Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
8,363 Results found
Education for Learning to Live Together and Conflict Resolution Year of publication: 2019 Corporate author: BBVA Aprendemos Juntos In this video, the teacher and pedagogue Nélida Zaitegi talks about her pedagogical proposal to learn to live together and resolve conflicts. He defends the so-called "soft skills", emotional intelligence and morals, which in schools should have as much presence as traditional subjects. He has been researching and developing educational innovation programs for more than forty years, based on positive coexistence and conflict resolution. 
Child Abuse: The Health Sector Responds Year of publication: 2017 Corporate author: World Health Organization (WHO) This document presents a review on child abuse, which is presented in five ways, physical, sexual, psychological and neglect, each causing adverse effects on the health of children. Child abuse is widespread worldwide. It has immediate and long-term effects that can last a lifetime. It presents the factors involved in child abuse, as well as the strategies that can help prevent it. 
Pedagogies of Media and Information Literacies Year of publication: 2012 Author: Suvi Tuominen Corporate author: UNESCO Institute for Information Technologies in Education (IITE) UNESCO has been actively involved in developing foundations for media and information literacy to assist Member States in pursuing the achievement of the objectives of the Grünwald Declaration (1982), the Alexandria Declaration (2005) and the UNESCO Paris Agenda (2007) related to MIL.The UNESCO Institute for Information Technologies in Education commissioned this Handbook, which is intended to become a useful tool that would equip teacher training institutions and facilitate teaching media and information literacy in teacher training, to the Finnish Society on Media Education. This Handbook should help teachers to enhance their media and information literacy and encourage them to take up media education in the classroom. The main target group is teachers of secondary schools who are either in training or in service. The Handbook provides teachers with basic knowledge on media and information literacy, and the way these skills can be taught.The Finnish Society on Media Education (www.mediaeducation.fi – FSME), founded in 2005 by Finnish researchers and practitioners in media education, is an association operating nation-wide in two main languages (Finnish and Swedish). The goal of FSME activities is to support and develop the field of research and practices concerning media education, contribute to the public debate and provide opportunities to share media educational experiences online and offline. 
Violence and Urban Life Year of publication: 2011 Corporate author: Complexus Poverty is not the cause of violence in cities. In Brazil, an example used by the antrhopologist from the university of California interviewed by Eduard Punset, Teresa caldeira, and author of the book "Cities of walls", there was always poverty but the level of violence has viaried. In this video, the question is raised about how violence has changed and why this phenomenom has changed. 
A Training Manual: Women in Preventing and Countering Violent Extremism Year of publication: 2021 Author: Anne Speckhard Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) This publication serves as guidance for actors involved in the prevention and countering of violent extremism (P/CVE) in Europe and Central Asia including state officials, members of non-governmental organizations, community activists, staff of UN agencies, international and regional organizations to help them understand violent extremism’s gender dimensions. It is designed as a training guide, for staff and trainers who are working with different counterparts engaged in P/CVE, and want to help create more effective and gender-sensitive responses. Participants may for example include civil society activists, women leaders, teachers, journalists, lawyers, social workers, religious authorities, youth, police, local and national governmental officials. The five modules in this guide include learning objectives, explanatory text, warm-up activities, practical exercises, references for further reading and empirical experiences from the region of Europe and Central Asia. Modules may be used all together or one-by-one. The ideal timeframe for delivering the training using all the modules is at least two and a half days (half day per unit). The training is suitable for groups of five to twenty-five people. When organizing the workshop consider gender, age and diversity factors to have the richest learning experience possible. Participants should feel that they are in a safe space where they can openly share their ideas and experiences. Needed materials are indicated for the different exercises. As the guide is aimed at increasing the awareness of persons with different levels of sensitivity and knowledge on violent extremism and gender equality, across Europe and Central Asia, it is an introduction which readers should complement with other resources for deeper and more technical insights. The training should also be tailored to the participants’ interests and needs and to the local context. 
