليونسكو في تعزيز التعليم بوصفه أداة لدرء التطرف العنيف Year of publication: 2015 Corporate author: UNESCO This item has been included in the provisional agenda of the 197th session of the Executive Board at the request of the United States of America and co-sponsored by Bosnia and Herzegovina, Bulgaria, Costa Rica, Côte d’Ivoire, Djibouti, Finland, France, Germany, Jordan, Kenya, Latvia, Nigeria, Norway, Pakistan, Philippines, Republic of Korea, Rwanda, Senegal, Slovenia, Suriname, Switzerland and Turkey UNESCO's role in promoting education as a tool to prevent violent extremism Year of publication: 2015 Corporate author: UNESCO This item has been included in the provisional agenda of the 197th session of the Executive Board at the request of the United States of America and co-sponsored by Bosnia and Herzegovina, Bulgaria, Costa Rica, Côte d’Ivoire, Djibouti, Finland, France, Germany, Jordan, Kenya, Latvia, Nigeria, Norway, Pakistan, Philippines, Republic of Korea, Rwanda, Senegal, Slovenia, Suriname, Switzerland and Turkey La Función de la UNESCO en la promoción de la educación como instrumento para prevenir el extremismo violento Year of publication: 2015 Corporate author: UNESCO This item has been included in the provisional agenda of the 197th session of the Executive Board at the request of the United States of America and co-sponsored by Bosnia and Herzegovina, Bulgaria, Costa Rica, Côte d’Ivoire, Djibouti, Finland, France, Germany, Jordan, Kenya, Latvia, Nigeria, Norway, Pakistan, Philippines, Republic of Korea, Rwanda, Senegal, Slovenia, Suriname, Switzerland and Turkey