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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Six ways to ensure higher education leaves no one behind Year of publication: 2017 Corporate author: UNESCO International Institute for Educational Planning (IIEP) This policy paper, written in partnership with the UNESCO International Institute for Education Planning (IIEP), makes policy recommendations for equitable and affordable higher education to better support the implementation of the SDG agenda. To do this, it reviews recent trends in higher education expansion, identifies disparities in student participation, examines policy tools and practices for fostering equity, and explores ways to target assistance at those who need it most. Six façons de garantir que l'enseignement supérieur ne laisse personne sur le carreau Year of publication: 2017 Corporate author: UNESCO International Institute for Educational Planning (IIEP) This policy paper, written in partnership with the UNESCO International Institute for Education Planning (IIEP), makes policy recommendations for equitable and affordable higher education to better support the implementation of the SDG agenda. To do this, it reviews recent trends in higher education expansion, identifies disparities in student participation, examines policy tools and practices for fostering equity, and explores ways to target assistance at those who need it most. Seis maneras de asegurar que la educación superior no deje a nadie atrás Year of publication: 2017 Corporate author: UNESCO International Institute for Educational Planning (IIEP) This policy paper, written in partnership with the UNESCO International Institute for Education Planning (IIEP), makes policy recommendations for equitable and affordable higher education to better support the implementation of the SDG agenda. To do this, it reviews recent trends in higher education expansion, identifies disparities in student participation, examines policy tools and practices for fostering equity, and explores ways to target assistance at those who need it most. 
SDG-4: Flexible Learning Pathways in Higher Education – from Policy to Practice: An International Comparative Analysis Year of publication: 2022 Author: Michaela Martin | Uliana Furiv Corporate author: UNESCO International Institute for Educational Planning (IIEP) Higher education systems across the world are currently faced with a massive influx of learners with more diverse needs. They are expected to respond to this growing diversity through a more flexible learning offer and pathways that allow all learners, including those from disadvantaged groups, to access, progress through, and complete, higher education.To enhance knowledge on how to provide increased flexibility in higher education, IIEP–UNESCO undertook an international research project on SDG-4: Planning for Flexible Learning Pathways (FLPs) in Higher Education. The project included a stocktaking of policies, instruments, and practices, an international survey among UNESCO Member States, and eight in-depth country studies on Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa, and the UK.This book presents the findings from the research, including a cross-country analysis of available FLP policies and practices, and how they enhance equitable higher education systems. It also presents a series of country experiences with innovative approaches to alternative entry, flexible progression, and governance systems in support of FLPs. 
Shared Responsibility, Global Solidarity: Responding to the Socio-Economic Impacts of COVID-19 Year of publication: 2020 Corporate author: United Nations (UN) We are facing a global health crisis unlike any in the 75-year history of the United Nations — one that is killing people, spreading human suffering, and upending people’s lives. But this is much more than a health crisis. It is a human crisis. The coronavirus disease (COVID-19) is attacking societies at their core. The IMF has just reassessed the prospect for growth for 2020 and 2021, declaring that we have entered a recession – as bad as or worse than in 2009. The IMF projects recovery in 2021 only if the world succeeds in containing the virus and take the necessary economic measures.In the face of such an unprecedented situation in recent history, the creativity of the response must match the unique nature of the crisis – and the magnitude of the response must match its scale. No country will be able to exit this crisis alone.This report is a call to action, for the immediate health response required to suppress transmission of the virus to end the pandemic; and to tackle the many social and economic dimensions of this crisis. It is, above all, a call to focus on people – women, youth, low-wage workers, small and medium enterprises, the informal sector and on vulnerable groups who are already at risk. 
