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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Including Education in the Pact for the Future: An SDG 4 Youth & Student Network Contribution Year of publication: 2024 Author: Laeek Siddiqui | Juliette Gudknecht | Daniela Moreno Farfán | Azkha Mikdhar Corporate author: SDG 4 Youth & Student Network | UNESCO Inclusion is the promise towards a fair and equitable education for all. It is critical to ensuring that every youth and student succeeds. Highlighted by UNESCO in the 2020 Global Education Monitoring Report, striving towards inclusive education is non-negotiable, as education is a human right. With the current challenges of our world highlighted in the 2030 Agenda, specifically in the areas of poverty, armed conflict and digital transformation, inclusion must be an essential imperative in all policies. The Summit of the Future (SOTF) convenes on the 22 to 23 of September at the United Nations Headquarters in New York, United States. One of its outcomes, if inter-governmentally agreed-upon, would be the Pact for the Future. The Pact is action-oriented, including a chapeau followed by 5 chapters: 1) sustainable development and financing for development; 2) international peace and security; 3) science, technology and innovation and digital cooperation; 4) youth and future generations; and 5) transforming global governance. Along with the Pact are two annexures: the Global Digital Compact and the Declaration on Future Generations. This document introduces the advocacy of the SDG 4 Youth & Student Network – a network hosted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as the Global Education Cooperation Mechanisms Inter-Agency Secretariat – for inclusive and equitable education at the SOTF, to uphold peace, sustainable development, youth and future generations. It is essential to #IncludeEducation in the Pact and the outcomes of the SOTF for our #InclusiveFuture, to ensure that no one is left behind. It brings attention to how education is essential to global cooperation and empowering future generations, calling upon you to join us in supporting inclusive education systems, with the Global Education Meeting convened by UNESCO side by side with the G20 meeting on 31 October and 1 November 2024 in Fortaleza, Brazil. 
SDG4 High-Level Steering Committee Input Paper for the 2024 High-Level Political Forum on Sustainable Development Year of publication: 2024 Corporate author: SDG4 High-Level Steering Committee In alignment with theHigh-level Political Forum on Sustainable Development (HLPF)’s focus for 2024, this SDG4 High-Level Steering Committee paper provides specific inputs as they relate to the following Sustainable Development Goals: Goal 1. End poverty in all its forms everywhere; Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture; Goal 13. Take urgent action to combat climate change and its impacts; Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels; and Goal 17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development. 
SDG 4 Midterm Review: Monitoring Implementation of SDG 4 Target 4.1. ~ 4.c. in Rep. of Korea Year of publication: 2023 Author: Hunwoo Joo | Mikyung Kim | Mugyeong Moon | Jeongwon Hwang | Kirak Ryu | Hyeseung Cho | Yunjeong Choi | Hyosook Shin | Kyungsook Kang | Minseon Park | Eunju Lee | Jonghun Kim | Nayoung Kim | Hwanbo Park | Hannah Kim Corporate author: National Consultative Group on Education 2030 | Korean National Commission for UNESCO This report presents the compiled work from the National Consultative Group and Working Groups on Education 2030 of the Republic of Korea regarding the midterm review on the implementation of SDG 4. 
