Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
293 Results found
ICT Transforming Education in Africa: Final Project Report Year of publication: 2020 Corporate author: UNESCO ICT Transforming Education in Africa is a project supported by the UNESCO-Korean Funds- in-Trust (KFIT) contribution by the Republic of Korea with a focus on e-school model development, open and distance learning and ICT policy development. In the first phase of the project from 2016 to 2019, Mozambique, Rwanda and Zimbabwe piloted ICT-based innovative approaches to foster human and social development, expanding access to relevant lifelong learning opportunities and enhancing the quality of learning.The aim of this progress report is to highlight the main results of the first phase of the project. These include training of over 1,300 teachers on the pedagogical use of ICT, the development of digital resources for teachers and learners, the establishment of policies on ICT in education, and a variety of activities pilot testing the use of ICT to address fundamental challenges faced at K12- and higher education level in the beneficiary countries. The findings in this progress report inform the implementation strategy for the second phase in Côte d’Ivoire, Ghana and Senegal from 2020 to 2023. 
Advancing Arabic Language Teaching and Learning: A Path to Reducing Learning Poverty in the Middle East and North Africa Year of publication: 2021 Author: Laura Gregory | Hanada Taha Thomure | Amira Kazem | Anna Boni | Mahmoud Abduh A. Elsayed | Nadia Taibah Corporate author: World Bank The purpose of the present report is to identify and explore the evidence on factors that are leading to high rates of learning poverty in MENA countries. In addition, the report proposes a path for countries of the region to make the teaching and learning of the Arabic language—which are critical foundations for children in Arabic-speaking countries—more effective. The intended audience of the report is education stakeholders in the MENA region, including officials in ministries of education across the region, those responsible for education decision-making, teachers, academics, education administrators, parents, and nongovernmental organizations, as well as World Bank and partner organization staff tasked with supporting countries in their efforts to raise learning and human capital.The intention of the report is not to provide an Arabic literacy strategy for each country since countries of the region differ and each would need to have their own national dialogue. Instead, the report collates the relevant literature from the region and beyond, as well as local and regional initiatives, and offers guidance to countries to advance the teaching and learning of MSA. As such, the report does not focus on the broader issues of language use within each country. As part of the process of developing the report, a summary of the emerging evidence and recommendations was shared with a small group of teachers from two countries across the region in advance of a focus group discussion to explore local views. Unanimous agreement on the key findings and recommendations were expressed by these teachers. Further discussions on the topics raised in this report are expected to take place during the dissemination of this report and in the months and years to come, leading to greater consensus across stakeholders on the best ways to advance Arabic language teaching and learning.The report is structured in a way that first explores the incidence of learning poverty in the MENA region, followed by international evidence on the science of learning to read, and factors that are influencing Arabic language learning outcomes. The report then looks at some of the national strategies, policies, and initiatives already in place for Arabic language education, and proposes a path for advancing Arabic language teaching and learning, along with suggestions for regional collaboration efforts that could further support MENA countries. 
The Impact of COVID-19 on Early Childhood Education in the Asia-Pacific and Sub-Saharan Africa: Insights From the Results of Rapid Regional Personnel Survey Year of publication: 2021 Author: Yoshie Kaga | Kyungah Bang Corporate author: UNESCO Bangkok Declared a global pandemic on 11 March 2020 by the World Health Organization (WHO), COVID-19 has had far-reaching impacts on every facet of life around the world, exacerbating pre-existing inequalities and negatively impacting on vulnerable and disadvantaged populations the most. Learning continuity has been disrupted by school closures, generating an unprecedented situation worldwide. According to UNESCO Institute for Statistics (UIS) data collated in July 2020, over 18.6 million children in pre-primary education in forty-eight Sub-Saharan African countries and 4.4 million pre-primary teachers – eighty- five per cent of whom were women – in twenty-four countries in the Asia-Pacific region were affected by school or centre closures. Recognizing the possible severe and detrimental impact that COVID-19 might have on ECE personnel and their practices, UNESCO Bangkok and Dakar teamed up with several partners to undertake regional surveys in the Asia-Pacific and Sub-Saharan Africa from April to July 2020. Based on the regional surveys, this report features eight key findings and three key messages to better understand ECE personnel’s needs and to identify possible responses to support them. 
Closing the Gap: Ensuring There Are Enough Qualified and Supported Teachers in Sub-Saharan Africa Year of publication: 2021 Corporate author: International Task Force on Teachers for Education 2030 | UNESCO The fourth Sustainable Development Goal (SDG 4) aims to ensure better learning opportunities and outcomes and more equitable and inclusive education for all. SDG target 4.c calls for an increase in the supply of qualified teachers, particularly in low-income countries. To achieve this ambitious target, the international community needs to pay renewed attention to teacher support and preparation.This advocacy brief considers what it will take to increase the supply of qualified teachers in sub-Saharan Africa, the region where the teacher shortage is most acute. It analyses the causes for teacher shortages, looks at trends affecting the region and describes the scale of the shortages. It examines the fiscal pressures on low-income countries to cover salary costs and the costs of initial teacher education and continuing professional development, and it proposes some recommendations for governments and the international community to achieve the essential target of substantially increasing the supply of well qualified teachers. 
