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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SDG 4 on Ensuring Inclusive and Equitable Quality Education: A Toolkit of Legal & Institutional Practices Year of publication: 2019 Corporate author: Centre for International Sustainable Development Law (CISDL) CISDL, in cooperation with the Dalhousie Schulich School of Law, Balsillie School of International Affairs/University of Waterloo, McGill University Faculty of Law/ Faculté de droit Université de Montréal, University of Victoria Peter A. Allard School of Law, and a consortium of institutional partners, held a multisite symposium on March 14, 2019 convening legal experts across Canada to discuss areas of opportunity to inform Canada’s 2030 agenda. This toolkit is a part of a series, which builds upon legal research conducted in collaboration with UN Environment. The by-projects of this research looking at legal measures for achievement of the SDGs in Canada is intended to inform policy-making moving forward. 
Overview of Central Asia on Education for Sustainable Development Year of publication: 2006 Corporate author: Regional Environmental Centre for Central Asia (CAREC) This review summarizes the great work carried out by the Central Asian countries in the framework of the implementation of the UN Decade on ESD and the CAREC EE and ESD Program, and aims to achieve significant results in the implementation of the ESD Strategy for the Ministerial Conference in Belgrade in 2007. 
Guidelines on the Development of Open Educational Resources Policies Year of publication: 2019 Corporate author: UNESCO | Commonwealth of Learning Open educational resources (OER) – and to a greater extent, OER policies – can increase the quality and accessibility of teaching and learning as well as foster knowledge creation within a country.This publication provides detailed guidelines on how to develop systematic and effective policies on OER. Such policies are important to coordinate, strengthen and drive initiatives in a country; they involve government and institution actors on various levels working together to leverage OER toward achieving common goals under a national educational framework. OER policy provisions can be a part of a dedicated national masterplan, be under the framework of an overall education programme, or be elements incorporated into various strategies across multiple sectors.These guidelines lay out steps to review, analyse, develop, implement and monitor a context-relevant OER policy. They guide, but do not determine, what involved actors should do in a specific set of circumstances, providing a comprehensive framework for governments and institutions to set out vision and the scope of their policy.Each chapter introduces the purpose of the phase, provides background information and references practical examples for illustration. At the end of each chapter, specific tasks are set for the policy designer, which will help with the formulation of the final OER policy. 
International Higher Education: Shifting Mobilities, Policy Challenges, and New Initiatives Year of publication: 2018 Author: Rajika Bhandari | Chelsea Robles | Christine Farrugia Corporate author: Global Education Monitoring Report Team | Institute of International Education (USA). Center for Academic Mobility Research and Impact Cross-border mobility in higher education, while still referring to a minority of people, is a large phenomenon that is increasingly taking new forms, extending from students and faculty member mobility to the movement of educational programs and institutions, including the spread of online courses facilitated by improvements in technology. It is also a phenomenon with major implications in facilitating the flow and exchange of ideas and knowledge, improving practices, generating resources for receiving countries, and attracting talent. For that reason, the internationalization of higher education puts pressure on countries to develop a strategy that would maximize the education, political and economic benefits while minimizing the costs.Based on an in-depth review of research and existing data, this paper examines key issues in the internationalization of higher education, assesses broad consequences, and discusses a selection of the latest trends. The paper also provides an overview of the key policy challenges and options facing governments in low, middle and high income countries as they seek to internationalize their higher education sectors while also sending their top talent overseas to acquire a global education. 
Regional Guidelines on Innovative Financing Mechanisms and Partnerships for Early Childhood Care and Education (ECCE) Year of publication: 2019 Corporate author: SEAMEO. Regional Centre for Early Childhood Care Education and Parenting (CECCEP) | UNESCO Bangkok The development of the Regional Guidelines on Innovative Financing Mechanisms and Partnerships for Early Childhood Care and Education (ECCE) was a joint initiative of the UNESCO Asia-Pacific Regional Bureau for Education (UNESCO Bangkok) and the Southeast Asian Ministers of Education Organization Regional Centre for Early Childhood Care Education and Parenting (SEAMEO CECCEP). The Guidelines are part of UNESCO Bangkok’s “Exploring innovative financing and mechanisms for ensuring free inclusive and equitable quality pre-primary education for all in Asia-Pacific” project, which is supported by the Ministry of Economy and Finance Republic of Korea. 
