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
Charte durabilité pendant la présidence belge UE2024 Year of publication: 2023 Corporate author: Présidence belge du Conseil de l’UE La Belgique attache une grande importance à la durabilité et a donc élaboré une charte durabilité pour la Présidence UE2024. En outre, la Belgique souhaite se concentrer sur les tâches essentielles d'une présidence tournante et opte donc délibérément pour la sobriété. Cette charte traduit l’engagement des entités fédérales et fédérées impliquées dans la Présidence UE2024 à œuvrer pour une organisation la plus durable possible de leurs événements Sustanibility has a great importance for Belgium and so, it greated a sustainibility charter for Presidency EU2024. Moreover, Belgium wish to concetrate on essential tasks a rotating presidency and therefore deliberately opts for sobriety. This Charter reflects the commitment of federal and federated entities involved in Presidency EU2024 to work for an organisation as sustainable as possible during their events. 
UNDP KYRGYZSTAN : Annual Result Report 2023 Year of publication: 2024 Corporate author: UNDP Kyrgyzstan In 2023, UNDP in Kyrgyzstan will use its global experience and strategic partnerships to achieve Sustainable Development Goals, focusing on digital transformation, development finance and innovation. Годовой отчет ПРООН в Кыргызстане за 2023г. Year of publication: 2024 Corporate author: UNDP Kyrgyzstan В 2023 году ПРООН в Кыргызстане использовала свой глобальный опыт и стратегические партнерства для реализации Целей устойчивого развития, уделяя особое внимание цифровой трансформации, финансированию развития и инновациях. 
Is every child counted? Status of data for children in the SDGs Year of publication: 2017 Corporate author: United Nations Children's Fund (UNICEF) “Is every child counted”, a recent status report by UNICEF, shows that sufficient data are available for less than half of child-related SDG indicators. Many indicators, such as those on poverty and violence, are not comparable across countries, and are either too limited or of poor quality, leaving governments without the information they need to accurately address challenges facing millions of children, or to track progress towards achieving the Goals. Data are also very limited on the situation of the most disadvantaged populations within each country. Better disaggregated data on these populations is necessary. The report also identifies priorities for enhancing the collection, analysis and use of data for children. 
Is every child counted? Summary of the status of data for children in the SDGs Year of publication: 2017 Corporate author: United Nations Children's Fund (UNICEF) “Is every child counted”, a recent status report by UNICEF, shows that sufficient data are available for less than half of child-related SDG indicators. Many indicators, such as those on poverty and violence, are not comparable across countries, and are either too limited or of poor quality, leaving governments without the information they need to accurately address challenges facing millions of children, or to track progress towards achieving the Goals. Data are also very limited on the situation of the most disadvantaged populations within each country. Better disaggregated data on these populations is necessary. The report also identifies priorities for enhancing the collection, analysis and use of data for children. 
A Review of Education for Sustainable Development and Global Citizenship Education in Teacher Education Year of publication: 2017 Author: Douglas Bourn, Frances Hunt, Phil Bamber Corporate author: University College London. Institute of Education This paper has been produced to inform UNESCO in its preparation for the 2017 Global Education Monitoring Report (GEM) Report. Its purpose is to examine the current preparation of teachers in Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) as outlined in the Sustainable Development Goal (SDG) target 4.7.The literature for this study is based on looking not only at material that makes direct reference to ESD and GCED, but also broader themes that have a potential bearing on these areas such as a sense of global, social and environmental responsibility and a commitment to social justice.In this paper teacher education includes the initial and in-service continuing professional development (CPD) of teachers. 
Comprehensive Sex Education Year of publication: 2021 Corporate author: Ministry of Education, Argentina What are we talking about when we say Comprehensive Sex Education? What challenges does integrality take on? In this issue of the Human Rights, Gender and CSE at school collection you will find a series of activities to work in the classroom and a theoretical framework to think about CSE. Educación Sexual Integral Year of publication: 2021 Corporate author: Ministry of Education, Argentina ¿De qué hablamos cuando decimos Educación Sexual Integral? ¿Qué desafíos asume la integralidad? En este número de la colección Derechos Humanos, Género y ESI en la escuela encontrarán una serie de actividades para trabajar en el aula y un marco teórico para pensar ESI. 
World Social Report 2023 : Leaving No One Behind in an Ageing World Year of publication: 2023 Corporate author: UN. Department of Economic and Social Affairs (UN. DESA) Population ageing is a defining global trend of our time. People are living longer, and more are older than ever before. Spectacular improvements in health and survival and reductions in fertility have driven this momentous shift, which has begun or is expected to begin soon in all countries and areas. This change brings both challenges and opportunities as countries strive to achieve the Sustainable Development Goals (SDGs). In 2022, the world marked the twentieth anniversary of the adoption of the Madrid International Plan of Action on Ageing. To commemorate this landmark, the World Social Report 2023 explores the economic and social implications of the ageing of the human population. It builds on the Plan of Action’s framework for national policies to create equitable, inclusive societies for people of all ages, providing recommendations to put the rights and well-being of older persons at the centre, across the life course. Population ageing is an inevitable result of the demographic transition towards longer lives and smaller families. While the shift towards older populations is largely irreversible, collective actions and policy decisions shape its path and consequences. Postponing critical measures that allow societies to benefit from and adapt to population ageing would impose high social, economic, fiscal and health-related costs, for both current and future generations. By contrast, with appropriate foresight and planning, Governments can manage the challenges from population ageing while enhancing opportunities for all people to thrive and ensuring that no one is left behind. As elaborated in this report, population ageing needs to be widely understood as more than just a set of discrete concerns mainly for one group of people who have advanced beyond a given age. Ageing touches all parts of economies and societies, from health care and education to employment and taxation. Each stage of life can contribute to or detract from well-being at older ages. 
Learning to live together: education for conflict resolution, responsible citizenship, human rights and humanitarian norms Year of publication: 2013 Author: Margaret Sinclair Corporate author: Education Above All (Qatar) Education cannot offer immediate remedies to the local and global problems that we see on the news screens every day, but it can contribute to solving them over the longer term. This book examines specifically the contribution that education for learning to live together can make, even in countries where teacher training and classroom resources are limited. Many countries have diverse populations (ethnic, linguistic, religious, etc) and seek to maintain harmony among the different groups. In some countries, however, especially where economic stress or climate change have intensified arguments over resources, tensions have led to armed conflict. This brings with it all the misery of death, injury, displacement and poverty, along with disruption of education systems. In some instances education itself has been a contributory factor to the outbreak of conflict, notably through unequal education opportunities for different groups, and through biased school curricula.Civil conflict has brought untold suffering in recent years, and in a globalised world it has negative spill-over effects to neighbouring and other countries. It is vital to develop education policies and curricular reforms that can help convey values and skills for learning to live together to young people, to help lessen tensions, within and between countries.Education policy-makers can help lay the foundations for a better future by adjusting the content and process of education to reflect skills and values for human rights, humanitarian norms, peaceful resolution of conflicts, sustainable development and other issues as elements of local, national and global citizenship.Education reform is not enough, of course, to resolve the numerous problems of our times. The focus of this volume is on the contribution that can be made through aligning the content of education to the goal of learning to live together. This work will have greater impact when it takes place within education systems and policies that are consistent with human rights values and of course when other sectors besides education make their respective contributions.This book shows that transformative education for conflict resolution and peace, for local, national and global citizenship, for human rights and humanitarian values can be implemented even under difficult conditions if there is a policy commitment to do so. Authors have provided examples and lessons learned from their own experiences as eminent practitioners in the field.