Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
726 Results found
Media and Information Literacy for Building Culture of Open Government: Proceedings of the International Conference (Khanty-Mansiysk, Russian Federation, 7–10 June 2016) Year of publication: 2017 Corporate author: Interregional Library Cooperation Centre | UNESCO The International Conference on Media and Information Literacy for Building a Culture of Open Government was convened in Khanty-Mansiysk, Russian Federation, on 6 to 10 June 2016. The objectives of this pioneering forum were as follows: define the conceptual framework of open government/open government culture exchange innovative and creative experiences and best practices in open government; (3) discuss how MIL competencies of different governance stakeholders can foster (or facilitate) open government practice promote the adoption of MIL educational programmes as a requirement in open government adoption. 
Education as a Tool for Prevention: Addressing and Countering Hate Speech (Expert Meeting: 13-18 May 2020) Year of publication: 2021 Corporate author: UNESCO Addressing and countering hate speech is a multi-layered endeavour, which includes tackling its root causes and drivers, preventing it from translating into violence and dealing with its wider societal consequences.Within the framework of the Education 2030 Agenda, and more specifically target 4.7 of Sustainable Development Goal 4 (SDG 4), as well as the United Nations Strategy and Plan of Action on Hate Speech – which places specific emphasis on the role of education as a tool for addressing hate speech – UNESCO and the United Nations Office on the Prevention of Genocide and the Responsibility to Protect (OSAPG) convened a series of virtual meetings of experts from 13 to 18 May 2020. This report highlights some of the key discussion areas and unpacks the role of education as a preventive tool. It argues that strengthening educational responses to build the resilience of learners to exclusionary rhetoric and hate speech is paramount for sustainable development and peace for all. 
MTB-MLE: mother tongue-based multilingual education;lessons learned from a decade of research and practice Year of publication: 2014 Corporate author: Asia Multilingual Education Working Group This information is based on presentations and discussions at the 4th International Conference on Language and Education, ‘Multilingual Education for All in Asia and the Pacific: Policies, Practices and Processes’, held in Bangkok, Thailand in November 2013. 
Belonging to the Homeland and Its Impact on Protecting Young People from Delinquency Year of publication: 2018 Author: Alla Aldeen Mohammed Corporate author: Imam Mohammad Ibn Saud Islamic University The file is a paper on belonging to the homeland and its impact on protecting young people from delinquency. This paper was presented at the conference entitled "The Role of Saudi Universities and Its Impact on Protecting Young People from Groups, Parties and Deviance". 
SDG 4 Scorecard: Progress Report on National Benchmarks; Focus on Teachers Year of publication: 2024 Corporate author: UNESCO Institute for Statistic (UIS) | Global Education Monitoring Report Team This is the second assessment of country progress towards the benchmarks, or national targets, that countries have set for eight SDG 4 indicators to mark their contribution to the global targets. The assessment covers the period since 2015 and reviews the probability that each country will achieve its 2025 benchmark or – where such a benchmark was not set – the value they would have achieved if they had progressed at the historic (2000–15) rate of the fastest improving 25% of countries.The 2024 SDG 4 Scorecard finds that progress towards national targets is off track for most indicators. In two cases – the gender gap at the expense of boys in upper secondary education completion and public education expenditure as share of total public expenditure – countries are even moving backwards.In contrast, progress is faster in the eighth benchmark indicator, school internet connectivity, which was added following the priority given to digital transformation at the Transforming Education Summit in 2022. One third of countries set national targets in 2023 and progress on the indicator is being reviewed for the first time in this edition.Progress is also relatively fast in the percentage of teachers with minimum required qualifications, which is also the focus indicator of this edition. New evidence is presented on national policies for minimum required qualification levels to enter the teaching profession, compulsory continuous professional development policies, and teacher training policies on technology in education. 
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. 
Empowering Learners and Teachers for Climate Action Year of publication: 2023 Corporate author: UNESCO Climate change is impacting every aspect of life around the world and posing a growing threat to people and their livelihoods. It is critical to equip learners with the knowledge, skills, attitudes and behaviours to effectively address the climate crisis. Globally, there remain significant gaps in how climate change education and sustainability are taught in classrooms. Getting every learner climate-ready requires a holistic approach that involves adapting curricula, training teachers, rethinking schools and empowering communities. As part of its ongoing work on Education for Sustainable Development (ESD) and its role as secretariat to the Greening Education Partnership, UNESCO is currently developing a Green School Quality Standard and Greening Curriculum Guidance to mainstream climate education in schools and educational institutions. 
#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. 
World Migration Report 2024 Year of publication: 2024 Corporate author: Organisation Internationale pour les Migrations (OIM) The World Migration Report 2024 provided by the IOM aims at providing a better understanding of the migration phenomenon through a series of key questions: What is the proportion of migrants in the world? Are most migrants men or women? Which are the main host countries? The interactive edition presents only some of the key information contained in the full report. 
Towards More Gender Equality in Sport: Recommendations and Action Plan From the High Level Group on Gender Equality in Sport (2022) Year of publication: 2022 Corporate author: European Commission | European Union (EU) Gender equality is a fundamental European Union (EU) principle. Enshrined in the Treaties, it is something the EU is actively trying to achieve – most recently through its Gender Equality Strategy 2021-2025. The Strategy aims to give women, men, girls and boys, in all their diversity, the freedom to pursue their chosen path in life and equal opportunities to thrive and to participate in and lead European society. Looking back at the steps already taken, the ‘Gender equality in sport – Proposal for strategic actions 2014-2020’ has certainly led to achievements, but the pace of reforms needs to be accelerated. Firstly, the principle of gender equality now underpins all actions funded under Erasmus+ Sport and projects supporting women’s sport are actively encouraged. Secondly, awareness raising is at the core of EU action in this field, notably through studies or discussions, such as within the Commission Expert Group on Good Governance. Finally, initiatives such as the annual #BeInclusive EU Sport Awards recognise those organisations using sport to increase social inclusion, including gender equality. In 2020, Commissioner Gabriel announced the setting up of an expert group with the aim of discussing the way forward and proposing future actions in the area of gender equality in sport to the European Commission, EU Member States and sports organisations. The work of the experts will lead to the implementation of concrete actions at local, national and European level. This report is the result of the work of the European Commission High-Level Group (HLG) on Gender Equality in Sport. The 15 members of the HLG were appointed in December 2020. Work began in February 2021 and was completed in December 2021. Meetings focused on six areas of engagement identified by the experts. Scientists and practitioners shared findings of their research and good practices. Each meeting was followed by working sessions to summarise the presentations and formulate recommendations.