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
Young Children and the Pandemic: UNICEF Early Childhood COVID-19 Response in East Asia and Pacific Year of publication: 2021 Corporate author: United Nations Children's Fund (UNICEF) This report summarizes the impact of the COVID-19 disruptions on early childhood development in countries across East Asia and the Pacific in terms of the five dimensions of the Nurturing Care Framework. It proposes priorities for stakeholders and policy-makers towards achieving the fourth Sustainable Development Goal, which is inclusive and equitable in nature. The report also highlights and analyses examples of UNICEF’s programmatic interventions geared towards supporting the development of young children during this pandemic. 
Shaping Our Future: The Climate Challenge Corporate author: World Wide Fund for Nature (WWF) These lesson plans and supporting resources have been developed for both primary and secondary to inspire and empower teachers and educators to tackle climate change. Resources include presentations, teacher notes and worksheets. For more details, please click the link below. 
Climate Science Resource Pack: Silver Level Corporate author: British Science Association This is a project-based resource which can lead to a CREST award. Participants receive research and design briefs on topics such as ‘greener cities’ and ‘water scarcity’ and have to design climate- friendly sustainable solutions. 30+ hours of work is required for a Silver Award. 
SDG Good Practices: A Compilation of Success Stories and Lessons Learned in SDG Implementation (1st Edition) Year of publication: 2020 Corporate author: UN. Department of Economic and Social Affairs (UN. DESA) This publication presents 16 SDG Good Practices from across the globe, received in response to the first open call for good practices, success stories and lessons learned in SDG implementation, promoted by UN DESA between 2018 and 2019.Sorted by geographical region, this publication describes the diverse examples in detail, featuring updates and reflections on the impact and adaptations to the COVID-19 pandemic and showcasing results and impact.As the world pursues a transformative recovery from COVID-19 and embarks on the Decade of Action for accelerating the implementation of the SDGs, it is hoped that these examples provide inspiration to Governments and stakeholders in their efforts to address crisis, reduce the risk of future potential emergencies and deliver on the ambitious and inclusive vision of the 2030 Agenda. 
Online Media Literacy Strategy Year of publication: 2021 Corporate author: Government of the United Kingdom The Online Harms White Paper set out a commitment to develop an Online Media Literacy Strategy ahead of the implementation of the online harms regulator. The aim of the strategy is to educate and empower internet users across the UK to manage their online safety. Over 170 organisations are currently involved in delivering media literacy education in the UK. The Media Literacy Strategy sets out the government’s multi-year plan to bring coordination to the media literacy landscape and outlines a Media Literacy Framework of best practice principles to inform the content and delivery of media literacy education. 
How to Help Kids Spot Fake News and Misinformation Year of publication: 2020 Corporate author: Internet Matters This video gives practical tips on how to help children spot fake news and avoid being misled into believing something that might impact their wellbeing. 
Social and Emotional Learning Manual for Classroom Teaching Year of publication: 2020 Corporate author: China. Ministry of Education | United Nations Children's Fund (UNICEF) This manual provides specific suggestions for teachers for classroom teaching. It aims to resolve teachers' confusion and challenge during teaching practice of social and emotional learning, such as how to effectively achieve the expected learning outcome, promote students' participation and improve student-teacher interaction etc. 
Social and Emotional Learning Principle's Manual Year of publication: 2020 Corporate author: China. Ministry of Education | United Nations Children's Fund (UNICEF) This manual is for principals who are key person in implementing social and emotional learning. It includes suggestions on school development planning, management system improvement, teachers' professional development and home-school cooperation etc. 
Social and Emotional Learning Teacher's Manual Year of publication: 2020 Corporate author: China. Ministry of Education | United Nations Children's Fund (UNICEF) This material provides an overview and guidance for teachers to carry out social and emotional learning. It discusses the role of teachers in social and emotional learning, and it also covers methods and tools that teachers can use to implement social and emotional learning. 
Communication and Information Programme Year of publication: 2021 Corporate author: UNESCO UNESCO is the UN specialized agency building peace in the minds of people through education, the sciences, culture, communication and information. Our mission is to foster intercultural dialogue and sustainable development, by promoting the free flow of ideas.By adopting a multi-disciplinary and inclusive approach, UNESCO works with both duty-bearers and rights-holders across the world to develop and implement targeted actions that are born out of local needs, which ensures a holistic and results-based approach for sustainable change.In the field of communication and information, UNESCO defends and promotes freedom of expression, media independence and pluralism, and the building of inclusive knowledge societies underpinned by universal access to information and the innovative use of digital technologies.Through capacity-building, policy advice, international cooperation, monitoring and foresight in the fields of freedom of expression, access to information, and digital transformation, UNESCO will continue to empower key actors with a view to ensuring that fundamental freedoms are guaranteed online and offline, in line with international standards.This is all the more relevant to ensure the ethical development and use of emerging technologies, which have a growing impact on all aspects of the world’s societies. Citizens will also be empowered to enjoy these fundamental freedoms through the development of 21st century skills and the fostering of enabling environments for media pluralism and diversity.