Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,783 Results found
Media and Information Literacy in the Digital Age: How to Teach the Teachers Year of publication: 2021 Corporate author: UNESCO Institute for Information Technologies in Education (IITE) This publication includes articles reflecting some trends in the development of the digital media environment, approaches to the formation of media and information literacy (MIL), practices describing the experience of implementing MIL training for teachers and students of various levels and forms of education. The publication also contains recommendations aimed to integrate MIL into teacher education and professional development. 
Happy Schools!: A Framework for Learner Well-being in the Asia-Pacific Year of publication: 2016 Corporate author: UNESCO Bangkok The Happy Schools Project was launched in June 2014 in the aim of promoting learner well-being and holistic development. It follows on the findings of UNESCO Bangkok’s research on ‘Learning to Live Together’, which examined the ways in which education systems can promote peace through education in the Asia-Pacific region. While the concept of ‘Learning to Live Together’ is often reflected at policy level, there is little evidence as to how it is implemented in practice. Therefore, the Happy Schools Project aims to identify and recognize proven practices at school level that integrate this concept. 
Inclusive Education Year of publication: 2008 Corporate author: UNESCO International Bureau of Education (IBE) Inclusive education: the road to the future is the subject of the forty-eighth meeting of the International Conference on Education (CIE) to be held in Geneva from November 25 to 28, 2008. I believe that a genuine dialogue and a frank debate between Ministers and other education actors on this central theme and on the four related sub-themes: approaches, scope and content; public politics; systems, interfaces and transitions, and students and teachers, will be both timely and appropriate. 
Education Sector Analysis: Methodological Guidelines (Vol. 3) Year of publication: 2021 Corporate author: UNESCO International Institute for Educational Planning (IIEP) | United Nations Children's Fund (UNICEF) | Global Partnership for Education (GPE) | Foreign, Commonwealth & Development Office (UK) This present volume is the third in a series of education sector analysis (ESA) guidelines following two volumes published in 2014. The series provides methodologies and applied examples for diagnosing education systems and informing national education policies and plans. This volume proposes guidelines to strengthen national capacities in analyzing education systems in four areas: inclusive education system for children with disabilities, risk analysis for resilient education systems, functioning and effectiveness of the educational administration, and stakeholder mapping and problem-driven analysis (governance and political economy). 
Global Monitoring of Target 4.7: Themes in National Curriculum Frameworks; Background Paper Prepared for the 2016 Global Education Monitoring Report Year of publication: 2016 Corporate author: UNESCO International Bureau of Education (IBE) This study is an initial attempt to monitor ESD and GCED content in curricula globally. The goal here is to analyse national curriculum documents to reveal if, how, and to what extent ESD and GCED content is present across the globe. For this purpose, the research team developed a coding scheme based on key ESD and GCED knowledge, skills, behaviours and pedagogies that was used in evaluating the various national curriculum documents for evidence of ESD and GCED content. In this paper, we present the study in the following order. Further explanation of ESD and GCED, and a discussion of issues relating to their implementation and monitoring will come first. Then we will review similar studies that have also attempted to monitor GCED and ESD through content analysis. The study’s methods and findings will then be presented, followed by a discussion of the challenges addressed in developing a coding system to monitor curricula effectively. Finally, we share a series of recommendations that will focus on ways for moving forward in monitoring GCED and ESD effectively, both at a curricular level and beyond. 
Continental Overview: Bridging CESA and SDG 4 in Africa Year of publication: 2021 Corporate author: UNESCO Institute for Statistics (UIS) Monitoring progress toward Sustainable Development Goal 4 for education (SDG 4) is crucial to ensuring that children around the world have access to a quality education where they can learn and gain the skills they need to meet their full potential. SDG 4 indicators are organized with a view to global, thematic, regional and national targets.This report by the UNESCO Institute for Statistics (UIS) is the first in a series intended to bring a regional focus to SDG 4 monitoring, highlight the work being done in the regions and compare SDG 4 targets with those established by regional bodies.This new series of regional reports serve two purposes. Firstly, to map regional and SDG 4 targets to provide an overview of the symmetries between the two. Continental Overview: Bridging CESA and SDG 4 in Africa looks at how the strategic objectives of the Continental Education Strategy for Africa (CESA) compares with SDG 4 targets. Secondly, it analyses progress towards these objectives by African sub-regions. 
As the witnesses fall silent : 21st century Holocaust education in curriculum, policy and practice Year of publication: 2015 Corporate author: UNESCO International Bureau of Education (IBE) This UNESCO/IBE publication represents the most comprehensive collection ever produced of empirical research on Holocaust education around the world. It comes at a critical time, as the world observes the 70th anniversary of the liberation of Auschwitz. The policies and practices of Holocaust education around the world are as diverse as the countries that grapple with its history and its meaning. Educators around the globe struggle to reconcile national histories and memories with the international realities of the Holocaust and its implications for the present. These efforts take place at a time when scholarship about the Holocaust itself has made great strides. In this book, these issues are framed by some of the leading voices in the field, including Elie Wiesel and Yehuda Bauer, and then explored by many distinguished scholars who represent a wide range of expertise. (By the publisher) 
Policies and practices of holocaust education : international perspectives (Vol 40) Issue 153-154 Year of publication: 2010 Corporate author: UNESCO International Bureau of Education (IBE) This double issue of Prospects (UNESCO/IBE) includes important contributions and new insights from researchers who have examined the practices of Holocaust education in various parts of the world. An open call for papers for this issue brought more than 30 contributions, a pool of high quality papers that greatly exceeded expectations, leading to the production of a double issue on the topic. The broad interest and new research are a testimony both to the significance of the field and to its challenges. The articles in the first volume contribute empirical research about the actual policies and practice of Holocaust education and carry direct lessons from school and classroom practices not only for countries in Europe but also for human rights and peace education worldwide. The second volume continues to reflect its authors’ practical and intellectual engagement with the implications of Holocaust education for human rights, multicultural, peace, and civic education. (By the publisher) 
Orienting technical and vocational education and training for sustainable development: a discussion paper Year of publication: 2006 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The current Discussion Paper on “Orienting Technical and Vocational Education and Training (TVET) for Sustainable Development” presents an overview of key concepts, trends and issues in the field of TVET for sustainable development. It has been prepared by the UNESCO-UNEVOC International Centre, in consultation with a number of UNEVOC Centres and partner agencies and several leading researchers, policy-makers and practitioners working in this field. This paper reflects the outcomes of discussions that took place at the UNESCO International Experts Meeting on “Learning for Work, Citizenship and Sustainability”, which was held in Bonn, Germany, in October 2004. The current document is based on the discussion paper prepared for the UNESCO International Experts Meeting, and was modified in the light of the outcomes of this important meeting. 
Sharing Malaysian experience in participation of girls in STEM education Year of publication: 2016 Corporate author: UNESCO International Bureau of Education (IBE) The Malaysia government has placed STEM as a focus in developing the country towards achieving the status of a developed nation. The government acknowledges the role of women as equal partners in nation building. Thus, various policies ranging from economy, education, women’s welfare and human resources have been formulated through the years. These policies have resulted in among others, the increase in women researchers from 35.8% in 2004 to 49.9% in 2012 as well as more women’s participation in selected STEM courses at the tertiary level. A total of 84 girls’ day schools with 6 of them as residential STEM Girls’ schools have been built since 1939. There are many female role models in STEM for the girls to emulate. This has been made possible by the successful implementation of the various policies related to women in STEM as well as innovative measures in facing the continuing challenges in STEM education.