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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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Education Pack: Dominique Schnapper, sociologue Year of publication: 2023 Corporate author: French Institute of Netherlands Member of the Constitutional Council from 2001 to 2010, Dominique Schnapper is a French sociologist and political scientist. pedagogical file #1 is dedicated to civic education, with contributions from Claire Ravez, Dominique Schnapper, FEi and the BnF. 
Transforming Education Towards SDG4: Report of a Global Survey on Country Actions to Transform Education; Highlights Year of publication: 2024 Corporate author: UNESCO In 2022, the United Nations Transforming Education Summit responded decisively to mobilize action, ambition and solidarity as well as to elevate education to the top of the political agenda. This powerful mobilization led to 143 countries presenting national statements of commitment, demonstrating their political resolve to reimagine and transform their education systems. On the Summit’s fi rst anniversary, UNESCO invited its Member States to participate in the Survey on Country Actions to Transform Education and report on how they have translated their commitments into actions. This document presents highlights from the Transforming Education Towards SDG 4: Report of a global survey on country actions to transform education. It showcases transformative actions that countries have undertaken to accelerate progress towards SDG 4. The report emphasizes that education must adopt a holistic, lifelong and comprehensive approach that addresses the development and well-being of individual learners and society. Transforming education requires placing inclusion, equity and gender equality at the core of policies and interventions. It also requires more and better education fi nancing, and investments in the teaching profession. 
SDG-Education 2030 Steering Committee: Making Higher Education More Inclusive, July 2020 Year of publication: 2020 Corporate author: UNESCO The rapid expansion of higher education in the past two decades, as well as the growing diversity of providers and technological models for delivering education, have made higher education accessible to more students globally. Yet significant barriers remain for many vulnerable groups, and women still lag behind in science, technology, engineering and mathematics. A better understanding of inequality as well as new paradigms, strategies and a renewed political will for ‘leaving no one behind’ are required. Structural equity policies at all levels throughout the education system, as well as extraordinary measures when needed, should ensure that students from any background with the potential to succeed are fully integrated with equal opportunities into higher education. This policy paper reviews the current literature and sets out findings and recommendations to increase and strengthen equity and inclusion in higher education in a lifelong learning perspective. It provides a conceptual framework for equity and inclusion, analyses the urgent need to improve funding and its efficiency, provides insight into the challenges for teaching and teachers, and recommends policy measures for establishing higher education systems that are more equitable and more inclusive. 
AI Competency Framework for Students Year of publication: 2024 Author: Fengchun Miao | Kelly Shiohira Corporate author: UNESCO Artificial intelligence is increasingly integral to our lives, necessitating proactive education systems to prepare students as responsible users and co-creators of AI. Integrating AI learning objectives into official school curricula is crucial for students globally to engage with AI safely and meaningfully.The UNESCO AI Competency Framework for Students aims to help educators in this integration, outlining 12 competncies across four dimensions:- A human-centred mindset- Ethics of AI- AI techniques and applications- AI system designThese competencies span three progression levels:- Understand- Apply- Create The framework details curricular goals and domain-specific pedagogical methodologies.Grounded in the vision of students as AI co-creators and responsible citizens, the publication emphasizes critical judgement of AI solutions, awareness of citizenship responsibilities in the AI era, foundational AI knowledge for lifelong learning, and inclusive, sustainable AI design. 
AI Competency Framework for Teachers Year of publication: 2024 Author: Fengchun Miao | Mutlu Cukurova Corporate author: UNESCO AI processes vast information, generates new content, and helps decision-making through predictive analyses. In education, AI has transformed the traditional teacher–student relationship into a teacher–AI–student dynamic.This shift requires a re-examination of teachers’ roles and the competencies they need in the AI era. Yet, few countries have defined these competencies or developed national programmes to train teachers in AI, leaving many educators without proper guidance.The AI competency framework for teachers addresses this gap by defining the knowledge, skills, and values teachers must master in the age of AI. Developed with principles of protecting teachers’ rights, enhancing human agency, and promoting sustainability, the publication outlines 15 competencies across five dimensions: Human-centred mindset, Ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional learning. These competencies are categorized into three progression levels: Acquire, Deepen, and Create.As a global reference, this tool guides the development of national AI competency frameworks, informs teacher training programmes, and helps in designing assessment parameters. It also provides strategies for teachers to build AI knowledge, apply ethical principles, and support their professional growth. 