Sub-Regional Study on Transforming TVET in Ensuring Learning and Skills to Support School-to Work Transitions in Southeast Asian Countries Year of publication: 2023 Author: Jann Hidajat Tjakraatmadja | Hary Febriansyah | Yorga Permana | Lala Nurfitria | Farenza Fadil Corporate author: UNESCO Jakarta Technical and Vocational Education and Training (TVET) and the transition from school to work are critical for young individuals to be prepared for entering the job market. The school-to-work transition signifies the transition from education to professional work and involves stages such as finding a job, applying theoretical knowledge and adapting to work expectations. In line with SDG-4, there is a need to improve the relevance of TVET systems, equipping individuals with the necessary skills for employment, entrepreneurship and lifelong learning. Three strategic priorities include promoting lifelong learning opportunities, fostering skills for an inclusive and sustainable economy, and ensuring inclusive and resilient communities. UNESCO supports Member States to address current and future challenges in the field of TVET, including the transition from school to work. Recognising the significant role of TVET in achieving SDG-4, UNESCO works closely with countries like Brunei Darussalam, Indonesia, Malaysia, the Philippines, and Timor-Leste to enhance the relevance and effectiveness of their TVET systems. These countries have demonstrated a strong commitment to improving the quality of education and equipping individuals with the necessary skills for employment, entrepreneurship, and lifelong learning. In the discussion of innovations and trends in TVET systems, there is a need to respond to rapidly changing labour markets through leveraging labour market data, tracer studies, and employer insights, expanding work-based learning to support the transition from school to work, modernising TVET curricula with new skills and competencies, strengthening TVET through private sector and community engagement. TVET is important for the transition from school to work in the sub-region of Southeast Asia, in line with SDG-4. Standardised practices are needed for better employability and mobility. Challenges include labour market mismatches and negative perceptions, but there are opportunities to partner with industry, update curricula, promote inclusivity and gender equality, and adapt to changing labour markets. Using labour market data, expanding work-based learning, and engaging the private sector and local communities are critical. TVET can transform individuals and contribute to sustainable development in the subregion of South-East Asia, creating prosperous and inclusive societies. 
Global Education Monitoring Report 2024/5: Leadership in Education; Lead for Learning Year of publication: 2024 Corporate author: Global Education Monitoring Report Team Leadership matters in education. Strong leaders are needed to help institutions, systems and societies change for the better. Strong leaders work in collaboration with other actors towards the same goals. At the school level, they are the principals but also those who surround them, in the school and in the community, in positions of responsibility. At the system level, they are civil servants working as district officers, supervisors or planners. At the societal level, they are political leaders, as well as a very broad range of actors who help shape education goals, from unions and researchers to civil society and the media.Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles.There is no one leadership style that works. Different contexts, capacities and personalities mean that styles vary, and rightfully so. This, combined with the different goals that each leader is trying to achieve, means that their impact is hard to fully assess. Yet, all research points towards the critical need for strong leaders to continuously improve education quality. School leaders are second only to teachers for transforming student outcomes. Meanwhile, politicians wield huge influence in making equitable and inclusive education a national priority.Supporting this seventh Global Education Monitoring Report is a new series of country profiles on PEER, an online resource supporting policy dialogue and describing policies and regulations on school principal selection, preparation and development in the world’s education systems. 
School Online Safety - Self review tool Year of publication: 2016 Corporate author: South West Grid for Learning Trust (SWGfL) The Self Review Tool is intended to help schools to review their current online safety policy and practice. It provides management information and stimulus that can influence the production or review of online safety policies and develop good practice and process for identifying strengths and weaknesses. It also focuses on opportunities for commitment and involvement from the whole school as well as a continuum for schools to discuss how they might move from a basic level provision for online safety to practice that is aspirational and innovative. 
AI and the Future of Education: Disruptions, Dilemmas and Directions Year of publication: 2025 Corporate author: UNESCO Artificial intelligence (AI) is reshaping the way we learn, teach and make sense of the world around us, but it is doing so unequally. While one-third of humanity remains offline, access to the most cutting-edge AI models is reserved for those with subscriptions, infrastructure and linguistic advantage.These disparities not only restrict who can use AI, but also determine whose knowledge, values and languages dominate the systems that increasingly influence education.This anthology explores the philosophical, ethical and pedagogical dilemmas posed by disruptive influence of AI in education. Bringing together insights from global thinkers, leaders and changemakers, the collection challenges assumptions, surfaces frictions, provokes contestation, and sparks audacious new visions for equitable human-machine co-creation.Covering themes from dismantling outdated assessment systems to cultivating an ethics of care, the 21 think pieces in this volume take a step towards building a global commons for dialogue and action, a shared space to think together, debate across differences, and reimagine inclusive education in the age of AI.Building on UNESCO’s Recommendation on the Ethics of AI, its Guidance on Generative AI in Education and Research and its twin AI competency frameworks for teachers and students, such a global commons can direct collective sense-making and bold reimagination around curricula, pedagogy, governance and policy with human rights, justice and inclusion at its core. 
