Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
8,328 Results found
Digital Technologies for Environmental Peacebuilding: Horizon Scanning of Opportunities and Risks Year of publication: 2024 Corporate author: United Nations Environment Programme (UNEP) This report specifically delves into how digital technologies can be harnessed to manage environmental and natural resource risks that contribute to insecurity and social conflict, as well as the opportunities they present for peacebuilding, cooperation, and social cohesion. It examines relevant use cases spanning the peace and security continuum and concludes with a set of important policy and governance recommendations. The report is designed to inform and contribute to significant upcoming frameworks addressing digital technologies, including the Summit of the Future and the Global Digital Compact. 
The Sustainable Development Goals Report 2024 Year of publication: 2024 Corporate author: United Nations (UN) The Sustainable Development Goals Report 2024 details the significant challenges the world is facing in making substantial strides towards achieving the SDGs based on the latest data and estimates. It features areas with setbacks while also showcasing where tangible progress has been made, for instance, in reducing global child mortality, preventing HIV infection, and access to energy and mobile broadband. The report also highlights where action must accelerate, particularly in critical areas undermining SDG progress - climate change, peace and security, inequalities among and between countries, among others. According to the report, with just six years remaining, current progress falls far short of what is required to meet the SDGs. Without massive investment and scaled up action, the achievement of the SDGs — the blueprint for a more resilient and prosperous world and the roadmap out of current global crises — will remain elusive. The lingering impacts of the COVID-19 pandemic, escalating conflicts, geopolitical tensions and growing climate chaos have severely hindered progress. The report details the urgent priorities and areas needed for stronger and more effective action to ensure the 2030 promise to end poverty, protect the planet and leave no one behind. 
SDG-Education 2030 Steering Committee: Making Higher Education More Inclusive, July 2020 Year of publication: 2020 Corporate author: UNESCO The rapid expansion of higher education in the past two decades, as well as the growing diversity of providers and technological models for delivering education, have made higher education accessible to more students globally. Yet significant barriers remain for many vulnerable groups, and women still lag behind in science, technology, engineering and mathematics. A better understanding of inequality as well as new paradigms, strategies and a renewed political will for ‘leaving no one behind’ are required. Structural equity policies at all levels throughout the education system, as well as extraordinary measures when needed, should ensure that students from any background with the potential to succeed are fully integrated with equal opportunities into higher education. This policy paper reviews the current literature and sets out findings and recommendations to increase and strengthen equity and inclusion in higher education in a lifelong learning perspective. It provides a conceptual framework for equity and inclusion, analyses the urgent need to improve funding and its efficiency, provides insight into the challenges for teaching and teachers, and recommends policy measures for establishing higher education systems that are more equitable and more inclusive. 
Transforming Education Towards SDG4: Report of a Global Survey on Country Actions to Transform Education; Highlights Year of publication: 2024 Corporate author: UNESCO In 2022, the United Nations Transforming Education Summit responded decisively to mobilize action, ambition and solidarity as well as to elevate education to the top of the political agenda. This powerful mobilization led to 143 countries presenting national statements of commitment, demonstrating their political resolve to reimagine and transform their education systems. On the Summit’s fi rst anniversary, UNESCO invited its Member States to participate in the Survey on Country Actions to Transform Education and report on how they have translated their commitments into actions. This document presents highlights from the Transforming Education Towards SDG 4: Report of a global survey on country actions to transform education. It showcases transformative actions that countries have undertaken to accelerate progress towards SDG 4. The report emphasizes that education must adopt a holistic, lifelong and comprehensive approach that addresses the development and well-being of individual learners and society. Transforming education requires placing inclusion, equity and gender equality at the core of policies and interventions. It also requires more and better education fi nancing, and investments in the teaching profession. 