Consultation Paper on AI Regulation: Emerging Approaches Across the World Year of publication: 2024 Author: Juan David Gutiérrez Corporate author: UNESCO Since 2016, over thirty countries have passed laws explicitly mentioning AI, and in 2024, the discussion about AI bills in legislative bodies has increased globally. This policy brief aims to inform legislators about the different regulatory approaches to artificial intelligence (AI) being considered worldwide by legislative bodies. The brief explains nine emerging regulatory approaches, each illustrated with specific cases worldwide. The order in which the nine AI regulatory approaches are presented is deliberately structured to guide readers from less interventionist, light-touch regulatory measures to more coercive, demanding approaches. These regulatory approaches are not mutually exclusive and AI bills often combine two or more approaches:1. Principles-Based Approach2. Standards-Based Approach3. Agile and Experimentalist Approach4. Facilitating and Enabling Approach5. Adapting Existing Laws Approach6. Access to Information and Transparency Mandates Approach7. Risk-Based Approach8. Rights-Based Approach9. Liability Approach The policy brief suggests parliamentarians how they can address three key questions before adopting AI regulations:1. Why regulate? Determine whether regulation is needed to address public problems, fundamental and collective rights, or desirable futures.2. When to regulate? Reach a consensus on why regulation is needed, map available regulatory instruments, compare them with other policy instruments, and assess the feasibility of adopting the former.3. How to regulate? Identify a combination of AI regulatory approaches that are tailored to specific contexts. 
Curriculum in Transformation Mode: Rethinking Curriculum for the Transformation of Education and Education Systems Year of publication: 2023 Author: Renato Opertti Corporate author: UNESCO International Bureau of Education (IBE) Through these pages, Renato Opertti shares a series of reflections that invite us to revisit the curriculum as an opportunity and lever for societies to express their visions and aspirations. Curriculum can serve to position education as the pillar of a renewed social contract grounded on the welfare of all learners as persons and supporting societies and communities give effect to sustainable and better futures for the younger generations. To do so, we need to re-conceptualize curriculum at large: from a mere specification of frequently fragmented learning contents to its understanding as both a process and product of public policy developments in which diversity of stakeholders own and take responsibility for education as a global common good. Curriculum and pedagogy, by going hand-inhand, and supported by effective teaching, learning and assessment processes, can play a key role in fulfilling the right to education for every learner equally, according to their own individual needs. Key ideas in this book help us to rethink curriculum with future-oriented approaches, entailing a stronger involvement of younger generations in the decision-making process and a careful attention to vulnerability and disadvantaged groups. A curriculum that embraces individuality and diversity within collaborative and caring learning settings, nurtures freedom and autonomous thinking, connects meaningfully the global and the local, and assumes the hybridization of education. The book also delves into perspectives for educational transformation prioritizing the development of learners’ foundational and transformative competencies as the barometer of a progressive curriculum. Crucially, this entails rethinking the mindsets and practices of education systems in light of the interconnected challenges posed by the Fourth Industrial Revolution, post COVID-19, generative AI and the sustainability of the planet and the world. 
Education and Climate Change: Learning to Act for People and Planet Year of publication: 2024 Corporate author: Global Education Monitoring Report Team | Monitoring and Evaluating Climate Communication and Education Project (MECCE) | University of Sakatchewan How can education lead to climate change action?Despite strong evidence on the impact of education on other development outcomes and the role it plays in developing professional capacity for sustainable development transitions, education is often absent from other sectors’ strategic, policy, planning and financing considerations. The Global Education Monitoring Report is introducing a new series to advance dialogue on the interrelationship of education with the other Sustainable Development Goals.The first paper in the series focuses on climate change. It starts by reviewing the growing impact of climate change on education before turning to the role of education in climate action. Education has a somewhat underappreciated contribution to developing professional capacities for the transition to a green economy. Formal, non-formal and informal learning are also commonly believed to be playing a critical role in motivating actions on climate change mitigation and adaptation.Yet a positive association between education attainment and unsustainable consumption levels, as well as inconclusiveness of much research on the direct impact of education on climate change adaptation and mitigation actions has in part contributed to education receiving low priority in global and national climate change agendas.This paper argues that climate change education needs to adapt to fulfil its potential. The education paradigm cannot rely solely on knowledge transfer but needs to focus on social and emotional, and action-oriented learning.Much of the research has focused on the impact of education attainment and cognitive learning. More research is therefore needed to assess other drivers through which education can influence behaviours and motivate climate change action. Such research is needed to formulate viable education reform packages that improve the curriculum, strengthen climate-readiness of schools and education systems, engage learners and prepare educators accordingly. 
#EquiTalks: How Can We Turn Division into Dialogue? Year of publication: 2024 Corporate author: Equitas This brochure gathers the answers of five human rights defenders during the 2024 #EquiTalks panel discussion, who attempted to answer the question: How can we turn division into dialogue? The brochure suggests potential solutions and tips to counteract the polarization of opinions on human rights. 
From Civic Education to Citizenship Education: Citizenship Values in the Geography Curriculum; The Problem of Understanding and Downloading (International Journal of Educational and Psychological Studies; vol. 6, no. 17) Year of publication: 2022 Author: Al-Hassan Farkakoum Corporate author: Democratic Arab Center This paper aims to contribute to revealing the extent to which the values of citizenship and human rights are present in the social studies lesson in Moroccan public schools, specifically in the middle school education curriculum. The inclusion of human rights values at this level raises several problems that lead to two complementary trends: The first is related to the didactics of human rights and citizenship education, and the second trend is related to the extent of the learner’s ability to acquire and represent the values of citizenship and transform them into automatic daily behaviors and practices in the school environment and then after that in daily public life and private transactions.