[Synthesis Report] Climate Change and Girls' Education: Barriers, Gender Norms and Pathways to Resilience Year of publication: 2023 Corporate author: Plan International This research explores the relationship between climate change and girls' education: what are the direct and indirect impacts of climate change on girls' access to school and completion of their education? How do these impacts intersect with existing gender barriers to education? And how does your education help girls respond and adapt to climate change in their communities? A synthesis report and summary are also available, along with the technical report for more details on the conclusions and the research itself. 
[Technical Report] Climate Change and Girls' Education: Barriers, Gender Norms and Pathways to Resilience Year of publication: 2023 Corporate author: Plan International This is the technical report of the Climate Change and Girls' Education: Barriers, Gender Norms and Pathways to Resilience for further detail on the findings and research itself. 
[Executive Summary] Climate Change and Girls' Education: Barriers, Gender Norms and Pathways to Resilience Year of publication: 2023 Corporate author: Plan International This is the Executive Summary for the report: Climate Change and Girls’ Education: Barriers, Gender Norms and Pathways to Resilience. The full technical report and accompanying synthesis report are also available. 
Disinformation and Peacebuilding in Sub-saharan Africa: Security Implications of AI-Altered Information Environments; Research Report Year of publication: 2024 Author: Eduardo Albrecht | Eleonore Fournier-Tombs | Rebecca Brubaker Corporate author: United Nations University | Interpeace This report aims to further explore the way in which AI technologies as they currently stand impact peace and conflict, and what methods might be used to mitigate their adverse effects - through the development of better tools and the inclusion of peace and conflict considerations in AI governance frameworks. The report proposes the following recommendations: 1. More funding and support should be provided to civil society organization efforts to expand media literacy and fact-checking initiatives using AI tools to enhance capabilities. 2. Governments need to work with civil society to develop and implement comprehensive, transparent legal frameworks combating disinformation. These legislative measures need to support digital and media literacy campaigns and fact-checking organizations. 3. Social media companies need to expand investment and research into understanding local information environments, so they can better identify and respond to instances of disinformation in all contexts in which they operate and enhance transparency. 4. Peacebuilding organizations need to carefully consider local media ecosystems and information environments when conducting conflict analyses, and factor these dynamics into their projects' frameworks. 
2023 Youth Leaders' Mentorship & Local GCED Project: Activity Report Year of publication: 2023 Corporate author: APCEIU This report summarizes 10 GCED projects implemented in different parts of the world by the alumni of APCEIU’s Youth Leadership Workshop on GCED in 2023. Ranging from community advocacy for global citizenship to youth-led campaign projects, 10 GCED initiatives have been taken by 10 young leaders in their own communities in Asia, Europe, Africa, Latin America, and the Caribbean. APCEIU offers GCED training programmes targeting youth leaders around the globe to encourage them to achieve the SDGs through global citizenship and GCED. Since 2015, the Youth Leadership Workshop on GCED has been held every year in the Republic of Korea, inviting 50 young global leaders to take part in an intensive training programme where they share their actions, deepen their knowledge on global/local issues, enhance their motivation to take actions for a change, and establish the young leaders’ network on GCED. Since 2021, it has been shifted to a comprehensive training programme composed of online training workshops, mentorship, and local project implementation. 
Global Citizenship in a Digital World (The MILID Yearbook, 2014) Year of publication: 2014 Author: Sherri Hope Culver | Paulette Kerr Corporate author: International Clearinghouse on Children, Youth and Media (Sweden) | NORDICOM | University of Gothenburg The theme of the 2014 Yearbook is Global Citizenship in a Digital World. Global citizenship assumes ease of participation in global spaces in which persons are media and information literate and are equipped with competencies and attitudes to deal with the multi-faceted nature of a mediated world in which information is no longer bound by space or time. The unprecedented access to and use of media and Internet technologies for communication and collaboration especially among youth, suggest that effective strategies must be found to enable active critical inquiry and effective media production. The proliferation of mediated spaces throughout education environments, as well as personal and professional environments, does not in itself guarantee that citizens will consider their role as global citizens as they create and consume media. This awareness must be cultivated, encouraged and taught.The 2014 MILID Yearbook brings together a range of reviewed articles, which articulate the theme of global citizenship from varied perspectives and regions of the world. The articles represent different expressions on media and information literacy from researchers and practitioners who offer bold new strategies, share research findings and best practices, and share musings and reflections.