Recommendation on Education for Peace, Human Rights and Sustainable Development: An Implementation Guide Year of publication: 2025 Corporate author: UNESCO There is no peace without education. With conflicts rising on so many fronts, there has never been a more urgent need for a transformed education geared towards building and sustaining peace.The Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, adopted by all 194 Member States of UNESCO in 2023, articulates a humanistic and transformative vision of education that can help address contemporary and future affronts to peace. These challenges range from the resurgence of conflicts driven by systemic inequalities and injustices, the rise and spread of hate speech, racism and discrimination particularly online, to the adverse effects of digital technologies and the existential threat of climate change.UNESCO has developed this Guide as the first of several tools to assist Member States in unpacking and fully implementing the 2023 Recommendation. The Guide elaborates its contents, integrating the 2023 Recommendation’s transdisciplinary lens to connect key concepts and issues. It also provides concrete ideas and curated resources for action at different levels and types of education, while calling for a multi-stakeholder and whole-of-society approach that includes everyone and builds on existing positive efforts.The Guide is a timely addition to the pool of available collective resources to fully implement the 2023 Recommendation and foster an education that is transformative for a just and peaceful world. 
ACER-APCEIU Global Citizenship Education Monitoring Toolkit: For Teachers, Schools and System Leaders Year of publication: 2024 Author: Rachel Parker | Amy Berry | Payal Goundar | Karena Menzie-Ballantyne Corporate author: Australian Council for Educational Research (ACER) | APCEIU The APCEIU-ACER GCED Monitoring Toolkit was developed and informed by research conducted from 2022-2024 in collaboration with partners in Australia, Lao PDR, Philippines, and South Korea. The toolkit aims to assist education stakeholders to embed GCED within policy and practice in alignment with local, regional, and international frameworks. Target users of this toolkit include policy makers, education department and ministry personnel, leaders, and educators at all levels in both formal and non-formal education sectors.The toolkit explores effective GCED including how to conceptualise and define, plan, enact and monitor implementation, and how to measure success. By guiding educators and leaders to align their enactment and monitoring efforts to international guidance, research, theory and practice, this toolkit supports a robust and evidence-informed process for enacting GCED in ways that nurture learners as proactive and empowered global citizens.Phase I Report (Link): https://www.unescoapceiu.org/post/4995Phase II Report (Link): https://www.unescoapceiu.org/post/5184 
Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability Year of publication: 2005 Corporate author: UNESCO Members of the International Network made recommendations related to reorienting teacher education to address sustainability. The recommendations are pieces of wisdom garnered through the experimentation and hard work of teacher educators.The recommendations concern ministerial and national levels to the local level. The recommendations involve curriculum, pedagogy, policy, practice, programs, rewards, research, information and computer technology, partnerships, networking, communications, etc.Members of the International Network repeatedly mentioned the urgency to act and the need for profound change. While many spoke of the enormity of the task at hand, all who participated were able to make signifi cant and positive inroads. Interested individuals operating within their own spheres of control (e.g., weaving sustainability themes into their own classroom curricula) made great headway reorienting their programs. Also, many institutions were able to develop new courses at both the undergraduate and graduate levels. Problems arose, however, when the Network members advocated for change beyond the sphere of direct control. ESD within teacher-education institutions is currently endorsed by early-adopters. However, it will take concerted effort and resources to establish ESD in curricula, programs, practices, and policies across teacher-education institutions.