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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2024 State of Climate Services: Five-year Progress Report (2019–2024) Year of publication: 2024 Corporate author: World Meteorological Organization (WMO) In 2018, the Conference of the Parties serving as the meeting of the Parties to the Paris Agreement at the 24th Conference of the Parties to the United Nations Framework Convention on Climate Change (UNFCCC) called on WMO, through its Global Framework for Climate Services (GFCS), to regularly report on the state of climate services. WMO has issued annual reports on the state of climate services since 2019 in response to this United Nations request for more information on the adaptation needs of countries. The information helps countries, funding agencies and development partners to identify steps needed to address climate services gaps and needs, to inform more effective investment and to enhance adaptation and development outcomes. The 2024 edition of the report describes the current state of climate services while also examining and assessing the progress that has been made during the last five years. The report explores the climate policy response to the climate challenge and advancements made by Members across numerous value chain components. This year’s edition also includes an in-depth look at how a selection of 13 countries have successfully leveraged climate services to deliver socioeconomic benefits at a national, regional or global level. The analysis draws on 113 case studies that were developed over the last five years across multiple sectors, and examines the key success factors, including showcasing the value being created by climate services. 
Advancing a Just Energy Transition in Central Asia: Women’s Key Role in the Energy Sector Year of publication: 2024 Corporate author: Организация по безопасности и сотрудничеству в Европе (ОБСЕ) | Global Women’s Network for the Energy Transition (GWNET) The OSCE study analyzes the socio-economic benefits of the energy transition for the five OSCE participating States in the region. It provides specific considerations for the strategic development of an appropriately skilled labour force and also contains critical yet unpublished data on the job creation potential of renewable energy in each Central Asian country. 
Gender and Rural Development in Eastern Europe and Central Asia: Key Issues Year of publication: 2016 Corporate author: Food and Agriculture Organization of the United Nations (FAO) This report provides a brief overview and description of the critical issues affecting the situation of rural women in the region. This overview has been compiled with the aim of informing all stakeholders and using this information in public campaigns and to achieve greater impact of interventions for development. 
International Scientific and Practical Conference "Water for Sustainable Development of Central Asia". Conference proceedings Year of publication: 2018 Corporate author: Institute of Water Problems, Hydropower and Ecology of the National Academy of Sciences of Tajikistan This collection includes materials from the International Scientific and Practical Conference "Water for the Sustainable Development of Central Asia".The collection reflects the current state of water resources of Central Asia and the prospects for sustainable development. 
Profile booklet: key partners of the Global Action Programme on Education for Sustainable Development (April 2018) Year of publication: 2018 UNESCO’s Global Action Programme (GAP) was launched at the World Conference on Education for Sustainable Development (ESD) in November 2014 in Aichi-Nagoya, Japan as a follow-up programme to the Decade of ESD (2005-2014). This booklet contains profiles of the current 96 members (also called Key Partners) of the GAP Partner Networks. Each Key Partner is listed in alphabetical order within one of the five Partner Networks. Each profile presents the main objective of their work, their GAP launch commitment and specific activities that contribute to the GAP, as well as related website links and contact information for the organization’s focal point. 
Concept note for the 2020 Global education monitoring report on inclusion Year of publication: 2018 In line with its mandate, the 2020 GEM Report will assess progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.Echoing the overall orientation in the SDGs to “leave no one behind”, this year's Report will also take an in-depth look at inclusion and education. Inclusion is central in the formulation of SDG 4 but is also taken up in other targets in the goal, notably targets 4.5 on gender equality and 4.a on learning environments. Responding to this emphasis, the 2020 GEM Report will analyse policies the world over and present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views.The Report will focus on the barriers faced by all learners, especially those with overlapping characteristics that make them particularly vulnerable to exclusion. It will also take an in-depth look at people with disabilities, a group whose particular challenges gave rise to the inclusion debate. The Report will look at a range of indicators measuring inclusion in education using both quantitative and qualitative data. The analysis will be based on geographically balanced evidence, and will pay special attention to contexts where disadvantaged children might be particularly at risk of exclusion from education, such as in situations of conflict. 
Education as healing: addressing the trauma of displacement through social and emotional learning Year of publication: 2019 The conditions under which migrants and refugees have to leave their homes and homelands can be traumatic in the extreme. Whether they have crossed the Mediterranean in an overcrowded and unsafe boat, been barricaded in a Syrian basement for protection from shelling, or been chased away from a burning village in Myanmar, the events of their departures and their journeys can leave scars on those affected – and none more than on children who have witnessed and experienced death, loss, violence, separation from family and prolonged insecurity. Even those fortunate enough to find a sanctuary often face further hardship or discrimination in their host communities that can exacerbate their vulnerability.