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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Strengthening the Quality of Early Childhood Education and Care Through Inclusion Year of publication: 2020 Author: Susie Lee | Barbara Janta Corporate author: European Union (EU) The quality in Early Childhood Education and Care (ECEC) has risen up the policy agenda globally, leading to a general consensus that quality ECEC can lead to positive and equitable outcomes for all children. Given these contexts, the European Commission considers inclusion as an integral part of quality ECEC. However, ensuring effective access to quality ECEC for all children remains a challenge, especially for those from disadvantaged backgrounds. This is in part because both inclusion and quality ECEC are multi-faceted concepts. This present policy memo helps policymakers better understand this challenge and suggests some possible solutions. To do so, this memo introduces what inclusion means in education generally and in ECEC particularly, and then discusses how inclusion in ECEC is understood in the current EU policy context. Lastly, the memo summarises findings from recent EU-level projects on how inclusion is integrated into different aspects of quality in ECEC. 
Digital Education Action Plan 2021-2027: Resetting Education and Training for the Digital Age Year of publication: 2020 Corporate author: European Union The Digital Education Action Plan (2021-2027) outlines the European Commission’s vision for high quality, inclusive and accessible digital education in Europe.It is a call to action for stronger cooperation at European level to learn from the COVID-19 crisis during which technology is being used at a scale never seen before in education and training make education and training systems fit for the digital age 
The Future of Language Education in Europe: Case Studies of Innovative Practices; Analytical Report Year of publication: 2020 Author: Emmanuelle Le Pichon-Vorstman | Hanna Siarova | Eszter Szőnyi Corporate author: NESET II | European Union (EU) The main purpose of this report is to inspire educators and policy makers to innovate and implement forward-looking policies and practices in language education, by exploring novel approaches and strategies for language teaching across in Europe that support learners’ plurilingualism. 
Teaching Media Literacy in Europe: Evidence of Effective School Practices in Primary and Secondary Education; Analytical Report Year of publication: 2018 Author: Julian McDougall | Marketa Zezulkova | Barry van Driel | Dalibor Sternadel Corporate author: NESET II | European Union (EU) This report is aimed at policymakers, practitioners and researchers in the fields of school education, media and digital policies. It reviews relevant European and international research to better understand how teaching and learning practices can support students’ media literacy in primary and secondary education. It also aims to understand how media literacy education in schools can help address the challenges related to the spread of disinformation and ‘fake news’. 
How Are Vocational Institutions Innovating, Evolving and Changing as a Result of COVID-19?: A Study of Practice and Perspectives in Five Countries Year of publication: 2021 Corporate author: British Council As an international problem, Covid-19 requires international cooperation. The social, economic and educational recovery from the pandemic can be enhanced by knowledge transfer and exchange. This research brought together 15 technical and vocational education and training (TVET) institutions from the five countries in the British Council’s I-WORK Programme (Improving Work Opportunities - Relaying Knowledge) to explore innovation, evolution and change stemming from the pandemic. TVET practitioners and leaders from Ghana, India, Malaysia, South Africa and the UK were asked to reflect on five key questions: How are institutional policy and structures likely to change to reflect the changing situation? Is this different for private institutions? What changes are proposed to the curriculum/ occupational areas to reflect the rapidly changing demand and how are they identifying this demand? How will learners get the practical and work-based experience they need and what changes to work- based learning and apprenticeships are needed? What changes are needed to the skills and type of staff in the teaching institution? How can new delivery models and ways of working promote more inclusive practice? The research took place as institutions approached almost a year of adapting their teaching, learning and support to localised lockdowns and the restrictions of the pandemic. The national policy context may have been different in each country, but the research findings pointed to a single conclusion: that across the board, the move to digital learning and teaching had brought benefits, opportunities and challenges that might not otherwise have been realised. 