Developing Holistic Indicators to Promote the Internationalization of Higher Education in the Asia-Pacific Year of publication: 2018 Author: Da Wan Chang Corporate author: UNESCO Bangkok The internationalization of higher education has been emphasized by the global community to improve access and quality in higher education (SDG4.3), as well as to achieve other global goals by promoting cross-cultural understanding and tolerance. Even though the internationalization of higher education has diverse dimensions, ‘student mobility’ has been a predominant indicator and there are conceptual and methodological challenges in the existing sources of data and statistics. In addition to student mobility, this document proposes a holistic set of indicators to capture other important dimensions of the internationalization of higher education, such as alignment with international normative instruments, international networking, governance and management, as well as the mobility of academics and programmes, etc. The suggested indicators are categorized into domains on two levels: system and institutional. It is hoped that this policy brief will help users better understand and adapt the indicators for use in their local contexts, so as to promote the internationalization of higher education. 
Education for Sustainable Development: Learning for Change Year of publication: 2014 Corporate author: UNESCO Jakarta The world continues to face a number of critical challenges: human-induced climate change, rapid depletion of natural resources, increasing frequency of natural disasters, spread of infectious diseases, loss of biodiversity, violation of human rights, increased poverty, and the reliance of our economic systems on patterns of mass consumption. These global issues are interdependent and demand a mode of development that balances the needs of environment, society, culture and economy and that shifts individual, group and industry activities towards more sustainable patterns. This move toward sustainability involves changing the fundamental attitudes and beliefs that guide our behaviour, and requires alternative ways of thinking, valuing and acting. Education is a vital for bringing about these changes. Our current knowledge base does not contain the solutions to contemporary problems – the search for sustainability will be a learning process. Only through education and learning will we discover new approaches toward a better future. 
CONFINTEA VI Mid-term Review 2017: The Status of Adult Learning and Education in Asia and the Pacific; Regional Report Year of publication: 2017 Author: Govinda, Rangachar Corporate author: UNESCO Institute for Lifelong Learning (UIL) Adult learning and education policies and practices should be closely aligned with developments in school education. A quick survey of the state of education in the region reveals that significant progress has been made in providing basic education to all children. However, the achievements are noticeably uneven across sub-regions. For example, around 16 million primary-school-aged children and around 34 million lower-secondary-aged adolescents in the Asia-Pacific region are not in school; two-thirds of these are in South Asia (UIS, 2015). Outof-school children are an important concern as, barring special intervention, they are likely to remain non-literate as they grow into adulthood. 
The Right to Education for Persons with Disabilities Year of publication: 2019 Corporate author: UNESCO Persons with disabilities are often excluded from the education system, whether out-of-school entirely, educated in separate institutions or participating in a mainstream system which is not adapted to their needs and abilities. The 2030 Agenda commitment to ‘leave no one behind’ has reinforced the global discourse towards inclusive, equitable education. As part of its mandate, UNESCO monitors the implementation of the 1960 Convention and Recommendation against Discrimination in Education. During the Ninth Consultation on the implementation of this instrument, almost all Member States reported upon measures that they have taken in relation to the right to education for persons with disabilities. This document compiles practical examples extracted from these reports for information sharing and advocacy. 
CONFINTEA VI Mid-Term Review 2017: The Status of Adult Learning and Education in Sub-Saharan Africa; Regional Report Year of publication: 2017 Author: John Aitchison Corporate author: UNESCO Institute for Lifelong Learning (UIL) The Sustainable Development Goals include educational targets which are entirely congruent with the existing focuses of ALE in African countries – to ‘ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy’ (4.6), to ‘substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship’ (4.4) and to ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development’ (4.7). National targets and the criteria for success in reaching those targets will need to be developed. Undoubtedly, international cooperation and international support can help this gearing-up process.