Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
692 Results found
Protection of Victims of Sexual Violence in Côte d'Ivoire: Progress Made, but Many Gaps Remain (FIDH; no. 818f) Year of publication: 2023 Author: Alice Mogwe | Eléonore Morel Corporate author: International Federation for Human Rights (FIDH) The International Federation for Human Rights (FIDH) has published a follow-up report on sexual violence protection measures in Côte d'Ivoire, in association with several other local associations. The aim of this note is to study these new measures in the light of the recommendations in the FIDH report, in order to gain an overall view of the situation, draw up an initial assessment of the progress made, and highlight the points to be strengthened in order to improve the status of women in the country. 
Violence in Schools: Thematic Report Year of publication: 2023 Corporate author: Higher Council for Education, Training, and Scientific Research (CSEFRS) | United Nations Children's Fund (UNICEF) This report presents the results of an assessment of violence in school settings conducted by the Higher Council for Education, Training and Scientific Research, through the National Evaluation Authority, in partnership with UNICEF. This report highlights the importance of a safe, violence-free school environment to ensure quality education.The main objective of this evaluation is to provide a detailed diagnosis of the situation of violence in the school environment in Morocco. Accordingly, the study focuses on measuring the extent of the spread of this phenomenon and identifying its various forms and manifestations in the school environment, as well as the actors involved in it. It does not only target the perpetrators of violence, but also its victims, including students and educational staff. 
High Level Ministerial Dialogue on Education for Peace Year of publication: 2023 Corporate author: UNESCO This High-level event brought together voices from around the world to discuss what quality and relevant education needs to look like today to bring about real and lasting peace. 
Road Map to Implement UNESCO’s ‘Recommendation on Education for Peace, Human Rights and Sustainable Development’ in Asia-Pacific Year of publication: 2024 Corporate author: UNESCO Bangkok | APCEIU The Road Map is a product of the Regional Policy Dialogue and the Launch of the Recommendation on Education for Peace, Human Rights, and Sustainable Development (hereafter referred to as the 2023 Recommendation), held in Bangkok in June 2024. This document aims to promote the regional implementation of the 2023 Recommendation and outlines the challenges and priorities within the Asia-Pacific educational landscape, making it a valuable resource for policymakers, researchers, and practitioners. 
Refugee Education; Five Years on from the Launch of the 2030 Refugee Education Strategy Year of publication: 2024 Author: Cirenia Chavez Villegas | Kate Bond Corporate author: UN. Office of the United Nations High Commissioner for Refugees (UNHCR) The 2024 UNHCR Refugee Education Report draws on data from more than 65 countries worldwide to provide the most detailed picture yet of the state of refugee education and enrolment. The report reflects on the 2030 Refugee Education Strategy (launched in 2019) and where notable progress has been made as well as areas where greater investment and enhanced collaboration are needed to meet the strategic objectives of the Strategy. 
Including Education in the Pact for the Future: An SDG 4 Youth & Student Network Contribution Year of publication: 2024 Author: Laeek Siddiqui | Juliette Gudknecht | Daniela Moreno Farfán | Azkha Mikdhar Corporate author: SDG 4 Youth & Student Network | UNESCO Inclusion is the promise towards a fair and equitable education for all. It is critical to ensuring that every youth and student succeeds. Highlighted by UNESCO in the 2020 Global Education Monitoring Report, striving towards inclusive education is non-negotiable, as education is a human right. With the current challenges of our world highlighted in the 2030 Agenda, specifically in the areas of poverty, armed conflict and digital transformation, inclusion must be an essential imperative in all policies. The Summit of the Future (SOTF) convenes on the 22 to 23 of September at the United Nations Headquarters in New York, United States. One of its outcomes, if inter-governmentally agreed-upon, would be the Pact for the Future. The Pact is action-oriented, including a chapeau followed by 5 chapters: 1) sustainable development and financing for development; 2) international peace and security; 3) science, technology and innovation and digital cooperation; 4) youth and future generations; and 5) transforming global governance. Along with the Pact are two annexures: the Global Digital Compact and the Declaration on Future Generations. This document introduces the advocacy of the SDG 4 Youth & Student Network – a network hosted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as the Global Education Cooperation Mechanisms Inter-Agency Secretariat – for inclusive and equitable education at the SOTF, to uphold peace, sustainable development, youth and future generations. It is essential to #IncludeEducation in the Pact and the outcomes of the SOTF for our #InclusiveFuture, to ensure that no one is left behind. It brings attention to how education is essential to global cooperation and empowering future generations, calling upon you to join us in supporting inclusive education systems, with the Global Education Meeting convened by UNESCO side by side with the G20 meeting on 31 October and 1 November 2024 in Fortaleza, Brazil. 
