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
International Conference on Human Security and Peace in Central Asia Year of publication: 2007 Corporate author: UNESCO | OSCE Academy in Bishkek From the perspective of confronting threats and encouraging development in Central Asia, UNESCO and the OSCE Academy organized an international conference on 'Human Security and Peace in Central Asia'. These two organizations are dedicated to promoting international security and understanding through highlighting and developing the diverse human and cultural values of peace and encouraging dialogue based on recognition, respect for diversity, and observance of human rights. 
Changer le monde: Comment s'y prennent les jeunes (Le Courrier de l'UNESCO no. 3; Juillet-Septembre 2011) Year of publication: 2011 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Considérant l’histoire scolaire comme un lieu de confrontation de discours et savoirs issus d’espaces de socialisation en concurrence (l’école, la famille, les médias), nous nous intéressons au travail d’éducation à la citoyenneté et aux défis que lui posent ces socialisations plurielles. Dans un contexte d’importante médiatisation des débats sur la reconnaissance des mémoires de minorités en France et de leur entrée dans les programmes scolaires du collège en 2008, comment les élèves s’approprient-ils les « questions socialement vives » de l’immigration, la colonisation, et la décolonisation ? En outre, comment s’effectue dans ce contexte l’apprentissage de la citoyenneté et du principe politique qui la fonde dans la tradition scolaire républicaine ? À partir de l’analyse de contenu d’un corpus composé d’une centaine d’entretiens semi-directifs menés entre 2007 et 2010 auprès de collégiens de 3e(fin du premier cycle du secondaire et de la scolarisation obligatoire), nous analysons et mettons en évidence des interprétations contrastées de ces héritages par les élèves majoritaires et les élèves minoritaires, respectivement alimentées par les catégories du débat public et les récits familiaux. Nous montrons, à la suite des travaux relevant de la sociologie des programmes scolaires, que l’apprentissage de la citoyenneté à la lumière de ces héritages historiquesrésulte de la confrontation des élèves aux discours et savoirs issus des différents espaces auxquels ils prennent part. Mais il est surtout le produit de leur prise de position face à ces héritages historiques, selon leurs expériences sociales et le rôle qu’ils confèrent à ces histoires dans la construction d’une identité et une appartenance communes. 
Global Citizenship Education: Comoros, Djibouti, Kenya, Madagascar, Mauritius and Seychelles Year of publication: 2022 Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) This is a collection of papers of a research project undertaken in six countries of the Eastern Africa region, namely, Comoros, Djibouti, Kenya, Madagascar, Mauritius and Seychelles to assess the Understanding and Implementation of SDG 4.7 on Global Citizenship Education (GCED) in each of the six countries.The research findings were shared by each of the six countries in a Webinar hosted by the UNESCO Nairobi Regional Office for Eastern Africa on September 23, 2021. The Webinar Agenda is contained in this publication along with the Opening and Closing Remarks made by UNESCO and Keynote Address by an affiliate UNESCO Chair in Africa. 
The Impact of the COVID-19 Pandemic on Student Voice: Findings and Recommendations Year of publication: 2021 Corporate author: UNESCO | Council of Europe The COVID-19 pandemic has had serious consequences on the education of young people and their ability to engage and participate meaningfully. In 2020, UNESCO and the Council of Europe decided to collaborate on a research project with a view to examining the impact of the COVID-19 pandemic on student voice and particularly the consequences of the subsequent school closures on student voice opportunities in Europe and in the Middle East and North Africa (MENA). This publication details the findings of this study and provides recommendations for school directors and personnel, teachers, educators, policy-makers and young people to build on the lessons learned from the pandemic and help the education community work collectively towards promoting societies that are guided by human rights, with student voice and participation at the centre. It is primarily intended for policy-makers, educators, teachers working in formal school systems. It may also be of interest to professionals working in non-formal education settings or other sectors – namely the justice, social and health sectors – working with student. 
