Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,217 Results found
What World Do You Want in 2030?: A Lesson for Anyone to Introduce the Global Goals Year of publication: 2018 Corporate author: World's Largest Lesson MaterialsBlank stickers/paper, 2 different sets of coloured card, stickers/marbles/stones/biscuits/sweets (multiple small objects that can be given to students), plain blank large paper (enough for students to work on in small groups) felt tips/coloured pencils (enough for each group to have a selection), Global Goals pledge cards - one for each student. Learning outcomesStudents will:• Understand the interdependence of the Global Goals• Draw connections between the Global Goals and their own lives• Design their own vision of a Global Goals country• Synthesize information and declare a personal pledge to take action for the Global Goals. 
Jane Goodall's Roots & Shoots: A Starter Toolkit for Educators Year of publication: 2016 Corporate author: Jane Goodall Institute of Canada This toolkit (Jane Goodall's Roots and Shoots) is designed to assist you as you guide young people on their Roots & Shoots journey. Whether you’re an educator, parent or trusted adult, you’ll find something useful to inspire the youth around you to make a positive difference for people, animals and the environment we all share.Jane Goodall’s Roots & Shoots is humanitarian and environmental education and youth empowerment program of the Jane Goodall Institute and is active in 87 countries. The program inspires and prepares young people to become compassionate conservation leaders who are globally mindful and locally active by guiding them through youth-led, community projects that help people, other animals and the environment. This toolkit will help educators or parents looking to inspire young people to make a positive difference in the community or young people wanting to lead the change themselves. 
UNESCO associated schools news infos: climate change education Year of publication: 2009 Corporate author: UNESCO As the United Nations Climate Change Conference takes place on December 7 to 18 2009 in Copenhagen, Denmark, this special issue will focus on selected climate change education activities carried out by the ASP network around the globe. Climate change is one of the most urgent challenges of sustainable development and a key action theme in the UN Decade of Education for Sustainable Development (DESD). ASPnet schools around the world work on Climate Change Education in order to enable students to make informed and responsible decisions, turn passive awareness into behaviour change and make sustainable behaviours a daily habit. The development of good practices and innovative educational materials in climate change education is a key element in ASPnet’s strategy to meet the pressing educational needs of the future generation. This newsletter highlights only a few of the large number of activities of ASPnet worldwide. 
Everyone Can Be a Goalkeeper! Corporate author: World's Largest Lesson Learning Outcomes• Students will understand what makes a Goalkeeper for the Global Goals• Students will identify and understand the skills and knowledge they already possess to contribute to the Global Goals.• Students will learn to justify their opinions Resources This lesson can be done with or without internet access.With Internet access: Camera or camera phones/laptops/ipads to upload photos of students to the Goalkeeper Me app.Without internet access: Pens, paints, materials for a collage, mirrors and the Goalkeeper Portrait activity sheet. Wider Context of the Lesson PlanThis lesson plan aims to instil in students the belief that everyone has the potential to be a Goalkeeper and to take action for the Sustainable Development Goals (Global Goals). By understanding everyone needs to be involved in the achievement of the Goals, students will identify and appreciate the different skills of all individuals, as well as themselves. This lesson plan links to the key criteria of the 2018 OECD Pisa Assessment framework: Global Competence.Described as “the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective wellbeing and sustainable development.” 
التقرير العالمي لرصد التعليم 2019: التقرير عن المسائل الجنسانية; بناء الجسور لتحقيقالمساواة بين الجنسين Year of publication: 2019 Corporate author: Global Education Monitoring Report Team يمثل تحقيق المساواة بين الجنسين من حيث الالتحاق بالمدرسة والمشاركة في عمليات التعليم والتعلم والاستفادة من الفرص الاقتصادية والاجتماعية التي يمكن أن يتيحها التعليم طموحات أساسية مترابطة لهدفين من أهداف التنمية المستدامة المحددة في خطة التنمية المستدامة لعام 2030 ، هما: هدف التنمية المستدامة 4 الخاص بالتعليم وهدف التنمية المستدامة 5 الخاص بالمساواة بين الجنسين. وهذان الهدفان ضروريان أيضاً لتحقيق برنامج "التعليم حتى عام 2030 إطار العمل لتحقيق الهدف الرابع من أهداف التنمية المستدامة" الذي يدعو البلدان إلى اعتماد استراتيجيات لا تتطرق فقط إلى انتفاع الجميع بالتعليم بل تتناول أيضاً قضايا جوهرية تتعلق بالمساواة بين الجنسين منها: "دعم السياسات والخطط وبيئات التعلّم المراعية لقضايا الجنسين، وبتعميم مراعاة قضايا الجنسين في إعداد المعلمين وفي المناهج الدراسية، وبالقضاء على التمييز والعنف القائمين على نوع الجنس في المدارس".