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
Global Citizenship Education in Southern Africa: Learning to Live Together - the Role of Teachers; Report of a Networking Meeting Year of publication: 2019 Corporate author: UNESCO Harare | APCEIU This is a report on the second GCED networking meeting held from 28 to 29 October 2019 in Johannesburg, South Africa. It took stock of GCED in the region and discussed how GCED is and could be integrated in curricula and teacher education in the Southern African context to strengthen and expand the existing networks of GCED stakeholders and partners. 
10 Myths About Women’s Rights: Sorting Facts From Fiction Year of publication: 2020 Author: Toni Pyke | Colm Regan Corporate author: DevelopmentEducation.ie Gender-based inequality is one of the most enduring and deep-seated discriminations. It affects all regions, classes and sectors. In most countries, it is maintained and defended in most of the same ways. One key component of that maintenance is a set of myths that are repeated time and time again.This pocket-size booklet includes:Why thinking about women’s rights matters10 short myths about progress on equality, who benefits from feminism, the realities of women’s health and the impact of COVID-19.Links to the Sustainable Development GoalsReferences per each myth following a fact or fiction approach and an explainerThe 10 Myths About…. series looks to sort facts from fiction on key global development, human rights and justice issues.Download 10 Myths About Women’s Rights PDFTest your knowledge and take the 10 Myths About Women’s Rights quiz or share with your group / class / friends For the latest fact checks and factsheets more on the fact checking project and development ideas, issues and debates, visit our What The Fact? project. 
A Greener, Fairer Future: Why Leaders Need to Invest in Climate and Girls’ Education Year of publication: 2021 Author: Lucia Fry | Philippa Lei Corporate author: Malala Fund The world is on the brink of a climate catastrophe — and girls are disproportionately bearing the impact. Climate-related events like flooding, droughts and increased exposure to zoonotic diseases amplify the inequalities girls face and further limit their ability to access and complete their education. Malala Fund’s new report, A greener, fairer future: Why leaders need to invest in climate and girls' education, estimates that in 2021 climate-related events will prevent at least four million girls in low- and lower-middle-income countries from completing their education. If current trends continue, by 2025 climate change will be a contributing factor in preventing at least 12.5 million girls from completing their education each year.Yet evidence shows that closing gender gaps in education can help countries better adapt to the effects of climate change and decrease the rate and impact of global warming.“Girls in lower-income countries are the least responsible for the climate crisis, so it’s a travesty that it now threatens their very lifeline to a brighter future: quality education,” said Lucia Fry, Director of Research and Policy at Malala Fund. “Malala Fund wants leaders at COP26 to hear young people’s demands around education. They know that climate action helps girls stay in school, which in turn helps countries tackle the climate crisis. Young people are demanding an education that will prepare them to adapt to the effects of climate change and challenge the root causes of the crisis.”A greener, fairer future outlines the origins of the climate emergency and explains how confronting issues like the legacy of colonialism, racial discrimination and gender inequality through education is key to finding a sustainable solution to the crisis. The paper introduces the Gender-Equal Green Learning Agenda, a new framework to help leaders address the climate crisis through education.In this report, Malala Fund recommends how leaders can take urgent climate action at meetings this year, like COP26. This includes reducing carbon emissions, improving girls’ access to education, helping communities adapt to the realities of climate change and transforming education systems to provide all students with the knowledge, skills and values needed to challenge the social and economic inequalities fuelling the climate crisis.For more about the links between climate change and girls’ education, read the full paper below. 
Education on Hold: A Generation of Children in Latin and the Caribbean Are Missing Out on School Because of COVID-19 Year of publication: 2020 Author: Laura Andreea Seusan | Rocío Maradiegue Corporate author: United Nations Children's Fund (UNICEF) More than seven months into the pandemic, COVID-19 is putting education on hold for more than 137 million children in Latin America and the Caribbean. This is according to a new UNICEF report about the devastating impacts of COVID-19 on education. The report also finds that COVID-19 has further widened the education gaps between rich and poor families in Latin America and the Caribbean. New UNICEF data shows that the percentage of children not receiving any form of education across the region has soared dramatically, from 4 to 18 per cent in the past few months. UN projections reveal that COVID-19 may push up to 3 million additional children out of school in Latin America and the Caribbean. 