From Access to Empowerment: Operational Tools to Advance Gender Equality in and Through Education Year of publication: 2021 Corporate author: UNESCO This toolkit has been developed to strengthen individual and institutional capacity to integrate gender equality into education programmes in an effective manner. It has been prepared for all UNESCO Education Sector staff, including those at Headquarters, in Field/Regional/Cluster Offices and in Institutes as well as for implementing partners. This toolkit provides orientation and operational tools to meaningfully integrate gender into all education programmes. The first part provides a short introduction to key concepts on gender equality in and through education and an overview on how gender equality in education links to UNESCO’s vision and internationally agreed objectives. The second part provides practical guidance on how to mainstream gender equality into an education programme, how to design gender-transformative programmes and finally, how to monitor and evaluate gender results in education programmes. Del acceso al empoderamiento: Herramientas operativas para promover la igualdad de género en y a través de la educación Year of publication: 2021 Corporate author: UNESCO Esta guía se ha desarrollado para fortalecer la capacidad individual e institucional para integrar de forma efectiva la igualdad de género en los programas de educación. Fue elaborada para todo el personal del Sector de Educación de la UNESCO, incluyendo el personal ubicado en la Sede, en las Oficinas fuera de la Sede, regionales y multipaís, y en los Institutos, así como para los asociados en la ejecución de su trabajo. Esta guía ofrece herramientas orientativas y operativas para integrar de forma significativa la cuestión de género en todos los programas de educación. La primera parte ofrece una breve introducción a los conceptos clave de la igualdad de género en y a través de la educación y un resumen general de cómo la igualdad de género en la educación se vincula con la visión de la UNESCO y sus objetivos, aprobados a nivel internacional. La segunda parte ofrece una orientación práctica de cómo integrar la igualdad de género en los programas de educación, cómo elaborar programas transformadores en materia de género y, por último, cómo realizar el seguimiento y la evaluación de los resultados en materia de género en los programas de educación. 
The Journey Towards Comprehensive Sexuality Education: Global Status Report Year of publication: 2021 Corporate author: UNESCO | Joint United Nations Programme on HIV/AIDS (UNAIDS) | United Nations Population Fund (UNFPA) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | World Health Organization (WHO) Comprehensive sexuality education (CSE) is central to children and young people’s well-being, equipping them with the knowledge and skills they need to make healthy and responsible choices in their lives. This report draws on multiple data sources to provide analysis of countries’ progress towards delivering good quality school-based CSE to all learners. 85 per cent of 155 countries surveyed have policies or laws relating to sexuality education, with considerably more countries reporting policies to mandate delivery at secondary education level than at primary level. However, the existence of policy and legal frameworks do not always equate to comprehensive content or strong implementation. Most countries report that they have some curricula in place but more detailed analysis suggests that it often lacks the breadth of topics needed to make sexuality education effective and relevant. Moreover, while efforts to scale-up teacher training are evident in a range of settings, research with teachers shows that many feel they lack confidence to deliver sexuality education. Surveys show that students frequently feel that they received information too late and would have preferred sexuality education to have started earlier in their schooling. There is evidence of opposition to CSE across a range of settings, often reflecting misinformation about the content, purpose or impact of such education. However, in many countries involvement of communities, including parents, school officials, religious leaders, media and young people themselves, has created a favourable environment for CSE. Recommendations to countries in this report include:Clear mandates and budgets to ensure implementation of policies and programmes that support the availability of good quality comprehensive sexuality education for all learners.Invest in quality curriculum reform and teacher training.Strengthen monitoring of the implementation of CSE. 
Global Education Monitoring Report 2021/2: Non-state Actors in Education; Who Chooses? Who Loses? Year of publication: 2021 Corporate author: UNESCO Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfill the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practiced by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. 全球教育监测报告摘要, 2021/2年: 教育领域的非国家行为体：谁能主动选择？谁将错失机会？ Year of publication: 2021 Corporate author: 联合国教科文组织 (UNESCO) 本文件是2021/2022年全球教育检测报告的摘要，主要聚焦教育领域的非国家行为体，包括私人办学、宗教办学等力量，并探讨了与非国家行为体对教育的影响与存在问题。 
L’action de l’UNESCO en faveur de l’égalité des genres dans et par l’éducation: Points majeurs de l’année 2020 Year of publication: 2022 Corporate author: UNESCO Ce rapport présente les points majeurs de l’action menée en 2020 par l’UNESCO pour faire progresser l’égalité des genres dans et par l’éducation.L’action menée par l’UNESCO dans le domaine de l’éducation et du genre est ancrée dans la stratégie de l’UNESCO pour l’égalité des genres dans et par l’éducation 2019-2025. Cette stratégie repose aussi sur l’initiative Son éducation, notre avenir, lancée en parallèle afin de mobiliser les engagements politiques et financiers et de faciliterla coopération et l’action conjointe en faveur de l’éducation des filles et des femmes.