Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
2,657 Results found
Global Education Monitoring Report 2025: Gender Report: Women Lead for Learning Year of publication: 2025 Corporate author: UNESCO Barriers to gender equality in education leadership positions can and need to be overcome This gender edition, which is part of the 2024/5 Global Education Monitoring Report on leadership in education, addresses the remaining obstacles for women in their efforts to climb up the leadership ladder in education. Although the teaching profession has been feminized, there are considerable gender gaps in school management, education administration and political leadership positions, a situation illuminated in detail with examples from all over the world. Gender disparity in education leadership is the result of entrenched stereotypes and biases – conscious or unconscious – on the one hand and on the other institutional processes or professional development mechanisms that are insufficiently supportive. Research suggests that women leaders display some differences relative to men in their approaches to education leadership, for example the extent to which they emphasize collaboration, build relationships with the community and retain a focus on learning. While there is little to suggest that these differences are universal or immutable, the evidence points to the fact that the lack of equitable opportunities translates to less talent and fewer diverse approaches to leadership, which are a loss to education systems – not to mention the obvious need for equity. This is particularly evident in parts of the world where gender disparities remain large. This gender edition calls on countries to take a much closer look at gender disparity in education leadership and adopt measures to raise awareness, improve mechanisms and strengthen capacities to address discrimination and bias and thus encourage women who aspire to such careers to pursue them. Gender disparity in education leadership is the result of entrenched stereotypes and biases – conscious or unconscious – on the one hand and on the other institutional processes or professional development mechanisms that are insufficiently supportive. Research suggests that women leaders display some differences relative to men in their approaches to education leadership, for example the extent to which they emphasize collaboration, build relationships with the community and retain a focus on learning. While there is little to suggest that these differences are universal or immutable, the evidence points to the fact that the lack of equitable opportunities translates to less talent and fewer diverse approaches to leadership, which are a loss to education systems – not to mention the obvious need for equity. This is particularly evident in parts of the world where gender disparities remain large. This gender edition calls on countries to take a much closer look at gender disparity in education leadership and adopt measures to raise awareness, improve mechanisms and strengthen capacities to address discrimination and bias and thus encourage women who aspire to such careers to pursue them. 
Education on Hold: A Generation of Children in Latin and the Caribbean Are Missing Out on School Because of COVID-19 Year of publication: 2020 Author: Laura Andreea Seusan | Rocío Maradiegue Corporate author: United Nations Children's Fund (UNICEF) More than seven months into the pandemic, COVID-19 is putting education on hold for more than 137 million children in Latin America and the Caribbean. This is according to a new UNICEF report about the devastating impacts of COVID-19 on education. The report also finds that COVID-19 has further widened the education gaps between rich and poor families in Latin America and the Caribbean. New UNICEF data shows that the percentage of children not receiving any form of education across the region has soared dramatically, from 4 to 18 per cent in the past few months. UN projections reveal that COVID-19 may push up to 3 million additional children out of school in Latin America and the Caribbean. Educación en Pausa: Una generación de niños y niñas en América Latina y el Caribe está perdiendo la escolarización debido al COVID-19 Year of publication: 2020 Author: Laura Andreea Seusan | Rocío Maradiegue Corporate author: United Nations Children's Fund (UNICEF) Más de siete meses después de que iniciara la pandemia, el COVID-19 está poniendo la educación en pausa de más de 137 millones de niños, niñas y adolescentes en América Latina y el Caribe, según un nuevo informe de UNICEF acerca de los devastadores impactos del COVID-19 en la educación.El informe encuentra también que el COVID-19 ha ampliado aún más las brechas educativas entre las familias ricas y las pobres en América Latina y el Caribe. Los nuevos datos de UNICEF muestran que el porcentaje de niños, niñas y adolescentes que no reciben ninguna forma de educación en la región se ha disparado drásticamente, del 4 al 18 por ciento en los últimos meses. Las proyecciones de la ONU revelan que el COVID-19 podría sacar de la escuela hasta 3 millones de niños más en América Latina y el Caribe. 
