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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Think Tank Report: Empowering Communities through Citizenship Education and Lifelong Learning Year of publication: 2025 Corporate author: UNESCO Institute for Lifelong Learning (UIL) This short, explorator y repor t from the UNESCO Institute for Lifelong Learning (UIL) is the outcome of ‘Placing citizenship education within a lifelong learning perspective: From research to action’, a think tank meeting held in Hamburg in 2023. The meeting brought together experts from international organizations and academia and was organized by UIL in collaboration with the Asia-Pacific Centre of Education for International Understanding. The report reflects the inputs of participants while also drawing on the proposals of the International Commission on the Futures of Education (ICFE, 2021); the findings of the Fifth Global Report on Adult Learning and Education (GRALE 5) (UIL, 2022a); the Marrakech Framework for Action (UIL, 2022b); and the outcomes of the United Nations Transforming Education Summit of September 2022 (UN, 2023a; UN 2023b); as well as UNESCO’s Revised Recommendation concerning Education for International Understanding, Co-operation and Peace (UNESCO, 2023). It makes a case for putting citizenship education, interpreted not as a means of reproducing the status quo but as a catalyst for civic and social empowerment, at the heart of efforts to create more equitable, tolerant and just societies for all. It argues that citizenship, so construed, should be woven into the fabric of education, throughout and across the life course, recognizing its role in narrowing social and economic inequalities, overcoming social fragmentation, addressing the climate crisis and tackling the backlash against human rights and gender equality. This report calls for citizenship education and lifelong learning to be core pillars of a systems-level transformation in education, and provides recommendations for policy-makers, national and local governments, educators and civil society organizations to make citizenship education a priority in their policies and practices. 
UNESCO Arab Regional Education Support Strategy: 2016-2021 Year of publication: 2016 Corporate author: UNESCO Beirut Covering the period of 2016-2021, this strategy document aims to provide tangible support for each Member State in the Arab Region, taking into account national needs and priorities and thus employing nationally relevant approaches based on the Agenda 2030 for Sustainable Development. 
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). 
Empowering Adolescent Girls and Young Women through the Provision of Comprehensive Sexuality Education and a Safe Learning Environment in Nepal Year of publication: 2016 Corporate author: UNESCO Kathmandu | United Nations Population Fund(UNFPA) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) There are many challenges for adolescent girls and young women in Nepal in terms of access, participation, and completion of good quality education. Child marriage and early pregnancy, gender-based violence, lack of knowledge or provision of proper hygiene facilities such as WASH (water, sanitation and hygiene) are factors preventing adolescent girls and young women from accessing education. This publication is a project plan for empowering adolescent girls and young women in Nepal. 
Prevention Education in Eastern Europe and Central Asia: A Review of Policies and Practices Year of publication: 2014 Corporate author: UNESCO Moscow A new regional study commissioned by UNESCO shows that most EECA countries have policies to provide sex education in schools, but only a few of them have implemented this policy in high-quality teaching practice on a national scale. For the report, more than 100 key legal and policy documents from the EECA countries were analyzed, which made it the first systematic review on this topic in the region. A review of preventive education in ten countries of Eastern Europe and Central Asia presents its current state and outlines the prospects for its development to provide all adolescents and young people, including from key population groups, with affordable and high-quality comprehensive education in the field of HIV prevention and reproductive health. 
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)