Statement of International Development NGOs of Korea on the Global Fight against COVID-19 Year of publication: 2020 Corporate author: Korea NGO Council for Overseas Development Cooperation (KCOC) The recent outbreak of COVID-19 has become a global crisis. Since the WHO declared it as a pandemic on March 11, we’ve seen an exponential growth of the numbers of confirmed cases and deaths across the world. No one can predict a peak or duration of the crisis at this point.As the U.S. and European countries with relatively effective healthcare infrastructure are also struggling with the pandemic, the magnitude of damages on developing countries would be unimaginable. It would be extremely difficult for vulnerable states to tackle the crisis by themselves. Now is the time that we forge international solidarity and find solutions together. 국제사회의 코로나19 퇴치를 위한 한국 국제개발협력 시민사회단체들의 호소문 Year of publication: 2020 Corporate author: Korea NGO Council for Overseas Development Cooperation (KCOC) 코로나19가 전 지구적 위기로 다가왔습니다. 지난 3월 11일 세계보건기구(WHO)가 팬데믹을 선언한 이래, 전 세계 확진자 및 사망자의 수가 기하급수적으로 증가하고 있고, 그 정점이 어디인지, 언제까지 이 사태가 계속될지 누구도 예측하지 못하는 상황입니다.보건 의료 인프라가 잘 갖춰진 미국과 유럽에서조차 팬데믹의 영향이 심각한 상황임을 감안할 때, 향후 개발도상국(이하 개도국)이 받게 될 피해의 정도를 가늠하기 어렵습니다. 취약한 나라일수록 스스로의 노력만으로 현 위기 상황을 타개하기란 매우 어렵기에 우리는 지금부터 국제적으로 연대하고 공동으로 해결방안을 모색해야 합니다. 또한 개도국의 감염예방 및 치료를 돕는 것이 곧 우리의 안전을 지키는 일이며, 필수적이고도 선제적인 예방책이 될 것이라는 점을 기억해야 합니다. 
Global Vaccines Equity and Solidarity: For a Fair, Equitable and Timely Allocation of COVID-19 Vaccines in Africa; Series #1 Year of publication: 2021 Corporate author: UNESCO Harare African populations have been side-lined through the COVID-19 Vaccination roll-out process. A vaccination timeline taking Africa into 2023 would be unethical. African countries need to invest in their own structures and stop relying on colonial structures. There is a moral obligation to safeguard the population through equal distribution. This not only makes moral and ethical sense but also scientific and economic sense as a slow roll out in Africa will impact the rest of the world. First in a series of community engagement and experience sharing workshops launched on 14 April 2021. This fact sheet captures the main discussion outcomes. 
Global Education Monitoring Report 2019: Gender Report: Building Bridges for Gender Equality Year of publication: 2019 Corporate author: Global Education Monitoring Report Team Achieving gender equality in education participation, in the teaching and learning process and in access to social and economic opportunities that education can facilitate are key interlinked ambitions in two of the Sustainable Development Goals (SDGs) in the 2030 Agenda for Sustainable Development: SDG 4 on education and SDG 5 on gender equality. These aims are also key to the Education 2030 Framework for Action, which calls on countries to adopt strategies that not only cover access to education for all but also address substantive gender equality issues: ‘supporting gender-sensitive policies, planning and learning environments; mainstreaming gender issues in teacher training and curricula; and eliminating gender-based discrimination and violence in schools’. The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report.In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts (gender norms and institutions) and key education system characteristics (laws and policies, teaching and learning practices, learning environments, and resources). The framework also looks at the relationship between education and selected social and economic outcomes. For instance, a move towards parity in education attainment may increase women’s labour force participation rates, but low levels of labour force participation feed into existing norms and may constrain expansion of education opportunities for women. 
[Summary] Gender and EFA 2000-2015: Achievements and Challenges; EFA Global Monitoring Report 2015; Gender Summary Year of publication: 2015 Corporate author: Global Education Monitoring Report Team This report describes an array of country efforts, some quite effective, to achieve and go beyond gender parity in education. Many of these policies and programmes focus on the immediate school environment in which girls learn. Others focus on the informal and formal laws, social norms and practices that deny girls their right of access to, and completion of, a full cycle of quality basic education. The analyses and key messages in Gender and EFA 2000–2015: Achievements and Challenges deserve careful scrutiny as the world embarks on a universal, integrated and even more ambitious sustainable development agenda in the years to come.