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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University Course: Relationships of Peaceful Coexistence Year of publication: 2021 Author: Somaya Youssef Al-Arabawy Corporate author: Shaqra University The goal is to give the student an idea about the ecosystem, including the organized and continuous interaction between the elements of the living and non-living environment, and the balance this interaction generates by maintaining the relationship between the components of the natural and living environment around and within the surface of the globe and its various components, which are highlighted through the relationships and complex functional connections. 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (Strand 1) Year of publication: 2021 Author: Shadreck Majwabe | Thomas Greiner | Taka Horio | Niveen Jouhar | Arjen Wals | Lynndina Essack | Didier Jourdan | James O’Higgins Norman | Bolorchimeg Dagva Corporate author: UNESCO | APCEIU Plenary session 1In this first plenary, countries shared their vision, practice and progress underpinning their understanding of “transformative education”. The impact of current practices related to learners’ behavior and the educational system was discussed, highlighting success indicators.Moderator: Ms Krista Pikkat, Director, UNESCO Almaty OfficeMr Shadreck Majwabe, Director of the Department of Curriculum Development and Evaluation, Ministry of Basic Education, BotswanaMr Thomas Greiner, Head of Subdivision, Lifelong Learning, Federal Ministry of Education and Research, GermanyMs Taka Horio, Assistant Secretary-General, the Japanese National Commission for UNESCO & ASP National Coordinator, Ministry of Education, Culture, Sports, Science and Technology, JapanMs Niveen Jouhar, Member of Directorate of Curricula, Ministry of Education, Jordan Concurrent sessions 1Following the plenary session, the concurrent sessions discussed the different components that need to be transformed in the education system, and how to bring about these changes and further advance. Session 1.1 – PolicyModerator: Ms Akpezi Ogbuigwe, Founder, Anpez Centre for Environment and Development, Nigeria Mr Arjen Wals, UNESCO Chair, Social Learning and Sustainable Development, University of Wageningen, Netherlands Ms Anna-Karin Johansson, Swedish National Commission for UNESCO, Ministry of Education, Sweden Mr Felipe de Souza Costa, São Paulo Municipal Secretariat of Education, Brazil Mr El Hadji Gueye, Founder, Banlieu UP, Senegal Session 1.2 – Curricula, pedagogy and assessmentModerator: Mr Yao Ydo, Director, UNESCO International Bureau of Education (IBE)Dr Esther Care, Professor, University of Melbourne, AustraliaMs Lynndina Essack, Senior Education Officer, Department of Education Services, Ministry of Education, SeychellesMr Daehoon Jho, Professor, Sungshin Women's University, Republic of KoreaDr Jinan Karameh Chaya, Principal, Al Manar Modern School (UNESCO Associated Schools Network member), Lebanon Session 1.3 – Learning environmentModerator: Mr Chris Castle, Chief of Section of Education for Health and Well-being, UNESCOProf Didier Jourdan, UNESCO Chair and Head of the World Health Organization (WHO) Collaborating Center "Global Health & Education"Prof James O’Higgins Norman, Director of the National Anti-Bullying Centre, the Dublin City University, Ireland & UNESCO Chair on Tackling Bullying in Schools and CyberspaceMs Bolorchimeg Dagva, Adolescents and HIV Specialist, UNICEF, Mongolia Links to Strand 2 & Special session / Strand 3 / Strand 4 
Scientific Dissemination of Physical Education Sciences in Yemen, Difficulties and Solutions (Rawafed Journal of Studies and Research in Sports Sciences; Vol.3, No.2) Year of publication: 2023 Author: Al-Nadhari Muhammad Hussein Corporate author: M'sila University The study aimed at the reality of scientific research in the faculties and departments of education and sports in Yemeni universities and the difficulties faced by Yemeni universities to propose solutions that improve scientific research in the field. Yemeni and Arab universities, to learn about the reality of universities, universities, as well as universities that face it. The study tool in the questionnaire consisted of (10) phrases, which were used by (60) academics of Yemeni universities in the field of specialization, at the beginning of the survey and the main, according to the following numbers: (12 master students, 30 assistant professors, 18 associate professors). The results of the study concluded that there is no legislation in the Higher Education Law and its implementing regulations, the faculty members are obligated to publish scientific research other than the research required for promotion, and the absence of a specialized journal in the field of sports and physical education sciences in Yemeni public and private universities (other than what is given by the Al-Bayda University Journal From a space for mathematical science research), which made external publishing more than internal publishing, in addition to the high publishing cost, stopping salaries and not calculating the financial settlement of promotions, which contributed to the decline in scientific publishing. 