Global Citizenship Education in the Draft Social Studies K-6 Curriculum Year of publication: 2021 Corporate author: Alberta Council for Global Cooperation (ACGC) This document is the Alberta Council for Global Cooperation’s (ACGC) response to the Draft Social Studies K-6 Curriculum released by the Government of Alberta on March 29, 2021. ACGC conducted the analysis of the draft social studies curriculum to better understand the alignment of the draft with global citizenship education (GCE) best practices.Global citizenship is a lens through which to see the world. ACGC understands global citizenship as “an ethos” primarily concerned with fostering “a sense of belonging to the global community and common humanity” (UNESCO, 2013). This not only involves members experiencing solidarity and collective identity themselves, but also necessitates collective responsibility to take local and global action for a better world.Following the analysis, ACGC strongly recommends that the draft curriculum be rewritten to reflect international best practices in global citizenship education. There are significant gaps in the draft when held against the suggested learning outcomes of UNESCO’s guide, Global Citizenship Education: Topics and Learning Objectives. Furthermore, the Alberta government’s Guiding Framework for the Design and Development of Kindergarten to Grade 12 Provincial Curriculum released in December 2020 provides an opportunity for GCE if the draft curriculum more closely aligns with our understanding of the Guiding Framework. Ultimately, the best path forward is rewriting the draft curriculum to include cognitive, socio-emotional, and behavioural learning outcomes that foster active global citizenship and prepare Alberta students to contribute to and thrive within a sustainable, interconnected world. 
SANS TABOU, Debate Between Edgar Morin and Régis Debray on "Citizenship" Year of publication: 2016 Corporate author: ESSEC Business School Debate "Without Taboo" between Edgar Morin and Régis Debray on the theme of "Citizenship", moderated by Jean-Michel Blanquer, Managing Director of Essec at the Maison de d'Amérique Latine on November 17, 2016 and organized by the chair Edgar Morin on the complexity of Essec directed by Professor Laurent Bibard. 
Media Education and Citizenship: An Analysis of the Quebec Preschool and Elementary Education Program (No. 80) Year of publication: 2018 Author: Normand Landry | Chantal Roussel Corporate author: Lien social et Politiques In Canada, the limited level of knowledge on media education content that is conveyed by academic curricula hinders its critical evaluation. This article presents the ways in which media education is introduced in the Quebec Education Program (QEP) at the preschool and elementary level. More specifically, it highlights the connections at work between media education, childhood and citizenship in the program. Our method tracks and extracts a set of statements related to information and communications technologies (ICTs) and the media, then conducts their automated classification into four principal categories: speech, verbs used that reflect the actions undertaken by categories of actors (school, pupils, teachers), learning objectives and suggestions. A subsequent classification allows for the emergence of verbs and learning objectives associated to the notion of citizenship. The latter are then subject to speech analysis. Our analysis intends to demonstrate the message conveyed by the QEP on media and ICTs. It highlights the roles, tasks and responsibilities of its various actors in relation to the acquisition of knowledge and skill development. In addition, it features the actions taken by these actors to operationalize the academic goals of the program. Our conclusion indicates a low subject implementation of the statements associated to media education and citizenship, relevant content, although thematically limited, along with the conception of students as capable of a reflection and critical thinking process. 
Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes Year of publication: 2021 Corporate author: UNESCO Institute for Lifelong Learning (UIL) Since the first coronavirus case was reported to the World Health Organization in December 2019, millions of youth and adults around the globe – especially those with low literacy skills – have faced increased challenges to securing meaningful work and safeguarding their livelihoods. A more integrated approach to youth and adult learning and education, combining basic literacy, vocational and life skills, is needed now more than ever.This publication showcases selected examples of integrated youth and adult learning and education programmes featured in the UNESCO Effective Literacy and Numeracy Practices Database, also known as LitBase. Implemented in various social, cultural and economic contexts around the world, the programmes featured herein reveal not only the transformative potential that enhancing the quality of youth and adult learning and education can have, but also lay bare the hurdles and potential pathways to consider when planning effective integrated programmes.Integrated approaches to literacy and skills development: Examples of Best Practice in Adult Learning Programmes is useful not only for policy-makers, providers and educators who plan to implement integrated adult education programmes but also for those trying to help the most vulnerable groups reach their highest potential. 
Pandemic May Expose Social Protest in Central Asia Year of publication: 2020 Author: Alexey Malashenko Corporate author: Russian International Affairs Council The coronavirus has become a serious test of the strength of the political systems of Central Asian countries. Despite the severe socio-economic impact of the pandemic, stability has been ensured. But in the long run, quarantines and tight restrictions will remind of themselves and expose old problems. Among the most acute are unemployment and the threat of violent extremism. Moreover, both problems are related.