20 Years of INEE: Achievements and Challenges in Education in Emergencies Year of publication: 2020 Corporate author: Inter-agency Network for Education in Emergencies (INEE) This report highlights the continued relevance of INEE 20 years on. It presents new data that shows 127 million primary and secondary school-age children and young people living in crisis-affected countries were out of school in 2019. This is equivalent to almost half of the global out-of-school population, even though only around 29% of children and young people in this age group globally live in crisis-affected countries. These figures are based on new data provided by the UNESCO Institute for Statistics (UIS). The report also demonstrates the still urgent need to prioritize education and financing of education in emergencies, particularly in ‘forgotten’ crises. 
Gender-responsive Pedagogy for Early Childhood Education: A Toolkit for Teachers and School Leaders Year of publication: 2019 Corporate author: VVOB | Forum for African Women Educationalists (FAWE) The Gender-Reponsive Pedagogy for Early Childhood Education Toolkit targets early childhood education teachers and all other practitioners who deal with younger children. It is a practical guide that can be adapted to any context and the related needs as well as a source of ideas and resources that individual teachers and school leaders can put to immediate use in their classrooms and schools. The toolkit is also a useful resource for researchers, school-parent committees and governing bodies, civil society organisations, community leaders and education policy makers. 
EiE-GenKit: A Core Resource Package on Gender in Education in Emergencies Year of publication: 2021 Corporate author: Education Cannot Wait (ECW) | Inter-agency Network for Education in Emergencies (INEE) | United Nations Girls' Education Initiative (UNGEI) When gender-responsive, quality education is available to all it has the potential to transform societies and build sustainable peace. A joint initiative from the Inter-agency Network for Education in Emergencies (INEE), Education Cannot Wait (ECW) and the UN Girls’ Education Initiative (UNGEI), the EiE-GenKit is a core resource package for gender in education in emergencies. The EiE-GenKit is the first resource of its kind, providing education practitioners with practical tools to promote gender-responsive programming from crisis to peace and sustainable development.The EiE-GenKit is based on extensive research and consultation with the latest resources, evidence, new tools and good practice available in one easy-to-use package. The EiE-GenKit builds on existing humanitarian processes for a streamlined approach to gender-responsive EiE. The EiE-GenKit offers tools for practical and immediate use including checklists, tipsheets and assessment templates supporting practitioners to ensure that each phase of an EiE intervention is gender-responsive. Bridging the gap between what we know about gender-responsive EiE and the tools we need to make it happen, the EiE-GenKit aims to promote improved gender and education outcomes of learners living in crises. 
Access and Opportunity for All: How Libraries Contribute to the United Nations 2030 Agenda Year of publication: 2020 Corporate author: International Federation of Library Associations and Institutions (IFLA) The inclusion of libraries and access to information in national and regional development plans will contribute to meeting the global United Nations 2030 Agenda for Sustainable Development.In support of this goal, IFLA has published a booklet of examples and recommendations for policymakers demonstrating the contribution of libraries to the UN Sustainable Development Goals (SDGs).The booklet includes stories from all types of libraries in many countries around the world. 
Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies Year of publication: 2021 Corporate author: United Nations Children's Fund (UNICEF) Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies presents an empirical overview of what works to support learning outcomes for girls in emergencies. Research shows that girls in emergencies are disadvantaged at all stages of education and are more likely to be out-of-school than in non-emergency settings. Girls are also struggling to learn.This solutions book seeks to highlight promising evidence-based actions in education for decision makers who are designing and implementing interventions to support girls’ education in low and middle-income country humanitarian settings and settings where education has been interrupted by the COVID‑19 pandemic. It documents practical examples of approaches that have been or are being tested, and from which lessons can be drawn.The overarching aim is that this evidence be used to inform programming in crises and support diverse stakeholders in mitigating the impact of emergencies on girls’ education. 
Media Literacy Smartphone Year of publication: 2020 Author: Renee Hobbs | Pam Steager Corporate author: Media Education Lab Learn how to use the Media Literacy Smartphone with learners of all ages! Download the free Learning Guide to bring the power of media literacy analysis to your learners!These easy-to-use cards, shaped exactly in the size of a smartphone, are available to educators for classroom use. You can use these simple paper cards to introduce a structured approach that helps students learn to critically analyze any media text --- web sites, books, advertising, news, TV shows, movies, video games, magazines and music. One side of the smartphone displays the various "apps" for analyzing a media text and the other side displays the "five critical questions" of media literacy developed by Renee Hobbs.Pair the smart phone with the LOVE IT OR HATE IT cards for a dynamic and fun learning experience.