Turning Students into Global Citizens Year of publication: 2016 Author: Fernando Reimers Prof. Fernando M. Remiers made the case for global citizenship education and shared his experiences through Ed Week. 
An Ed-Tech Tragedy? Educational Technologies and School Closures in the Time of COVID-19 Year of publication: 2023 Corporate author: UNESCO Charting a new course for the transformation of education in a digital age An Ed-Tech Tragedy? is a detailed analysis of what happened when education became largely reliant on connected technology during school closures stemming from the COVID-19 pandemic, the largest global disruption to education in history.Many claim that this experience was chiefly one of forced progress and transformations that have, however haltingly, helped propel education into desirable digital futures. Others underline an experience of imperfect salvation – technology saving the day in an emergency and preserving learning continuity for significant numbers of students, even if not all students were helped. But the global evidence reveals a more sombre picture. It exposes the ways unprecedented educational dependence on technology often resulted in unchecked exclusion, staggering inequality, inadvertent harm and the elevation of learning models that place machines and profit before people. This publication examines the promises of educational technologies against the reality of what was delivered during periods of pandemic school closures, which stretched for various durations from early 2020 to the end of 2022. Dedicated sections consider alternate possibilities that had the potential to be more inclusive and equitable.The analysis extracts lessons and recommendations to chart new and more humanistic directions for the development, integration and use of technology in education. 
World Heritage: A Unique Contribution to Biodiversity Conservation Year of publication: 2023 Corporate author: UNESCO | International Union for Conservation of Nature (IUCN) The UNESCO World Heritage Convention is unique among international agreements as it deals with both natural and cultural heritage. By conferring one of the highest levels of protection recognized by 195 countries, it ensures a truly global commitment to safeguarding exceptional places. UNESCO natural World Heritage sites are critical for the conservation of ecosystem integrity and biodiversity. While they make up less than 1% of the Earth’s surface, they harbor more than 1/5 of mapped global species richness. This includes over 75,000 species of plants, and over 30,000 species of mammals, birds, fishes, reptiles and amphibians. Cultural World Heritage sites in particular can be an important ally in biodiversity conservation since around 20% of them are located in Key Biodiversity Areas (KBAs). UNESCO World Heritage sites also represent a safe haven for some of the most threatened species on Earth. They are estimated to protect over 20,000 globally threatened species, and are home to some of the last individuals of many iconic species. Today, up to 1/3 of remaining elephants, tigers and pandas can be found in these sites, as well as at least 1 in 10 great apes, giraffes, lions and rhinos. However, even these highly protected sites are today threatened by global climate change and human pressures, including agricultural expansion, infrastructure development, poaching, overexploitation of resources and the proliferation of invasive species. Every 1°C increase in temperature could double the number of species exposed to dangerous climate conditions. Ensuring effective and sustained protection of UNESCO World Heritage sites and surrounding landscapes is crucial for maximizing their value as a solution to tackle the current biodiversity and climate crisis. One way of achieving this is by supporting countries to integrate World Heritage into their National Biodiversity Strategies and Action Plans (NBSAPs), as they are key to implementing the Kunming-Montreal Global Biodiversity Framework (GBF). 
National Capacity Building on Inventorying the Intangible Cultural Heritage in the Arab Republic of Egypt Year of publication: 2024 Author: Ahmed Bahi El Din | Haitham Younes Corporate author: UNESCO | UNESCO Cairo Communities in Egypt are inventorying their living heritage Egypt is famed for its rich civilization and long history. Egyptian identity is presented not only through archaeological sites and Ancient Egyptian civilization, but also through Egypt’s diverse living heritage. More than simply showing who they are today, this living heritage tells the story of how the Egyptians arrived at this point over the generations.To celebrate this identity and strengthen national capacities to safeguard it, UNESCO, alongside the Egyptian government and civil society, implemented the project Strengthening National Capacities for Safeguarding Intangible Cultural Heritage in Egypt for Sustainable Development, which ran from June 2018 to June 2021.The project focused on community-based inventorying of living heritage. This involved training workshops and a pilot community-based inventorying exercise, which took place in six different locations throughout Egypt (Cairo, Fayoum, Gharbeya, Aswan, Assuit, and Marsa Matrouh). Thanks to the project, participating community practitioners and heritage bearers are now equipped to inventory their own living heritage. • This pilot was Egypt’s first step to establishing a national inventory of Intangible Cultural Heritage (ICH) under the Ministry of Culture, in collaboration with community practitioners. • This publication provides recommendations on how to further enhance national capabilities for ICH safeguarding and how to advance community engagement in the inventorying processes in Egypt. 