‘Hate Speech’ Explained: A Toolkit Year of publication: 2015 Corporate author: ARTICLE 19 In this toolkit, ARTICLE 19 provides a guide to identifying ’hate speech‘ and how effectively counter it, while protecting the rights to freedom of expression and equality. It responds to a growing demand for clear guidance on identifying “hate speech,” and for responding to the challenges ‘hate speech’ poses within a human rights framework.The toolkit is guided by the principle that coordinated and focused action taken to promote the rights to freedom of expression and equality is essential for fostering a tolerant, pluralistic and diverse democratic society in which all human rights can be realised for all people.As such, it addresses three key questions: How do we identify ‘hate speech’ that can be restricted, and distinguish it from protected speech?What positive measures can States and others take to counter ‘hate speech’? Which types of ‘hate speech’ should be prohibited by States, and under which circumstances? The toolkit is guided by the principle that coordinated and focused action taken to promote the rights to freedom of expression and equality is essential for fostering a tolerant, pluralistic and diverse democratic society in which all human rights can be realised for all people. It is informed by, and builds upon, ARTICLE 19’s existing policy work in this field.In Part I, we outline that there is no uniform definition of ‘hate speech’ under international human rights law, rather, it is a broad concept which captures a wide range of expression. The toolkit advances a typology for identifying and distinguishing different forms of ‘hate speech’ according to their severity, guided by states’ international human rights law obligations. In Part II, we provide guidance on what policy measures State and non-state actors can undertake to create an enabling environment for freedom of expression and equality that addresses the underlying causes of ‘hate speech’ while maximising opportunities to counter it.Finally, in Part III, we outline the exceptional circumstances in which the State is obliged by international law to prohibit the most severe forms of ‘hate speech’, and where also States may under international law place other restrictions on ‘hate speech’. This includes guidance on ensuring that such prohibitions are not abused, and to ensure that where sanctions are imposed they are appropriate and proportionate, as well as ensuring support and redress for victims.ARTICLE 19 believes that ensuring that responses to ‘hate speech’ comply with international human rights law is crucial. Prohibitions that censor offensive viewpoints are often counter-productive to the aim of promoting equality, as they fail to address the underlying social roots of the kinds of prejudice that drive ‘hate speech’. In most instances, equality is better-promoted through positive measures which increase understanding and tolerance, rather than through censorship.This toolkit is not a definitive version, and will be continuously updated to reflect the developing case law and best practices in this area. 
Issue to Action: Mathematics; Teaching Toolkit for a Fairer World Year of publication: 2021 Author: Corinne Angier Corporate author: Scotdec These resources offer maths teams an opportunity to take an applications approach within the BGE phase. You might want to make connections to the UN Sustainable Development Goals and you can find some introductory activities to the goals here.The materials explore 3 broad themes – climate change, gender equality and migration – with 2 sets of activities for each theme supported with a PowerPoint presentation.The lessons and worksheets in the booklet and accompanying PowerPoints are all free to download below. All activities are mapped to ‘Experiences and Outcomes’, benchmarks and core maths skills are highlighter. 
The Role of Education in Addressing Future Challenges Year of publication: 2020 Corporate author: Bridge 47 In response to UNESCO’s Futures of Education consultation, Bridge 47 has released the following report on the power that transformative education has to address future challenges, including those linked to inequalities, climate change and health.Through the consultation process UNESCO raises questions about the importance and purpose of education by 2050. In a fast-evolving world, Bridge 47 supports the idea that education should foster the kind of education that helps learners of all ages to become active global citizens and thus contribute to building a more just and sustainable report world for all.The report, ‘The Role of Education in Addressing Future Challenges’, further emphasises the importance of measuring and monitoring the progress towards achieving the transformative vision of education as outlined in Sustainable Development Goal Target 4.7. It is hoped that the overall Future of Education report will encourage a measuring framework for SDG 4.7 that acknowledges the connection between non-formal and formal education as well as supporting dialogue between key actors that the reflect any conceptual shifts within the fields of Education for Sustainable Development and Global Citizenship Education. 
