Resources
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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UNESCO and Education Year of publication: 2017 Corporate author: UNESCO Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. L'UNESCO et l'éducation Year of publication: 2017 Corporate author: UNESCO Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. 
World Programme for Human Rights Education: Plan of Action; Third Phase Year of publication: 2017 Corporate author: Office of the United Nations High Commissioner for Human Rights (OHCHR) | UNESCO The plan of action for the third phase (2015–2019) of the World Programme, which benefited from the input and review of governmental and nongovernmental experts and practitioners, proposes a concrete strategy and practical ideas for further implementing human rights education and training in the above-mentioned areas at the national level. Its key elements are highlighted below:Human rights education in the primary and secondary school systems and in higher education, and human rights training for teachers and educators, civil servants, law enforcement officials and the military. 
Risks in the Fight for Justice and Human Rights in Central Asia: Protecting Civil Society in the Region in 2017 Year of publication: 2018 Corporate author: International Partnership for Human Rights (IPHR) This 2017 report provides an overview of the main trends regarding civil society in five countries of Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. The report is mainly based on the results of monitoring conducted by Central Asian organizations in their countries and on regular reports prepared jointly with IPHR as part of the CIVICUS Monitor initiative aimed at monitoring the state of civil society worldwide. Риски в борьбе за справедливость и права человека в Центральной Азии: Защита гражданского общества в регионе в 2017 году Year of publication: 2018 Corporate author: International Partnership for Human Rights (IPHR) В этом отчете за 2017 год представлен обзор основных тенденций, касающихся гражданского общества в пяти странах Центральной Азии: Казахстане, Кыргызстане, Таджикистане, Туркменистане и Узбекистане. Отчет главным образом основан на результатах мониторинга, проведенного центрально-азиатскими организациями в своих странах и на регулярных отчетах, подготовленных ими совместно с МППЧ в рамках инициативы CIVICUS Monitor, направленной на отслеживание состояния гражданского общества во всем мире. 
Роль ЮНЕСКО в популяризации образования в качестве инструмента предотвращения насильственного экстремизма Year of publication: 2016 Corporate author: UNESCO The Director-General reports on the progress made on the implementation of 197 EX/Decision 46 on “UNESCO’s role in promoting education as a tool to prevent violent extremism”. This report presents the activities that have been implemented as well as those that are underway to take forward the Decision. 教科文组织在促进利用教育手段预防暴力极端主义方面的作用 Year of publication: 2016 Corporate author: UNESCO The Director-General reports on the progress made on the implementation of 197 EX/Decision 46 on “UNESCO’s role in promoting education as a tool to prevent violent extremism”. This report presents the activities that have been implemented as well as those that are underway to take forward the Decision. 
Scotland and the Sustainable Development Goals: A National Review to Drive Action Year of publication: 2020 Corporate author: Government of Scotland The 2030 Agenda for Sustainable Development provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. As part of this, the Sustainable Development Goals (SDGs) are a universal call to action. Scotland signed up to the SDGs in 2015 and this review brings together evidence, actions and stories of how we are making progress to meet the Goals. It contains inspirational examples of how people across Scotland are taking action to make us a more successful country and to ensure we are at the forefront of this international agenda. It also highlights some of the challenges we face. This review, a collaborative effort between the SDG Network Scotland, Scottish Government and the Convention of Scottish Local Authorities (COSLA), scratches the surface of the depth of activity across Scotland. This review provides an overall picture of activity and performance based on the evidence currently available. 
Women Empowerment in Saudi Arabia - Human Rights Commission Year of publication: 2019 Corporate author: HRCSaudi The symposium on women's empowerment in the Kingdom was held on Thursday, 03/30/1440 H, organized by the Human Rights Commission and in cooperation with the United Nations Office in Riyadh at the Ritz Carlton Hotel. 
Country Progress on Climate Change Education, Training and Public Awareness: An Analysis of Country Submissions Under the United Nations Framework Convention on Climate Change Year of publication: 2019 Corporate author: UNESCO Since its entry into force, the 1992 United Nations Framework Convention on Climate Change (UNFCCC) in Article 6 has recognised the importance of ‘education, training and public awareness’ in mitigating ‘dangerous human interference with the climate system’. Article 12 of the Paris Agreement (2015) reaffirms this recognition.This document provides a status report on the implementation of climate change education in countries. It outlines key findings from an analysis of country submissions to the UNFCCC Secretariat as part of UNFCCC reporting processes and highlights achievements and remaining gaps in the area of climate change education.The analysis shows that almost all countries include some reference to climate change education in their country submissions under the UNFCCC reporting processes. This shows a certain level of commitment, which provides a good basis to further scale up educational responses to climate change. However, important gaps remain. Addressing them will be crucial in order to fully mobilize the power of education in response to this greatest challenge of our times.