UNESCO Guidance for the World Heritage ‘No-Go’ Commitment: Global Standards for Corporate Sustainability Year of publication: 2022 Corporate author: UNESCO UNESCO World Heritage properties are cultural, natural and mixed sites of outstanding universal value (OUV) that exemplify some of humanity’s most exceptional heritage and treasures on our planet. They cover over a thousand properties in all regions of the world and it is the duty of the international community as a whole to cooperate on their protection. UNESCO World Heritage sites provide major benefits to our society and help safeguard ecosystem services and cultural resources vital for human well-being. Yet the threats to UNESCO World Heritage sites have been rising steadily for decades, including those arising from harmful industrial and infrastructure projects, extractive activities such as mining, oil and gas and large hydropower projects, among others. In view of these significant threats, several leading companies and financial institutions have committed to protect World Heritage by respecting them as ‘no-go’ areas. UNESCO World Heritage sites are protected under international law as humanity’s legacy to future generations and, as such, merit particular attention in corporate policies and business conduct. However, there is wide variation in the nature and strength of sustainability policies and due diligence processes. This guidance was developed to assist companies to develop comprehensive strategies for World Heritage as part of their efforts to measure and manage environmental, social and governance risks. 
Managing Transnational UNESCO World Heritage Sites in Africa Year of publication: 2023 Author: Dodé Houehounha | Edmond Moukala Corporate author: UNESCO Transnational UNESCO World Heritage Sites in Africa – Cooperation is the Key to Success Transnational UNESCO World Heritage sites are the ultimate manifestation of international cooperation − an enriching experience of interculturalism and dialogue between peoples. They offer a unique opportunity to explore and exchange effective and sustainable solutions to contemporary issues, such as climate change, migration, integration, confict and many others. For the frst time, this publication presents the most up-to-date and comprehensive work concerning Transnational UNESCO World Heritage sites in Africa, refecting the interdisciplinary and forward-looking approaches that have dominated research and conservation methodologies in recent decades. The diverse articles and case studies shine a light on how transnational management of properties in Africa provides a crosscutting and sustainable response to contemporary issues related to heritage and associated communities. It also explores the variety of challenges and opportunities related to the management of these sites and highlights best practices that have been implemented. This publication, together with UNESCO, calls on all States Parties to the World Heritage Convention, concerned international and regional organizations, and all relevant stakeholders to support efforts to protect and promote Africa’s rich cultural and natural heritage. It is through concerted action and joint activities that the recommendations from this publication can be implemented and thereby help preserve these properties for future generations. 
Nurturing the Social and Emotional Wellbeing of Children and Young People During Crises (UNESCO COVID-19 Education Response: Education Sector issue notes; No.1.2, 2020) Year of publication: 2020 Corporate author: UNESCO The COVID-19 pandemic has necessitated lockdowns, school closures, physical distancing and loss of familiar environments. The restriction on movement, disruption of routines, curtailment of social interactions and deprivation of traditional learning methods has led to increased pressure, stress and anxiety for young people, their families and communities. Parents and adult care-givers are struggling to meet the challenges of home schooling while juggling work and community obligations, caring for family members and maintaining individual well-being. Teachers are having to rapidly adapt to new and untested teaching methods. Young people are concerned about their education as national examinations are cancelled and are grappling with the insecurity of isolation and uncertainty. In poor households where income is a first priority, children are left on their own to home school or are pulled into other tasks. The stress and anxiety of the pandemic is compounded by the circulation of dynamic information - both accurate and false, often fuelled by sensationalist media reporting. This not only increases insecurity but also acts as fertile ground for the spread of intolerance, racism, xenophobia and hate crimes. To address and counter the social anxiety, emotional upheaval and fearful insecurity unleashed by COVID-19, it is urgent and necessary that families and communities build vital coping skills and emotional resilience. Social and emotional skills are well established, evidence-based practices, that can be adapted to help equip children, young people, parents and teachers with the knowledge, skills, attitudes and behaviours they need to stay healthy and positive, navigate emotions, practice mindful engagement, exhibit pro-social behaviour and cope with daily challenges.