Effective and Equitable Educational Recovery: 10 Principles Year of publication: 2021 Corporate author: Education International (EI) | Organisation for Economic Co-operation and Development (OECD) The COVID-19 pandemic has led to the frequent closure of school buildings in most countries in the world and has interrupted the school attendance of at least 1.2 billion students in 2020 and 2021. Although many education systems have been able to adapt in varying degrees, the pandemic has shown that countries’ current learning infrastructures are highly vulnerable to external shocks.While schools have shown great resilience in trying to compensate for the crisis, they need to be better prepared for similar challenges. Education systems must ensure the continuity of learning which must be the centrepiece of all considerations.Acknowledging the disruption that the health crisis has brought about and its likely impact on educational quality and equity, the OECD Secretariat and Education International have, based on their respective work during the pandemic, jointly established 10 principles that can facilitate the collaboration of education authorities, the teaching profession and their organisations to navigate the crisis effectively and reshape education systems after the pandemic to reach greater levels of educational quality and equity.Education systems around the world have been facing similar challenges but generated diverse approaches and experiences. The intention is also for these principles to contribute to a framework for international cooperation and peer learning. 
ARC8 Outlook Report 2030: Inclusive and Diverse Higher Education in Asia and Europe Year of publication: 2021 Corporate author: Asia-Europe Foundation (ASEF) The ARC8 Outlook Report 2030 on ʻInclusive and Diverse Higher Education in Asia and Europe’ was initiated with the objective of better understanding the current state, policies and practices of inclusion in higher education and identifying actions that could accelerate greater inclusion in a post-pandemic era.The ARC8 Outlook Report outlines emerging issues that could grow into major challenges and/ or opportunities in the coming 10 years related to inclusion in higher education. Inputs for the report came from an in-depth consultation process and from previous research done by Asian and European stakeholders. The Report consists of 4 chapters which analyse the future of inclusion from different perspectives: Inclusive Learning and Teaching in a Digital World Inclusive and Flexible Lifelong Learning Pathways Inclusive International Mobility of People and Knowledge Equitable Access and Success in Higher Education 
Inclusion in Early Childhood Care and Education in High-Income Countries Year of publication: 2021 Corporate author: Global Education Monitoring Report Team | UNESCO | Deloitte Access Economics This report reviews the international research and policy literature concerning approaches to inclusion in early childhood care and education (ECCE) in different high-income jurisdictions globally. Each chapter highlights examples of policies and practices which can foster inclusion in ECCE across the themes set out in the Global Education Monitoring (GEM) Report in 2020.As a critical period for children’s intellectual, emotional, social, physical and moral development, supporting inclusion in ECCE is of particular importance for supporting lifelong learning and equitable opportunities for all children. A number of key messages emerging from this review that are instructive to designing policies to promote inclusion in ECCE are summarised below. Inclusion in ECCE is fostered through complementary universal and targeted approaches to most aspects of ECCE governance, financing, policy and service delivery. The implementation of ECCE laws and policies is key to supporting inclusion. As the central actors delivering ECCE services, collaboration within the ECCE workforce is crucial to supporting a community of practice which leads and shares inclusion, while avoiding risks of specialisation. Finally, while many existing ECCE policies, resources and tools are grounded in a deficits-based approach to understanding need, inclusion may be better supported through an approach which focusses on child learning needs and strengths. 
From Rhetoric to Action: Delivering Equality & Inclusion Year of publication: 2021 Author: Faiza Shaheen | Alexander Bossakov | Avner Cohen | Amanda Lenhardt | Nendirmwa Noel | Paula Sevilla Núñez | Paul von Chamier Corporate author: Pathfinders for Peaceful, Just and Inclusive Societies, NYU. Center on International Cooperation This flagship report of the Pathfinders Grand Challenge on Inequality and Exclusion is about the solutions that will deliver equality and inclusion.The report constructs a bridge between the rhetoric of “build back better” and action: a bridge between promise and progress. It underlines the need for renewed social contracts between citizens, civil society, the private sector, and governments, as well as between high and low- and middle-income countries. These social contracts must be built to serve future generations, to guard against climate breakdown and pandemics while delivering respect, opportunity, and justice for all.This report should serve as a practical handbook for policymakers and influencers; as a source of possibility for the public; and, as a call to all political leaders to act. 
Teaching Students How to Learn: Setting the Stage for Lifelong Learning (Educational Practices Series No. 33) Year of publication: 2021 Author: Stella Vosniadou | Michael J. Lawson | Helen Stephenson | Erin Bodner Corporate author: UNESCO International Bureau of Education (IBE) | International Academy of Education In this Teaching How to Learn booklet, teachers can find information about some of the cognitive, metacognitive, emotional, and motivational capabilities that characterise self-regulated learners, and some of the actions that teachers can take to promote self-regulated learning in their students. These include giving students time to engage in constructive tasks independently or in collaboration with their peers and providing them with the knowledge and strategies that they can use to manage their learning and control their motivation and emotions while they complete these tasks successfully.