Literacy for Empowerment and Transformation: Report of the Secretary-General Year of publication: 2024 Corporate author: United Nations | UNESCO The present report is submitted in fulfilment of the request made by the General Assembly, in its resolution 77/192, that the Secretary-General, in cooperation with the Director General of the United Nations Educational, Scientific and Cultural Organization (UNESCO), submit to the Assembly at its seventy-ninth session a report on the implementation of the resolution. The Assembly also invited UNESCO to continue its mandated role to lead and coordinate the Education 2030 Agenda and requested UNESCO to continue its coordinating and catalysing role through the implementation of the strategy of the Global Alliance for Liter acy and by continuing to provide support to Member States. The present report provides an overview of the global literacy landscape, highlighting progress, key challenges and recommendations for further promotion of literacy as part of the 2030 Agenda for Sustainable Development, the follow-up to the Transforming Education Summit and beyond. 
Kyrgyz Republic Multiple Indicator Cluster Survey 2023: Snapshots of Key Findings July, 2024 Year of publication: 2024 Corporate author: National Statistical Committee of the Kyrgyz Republic | UNICEF Kyrgyzstan | United Nations Population Fund (UNFPA) | United States Agency for International Development (USAID) | Government of Switzerland The 5th round of Multiple Indicator Cluster Survey (MICS) covers 7,200 households across Kyrgyzstan, measuring 185 indicators related to healthcare, education, and social protection for women and children. MICS 2023 produced data for 32 global Sustainable Development Goal (SDG) indicators, disaggregated by key characteristics such as gender, age, geographic location, income level and disability. 
Prepare to Act!: Practical Tips for Climate Advocacy and Action; Climate Glossary for Young People Year of publication: 2024 Corporate author: UNICEF Uzbekistan The Toolkit for Young Climate Activists in Uzbekistan was created by young people who, like you, are concerned about our planet's situation and who, as activists, have faced many challenges when advocating and taking action. Main goal is to share clear, concise, easily understandable information that describes the course of global, regional and national climate action, in order to prepare you for full and informed participation. 
Studying the Level and Main Causes of Violence and Sexual Harassment at Workplace in the Republic of Kazakhstan: Final Report Year of publication: 2023 Author: Nadezhda Gennadievna Dzhumagulova | Gulmira Zheksenovna Yesenova | Rashit Gabitovich Nurmagambetov | Nazgul Batyrbekovna Abdrakhmanova | Shynar Serikkyzy Zhusipkalieva | Zhanna Aleksandrovna Kemelova Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) The authors elucidate the extent and pervasiveness of such atrocities in the country. Authors delve into an analytical discussion of the principal types and causes of this violence and harassment at the workplace, offering significant insights based on the data collected. 
Guidance Note on Uzbekistan Green Taxonomy Year of publication: 2023 Corporate author: World Bank This Guidance Note serves to support the government of Uzbekistan in the design of a national Green Taxonomy. A green taxonomy sets out rules for classifying environmentally sustainable activities and can be instrumental inthe transition to a Green Economy by guiding policies and public resource flows, and influencing the private sector’s investment response. The Guidance Note discusses methodological choices for the taxonomy and their policy implications, reviews existing international practices, and recommends a model taxonomy and roadmap for further development of the taxonomy. A key message in the note is the importance of setting clear strategic goals that will inform the selection of the taxonomy’s environmental objectives and its other features. Also discussed are theinstitutional arrangements to coordinate the actions and inputs of multiple stakeholders during the development process of the taxonomy, and the importance of strong oversight and consistent enforcement of taxonomy rules by a competent regulatory body. 
Inclusion Beyond Borders: What Is Needed to Recognize, Validate and Accredit the Prior Learning of Migrants and Refugees? (Lifelong Learning Policy Brief; 15) Year of publication: 2024 Corporate author: UIS This policy brief provides insights regarding four principal areas of action for policy-makers and other key stakeholders who seek to build the recognition, validation and accreditation (RVA) systems that cater to the needs of migrants and refugees as distinct groups. It highlights the importance of developing an integrated national policy approach that supports sustainable implementation of RVA practices inclusive of newcomers from different walks of life. It also looks at establishing a clear, shared vision for a comprehensive RVA system that is inclusive of both migrants and refugees, reflected in key building blocks. It explores the creation of quality processes to assess the skills, competencies and potential of individuals from diverse backgrounds accurately and professionally, through flexible, accessible practices. Finally, it evaluates how RVA outreach and counselling mechanisms that cater to both migrants and refugees can be incorporated.