The United Nations Matters: Teacher’s Handbook Year of publication: 2012 Corporate author: United Nations Association - UK (UNA-UK) | United Kingdom National Commission for UNESCO This resource pack has been created to support Key Stage 3 and 4 Citizenship (England) and Education for Sustainable Development and Global Citizenship (Wales). It is also relevant to Learning for Life and Work (Northern Ireland), One Planet and Sustainable Development (Scotland), as well as Geography; History; Local and Global Citizens; Personal, Social, Health and Economic Education; Politics; and Religious and Moral Education. The pack supports the ‘Global Dimension’ in all parts of the UK.This resource aims to develop students’ awareness and understanding of the United Nations (UN) system and the global issues it tackles. It encompasses five lessons that can either be run as a full scheme of work or used independently. 
Higher Education, Peace & Security in the Eastern Africa Region Year of publication: 2023 Author: Sabiti Makara Corporate author: UNESCO Nairobi This paper stems from issues that were deliberated on at a regional conference titled, Emerging Issues in the Sciences, Climate Change, Peace and Security and Information and Communication Technologies (ICTs), organized in Djibouti, in May 2017 by UNESCO Regional Office for Eastern Africa. The paper examines the issues and challenges of peace and security in Eastern Africa region. It puts into perspective higher education in the region, in terms of assess, quality, relevance, knowledge and skill products, and capacity to solve social challenges of society. The May 2017 Djibouti Conference on Higher Education, Peace and Security aimed at placing higher education at the center of understanding the complex regional challenges with regard to peace and security in a broad context, including poverty, climate change and environment, intergenerational transfer of knowledge, colonial/neo-colonial heritage, regional integration, cultural resources, and unemployment. The centrality of education as a tool for social transformation in Africa, and elsewhere is a critical element of transforming society, however that very element is up for debate. Specifically, the impact of higher education as a means of accelerating the sciences (natural and social sciences) is due for robust debate, as to whether or not, it is leading to innovations, creativity, and research-led solutions to challenges of society. The critical issue for the Djibouti Conference deliberations was: could Science, technology and in more recent years, information and communications technology, lead to transformation of society in the region? The other issue was: is it only the natural sciences that have the greatest potential for that transformation, or that the social sciences and humanities are relevant in this context? Besides, since issues of peace and security are complex, could multidisciplinary approaches be appropriate? This paper is not a rapporteur's report of the Djibouti conference. It is a set of reflection and reframing of issues for further debate and discussion. 
The prospects of development education in African countries: building a critical mass of citizenry for civic engagement Year of publication: 2015 Author: Simon Eten Corporate author: Centre for Global Education (CGE) This article argues that development education is often framed in an African context within notions of national citizenship designed to engender support for public institutions and policies rather than develop critical thinking skills. This limited concept and application of development education often results in public apathy and disengagement from participation in community, national and global development initiatives. The author argues that recourse to the more radical, Freirean conception of development education practice in African states could potentially support more engaged public activism in issues underpinning poverty and injustice locally and globally. The author draws upon his knowledge and experience of the public sector in Ghana and general trends across Africa to propose potentially fertile areas of research that could support more effective DE practice that nurtures enhanced civic engagement. Les perspectives de l'éducation au développement dans les pays africains: la construction d'une masse critique de citoyens pour l'engagement civique Year of publication: 2015 Author: Simon Eten Corporate author: Centre for Global Education (CGE) Cet article soutient que l'éducation au développement est souvent encadrée dans un contexte africain dans les notions de citoyenneté nationale visant à susciter le soutien des institutions et des politiques publiques plutôt que de développer la pensée critique. Ce concept limité et l'application de l'éducation au développement se traduit souvent par l'apathie du public et le désengagement de la participation à la communauté, les initiatives nationales et mondiales de développement. L'auteur fait valoir que le recours à la plus radicale, la conception freirienne de la pratique de l'éducation au développement dans les pays africains pourrait soutenir l'activisme public plus engagé dans les questions qui sous-tendent la pauvreté et de l'injustice localement et globalement. L'auteur puise dans ses connaissances et de l'expérience du secteur public au Ghana et les tendances générales à travers l'Afrique pour proposer des zones potentiellement fertiles de la recherche qui pourrait soutenir la pratique DE plus efficace qui favorise l'engagement civique renforcée.