ويستند التقرير عن المسائل الجنسانية لعام 2019 إلى إطار رصد اعتُمد أول مرة في التقرير العالمي لرصد التعليم لعام 2016 . وهذا الإطار، فضلاً عن تركيزه على التكافؤ بين الجنسين في المشاركة في التعليم والتحصيل الدراسي والنتائج الدراسية، يدرس الظروف الاقتصادية والاجتماعية العامة )المعايير الجنسانية والمؤسسات( وسمات نظام التعليم الرئيسية )القوانين والسياسات وممارسات التعليم والتعلم وبيئات التعلم والموارد(. ويبحث الإطار أيضاً العلاقة القائمة بين التعليم ومجموعة مختارة من النتائج الاقتصادية والاجتماعية. فالتحرك باتجاه تحقيق التكافؤ بين الجنسين على مستوى التحصيل الدراسي، على سبيل المثال، يؤدي إلى ارتفاع معدلات مشاركة المرأة في القوة العاملة، غير أن مشاركتها هذه، إذا كانت منخفضة المستوى، تعزز المعايير السائدة وتحول دون زيادة فرص التعليم التي يمكن أن تتاح لها. Global Education Monitoring Report 2019: Gender Report: Building Bridges for Gender Equality Year of publication: 2019 Corporate author: Global Education Monitoring Report Team Achieving gender equality in education participation, in the teaching and learning process and in access to social and economic opportunities that education can facilitate are key interlinked ambitions in two of the Sustainable Development Goals (SDGs) in the 2030 Agenda for Sustainable Development: SDG 4 on education and SDG 5 on gender equality. These aims are also key to the Education 2030 Framework for Action, which calls on countries to adopt strategies that not only cover access to education for all but also address substantive gender equality issues: ‘supporting gender-sensitive policies, planning and learning environments; mainstreaming gender issues in teacher training and curricula; and eliminating gender-based discrimination and violence in schools’. The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report.In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts (gender norms and institutions) and key education system characteristics (laws and policies, teaching and learning practices, learning environments, and resources). The framework also looks at the relationship between education and selected social and economic outcomes. For instance, a move towards parity in education attainment may increase women’s labour force participation rates, but low levels of labour force participation feed into existing norms and may constrain expansion of education opportunities for women. Rapport mondial de suivi de l'éducation 2019: rapport sur l'égalité des genres: Bâtir des ponts pour promouvoir l'égalité des genres Year of publication: 2019 Corporate author: Global Education Monitoring Report Team La réalisation de l’égalité des genres dans la participation à l’éducation, les processus d’enseignement et d’apprentissage et l’accès aux possibilités sociales et économiques offertes par l’éducation est une ambition majeure portée par deux des Objectifs du Programme de développement durable à l’horizon 2030: l’ODD 4 relatif à l’éducation et l’ODD 5 relatif à l’égalité des sexes. Cette ambition occupe également une place centrale dans le Cadre d’action Éducation 2030, qui appelle les pays à ne pas se limiter à l’accès à l’éducation pour tous dans les stratégies qu’ils adoptent mais à aborder également les questions de fonds relatives à l’égalité des genres: «nous prenons l’engagement de soutenir les politiques, la planification et les environnements d’apprentissage attentifs au genre, d’intégrer les questions de genre dans la formation des enseignants et dans les programmes d’enseignement, ainsi que d’éliminer les discriminations et la violence fondées sur le genre à l’école». Le Rapport 2019 sur l’égalité des genres s’appuie sur le cadre de mesure qui a été utilisé pour la première fois dans l’édition 2016 du Rapport mondial de suivi sur l’éducation.Tout en examinant en priorité la parité entre les genres dans la participation à l’éducation et les résultats et les acquis scolaires, le cadre analyse des données sociales et économiques (normes et institutions liées au genre) ainsi que les principales caractéristiques des systèmes éducatifs (lois et politiques, pratiques d’enseignement et d’apprentissage, environnements d’apprentissage et ressources). Le cadre s’intéresse en outre aux rapports entre l’éducation et certains résultats sociaux et économiques précis. Ainsi, une plus grande parité au niveau des résultats scolaires peut accroître le taux de participation des femmes au marché du travail tandis qu’une faible participation féminine au marché du travail renforce les normes existantes et freine le développement des possibilités d’éducation des femmes. Discours de M. Koïchiro Matsuura, Directeur général de l'UNESCO, à l'occasion du Forum International pour le dialogue sur l'Education au Service du Développement durable de 2008, destiné à être lu par Mark Richmond, directeur de la Division de la Coordination des Priorités des Nations Unies en matière d'Education, Tokyo, 3 Décembre 2008 Year of publication: 2008 Corporate author: UNESCO. Director-General, 1999-2009 (Matsuura, K.) This address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the International Forum on ESD Dialogue 2008 was delivered by Mr Mark Richmond, Director of Division for the Coordination of United Nations Priorities in Education. 
Inequidad de género en los logros de aprendizaje en educación primaria ¿Qué nos puede decir TERCE?; resumen ejecutivo Year of publication: 2016 Author: Denisse Gelber, Ernesto Treviño, Pamela Inostroza Corporate author: UNESCO Santiago This premise of work clearly establishes that promoting learning opportunities for all will be one of the priorities in the Education 2030. Within this framework, UNESCO Santiago has its own instrument that allows delivering diagnosis and analysis in depth about the learning inequality within the region; the Thrid Regional Comparative and Explanatory Study, TERCE - carried out by the Latin American Laboratory for Assessment of the Quality of Education, LLECE, body bringing together 15 countries and coordinated by our Office. 
EIU Best Practice Series No. 5: Peace and human rights education through education for sustainable development: lessons from four case studies in the Philippines Year of publication: 2007 Corporate author: APCEIU The four case studies showed that EIU through peace and human rights education in the context of education for sustainable development can build a critical mass of Filipinos who will reject wars and promote social security. Education can play a role to direct the children, youth, and adults toward peace building and better understanding of cultural differences. It should also be noted that when institutions adopt a peace culture, establishing local and international organizations and putting up resources for various peace-building initiatives become possible. Educational intervention can effect changes in the minds of men and build a lasting and substantive foundation for peace based on justice and respect for human rights.