Human Rights and Conflict Resolution: Palestinian Universities as a Case Study (Conceptual Paper) Year of publication: 2023 Author: Rashad Twam Corporate author: Palestinian Jurists Association Palestinian universities have consistently witnessed occasional conflicts, many of which have resulted in disrupting the educational process. While some of these conflicts originated outside the university walls, as an extension of societal violence, others stemmed from within the university itself, posing a threat to civil peace. This conceptual paper addresses this issue by examining the various forms of these conflicts over the past five years (2018-2022) and the stakeholders involved in resolving them. It adopts a differentiated approach between the perspectives and methodologies of human rights advocates and conflict resolution practitioners, with a focus on the case study of Birzeit University. 
Instructional Strategies for Learning Conflict Resolution Skills in School (Mustansiriyah Journal of Humanities; Vol. 1-1, Special Issue) Year of publication: 2023 Author: Haider Kareem Sukar Corporate author: Mustansiriyah University The school is a community tool that achieves its educational goals through all behavioral habits that provide students with sound and integrated growth, as well as preparation and adaptation for the future after obtaining success and involvement in government institutions and the economy. In the civilizational scale, so the school must achieve all means of education and an educational philosophy based on foundations with educational entertainment Adolescent children may seek more freedom, power, and complete liberation later on from the authority of parents and others represented by the school, as it is the broader environment after the family that embraces the person, so we see these children doing actions such as abuse of others, violation of order and law, harshness in dealing with others, or rudeness in their behavior with them They may make mistakes and misbehave on purpose even though they know what is right and are able to act well. Therefore, the increasing manifestations of violence, disagreement and conflict in schools have led to an increase in the interest of educators of all positions in the process of learning and teaching students the concepts of human rights and the attitudes of tolerance in general and the skills of resolving differences and conflicts in constructive and positive ways and means. 
Education and Its Role in Activating Tolerance Education to Achieve Peaceful Coexistence (Hammurabi Journal for Studies; Vol.1, No.46) Year of publication: 2023 Author: Marwan Kadhim Wajar Al-Saedl Corporate author: Hammurabi Centre for Research and Strategic Studies Achieving and spreading a culture of tolerance has become a necessity for societies to prevail the values of peace, benevolence, coexistence with others, and respect for intellectual and cultural diversity within the same society. Tolerant education and its values are a frame of reference and guide for students' behavior. The value system of individuals represents their beliefs, behaviors, and emotions, as well as their social and interactive attitudes; they also form part of their self-concept. The current research attempts to answer the following question: "What is the role of education in activating tolerance education to achieve peaceful coexistence?" The research also aims to identify the intellectual and theoretical framework of tolerance, and knowing the educational effects of activating tolerance education in order to provide a vision of the role of education in activating tolerance education to achieve peaceful coexistence. The current research adopts the descriptive approach as the most appropriate to the nature of this research. 
Role of Kindergarten in Solidifying Peaceful Coexistence for Children from the Perspectives of Teachers (Al-Ameed Journal; Vol.12, No.47) Year of publication: 2023 Author: Insaf Kamal Mansour Corporate author: Department of Cultural and Intellectual Affairs in the Holy Al-Abbas Shrine The current research aims to identify the role of kindergartens in promoting the culture of peaceful coexistence among kindergarten children from the point of view of kindergarten teachers. The research adopted the descriptive methodology, and the research community consists of (273) teachers in government kindergartens in the Directorate General of Education Baghdad Karkh II for the academic year (2019-2020), while the research was appointed by (160) teachers, To achieve the goal of the research, the researcher built a questionnaire comprising (47) paragraphs spread over three areas (interactive experience unit curriculum, educational activities, and teacher) and five alternatives to the answer are (very large, large, medium, low, very low) and weights (1, 2,3,4,5) respectively, the research found that kindergartens play a major role in promoting the culture of peaceful coexistence of kindergarten children from the point of view of kindergarten teachers, related to the areas of the role of the teacher, the role of educational activities and the role of the interactive experience unit curriculum, If each of the areas (the role of the teacher and educational activities) was highly appreciated with a weakness in the vocabulary of the interactive experience unit curriculum made its role (average)