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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Lessons Learned for Peace Year of publication: 2019 This resource is part of a collection of resources compiled by UNICEF’s 2012-2016 Peacebuilding, Education and Advocacy Programme (PBEA), known as Learning for Peace, which was funded by the Government of the Netherlands. The purpose of Lessons Learned for Peace is to share UNICEF’s experience in conducting conflict analyses as a prerequisite for social services programming in fragile and conflict-affected contexts. As part of UNICEF’s Peacebuilding, Education and Advocacy programme, supported by the Government of the Netherlands from 2012-2016, UNICEF commissioned conflict analyses in 14 countries that informed education and other social services interventions at the system, institutional, community and individual levels. The challenges, opportunities and lessons-learned of conflict analysis research in fragile and post-conflict contexts are illustrated and discussed. 
School-related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE) - Synthesis Report on China, the Philippines, Thailand and VietNam Year of publication: 2018 Corporate author: UNESCO Bangkok School related violence and bullying is a problem in all countries. UNESCO is committed to ensuring that all children and young people have access to safe, inclusive, health-promoting learning environments as part of its strategy on education for health and well-being. This synthesis report on school related violence and bullying on the basis of Sexual Orientation and Gender Identity or Expression (SOGIE), covering China, the Philippines, Thailand and Viet Nam, was developed to broaden awareness and understanding about this issue, while also identifying best practices and policies. It also aims to mobilize support for advocacy among educators, research institutions, policy makers and activists at the national and regional levels. 
Youth and the Field of Countering Violent Extremism Year of publication: 2018 Author: Marc Sommers Most youth are peaceful. Even if the field known as “countering violent extremism” (CVE) did not exist, most young people still would not join a violent extremist organization (VEO). At the same time, the overwhelming majority of people who become violent extremists are youth — most of whom are male. The challenge at the center of CVE is thus an unusual one: identifying the fraction of youth populations most likely to enter a VEO and thwarting that option. This paper investigates that challenge, with analysis featuring interviews with 21 experts and over 400 publications on violent extremism, CVE, and youth. Two correlations inform this work: the direct relationship between nations with “youth bulge” populations and state repression, and the connection between state repression and increased violent extremism, with repressive states usually targeting male youth. 
Contributions of Early Childhood Development Programming to Sustainable Peace and Development Year of publication: 2018 Author: Chelsea K. Donaldson | Friedrich W. Affolter | Liliana Angelica Ponguta | Rima Salah | Pia R. Britto | James Leckman | Paul Connolly | Siobhan Fitzpatrick | Pauline Walmsley By intervening early and engaging with children’s families, ECD services offer a unique opportunity to make a cost-effective and sustainable impact on interrupting cycles of poverty and violence. Given that efforts towards sustainable peace must encompass all sectors and address all societal levels, there is a crucial need for implementing “multi-level ECD services” that center on the whole child and engage his or her surrounding ecological context. These comprehensive ECD services can not only improve child development outcomes, but also strengthen competencies in caregivers, address stressors and conflict drivers in the community and build institutional capacities to reduce structural violence. The purpose of this background paper is to merge insights from both micro and macro-level perspectives to demonstrate how ECD services can be leveraged to sustainable peace and development. While peacebuilding experts have traditionally focused on macro-level strategies such as government reform or economic rehabilitation interventions, ECD practitioners have focused primarily on micro-level interventions of individual children and families without much exploration of how ECD services can be leveraged to mitigate risks of conflict and transform relationships across communities and regions. 
2018 grant completion report. Afghanistan Year of publication: 2019 Corporate author: UNICEF Afghanistan This is the completion report of GPE’s program in Afghanistan, which ran from 2012 to 2018. Overall, it appears education access and equity has been improved in target districts, and some of these effects promise to persist beyond the program period.Community engagement in schooling has also improved, as well as school performance. Target schools have safer and more conducive learning environments for children, and monitoring of education pathways has also improved.Schools have been reopened, and numbers of female teachers in target areas have grown. Finally, the Ministry of Education and national education sectors have seen advances in institutional capacity, and national aid coordination mechanisms also seem to have improved. 
Concept note for the 2020 Global education monitoring report on inclusion Year of publication: 2018 In line with its mandate, the 2020 GEM Report will assess progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.Echoing the overall orientation in the SDGs to “leave no one behind”, this year's Report will also take an in-depth look at inclusion and education. Inclusion is central in the formulation of SDG 4 but is also taken up in other targets in the goal, notably targets 4.5 on gender equality and 4.a on learning environments. Responding to this emphasis, the 2020 GEM Report will analyse policies the world over and present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views.The Report will focus on the barriers faced by all learners, especially those with overlapping characteristics that make them particularly vulnerable to exclusion. It will also take an in-depth look at people with disabilities, a group whose particular challenges gave rise to the inclusion debate. The Report will look at a range of indicators measuring inclusion in education using both quantitative and qualitative data. The analysis will be based on geographically balanced evidence, and will pay special attention to contexts where disadvantaged children might be particularly at risk of exclusion from education, such as in situations of conflict. 
Education as healing: addressing the trauma of displacement through social and emotional learning Year of publication: 2019 The conditions under which migrants and refugees have to leave their homes and homelands can be traumatic in the extreme. Whether they have crossed the Mediterranean in an overcrowded and unsafe boat, been barricaded in a Syrian basement for protection from shelling, or been chased away from a burning village in Myanmar, the events of their departures and their journeys can leave scars on those affected – and none more than on children who have witnessed and experienced death, loss, violence, separation from family and prolonged insecurity. Even those fortunate enough to find a sanctuary often face further hardship or discrimination in their host communities that can exacerbate their vulnerability. 
Digital kids Asia-Pacific: insights into children’s digital citizenship Year of publication: 2019 Author: Taeseob Shin | Hyeyoung Hwang | Jonghwi Park | Jian Xi Teng | Toan Dang Corporate author: UNESCO Bangkok This report responds to the growing needs of Member States in the Asia-Pacific region to understand children’s knowledge, behaviour and attitudes in a hyper-connected digital world. It aims to create a data-driven, conducive educational and policy environment that maximizes opportunities that Information and Communications Technology (ICT) offers, while minimizing potential threats that the same may pose. The report was also developed in the context of the Education 2030 Agenda identifying digital skills as one of the key competencies for youth and adults to achieve and monitor until 2030. 
The Sustainable Development Goals Report 2017 Year of publication: 2017 Corporate author: United Nations (UN) In adopting the 2030 Agenda for Sustainable Development, world leaders resolved to free humanity from poverty, secure a healthy planet for future generations, and build peaceful, inclusive societies as a foundation for ensuring lives of dignity for all.This report provides a snapshot of our efforts to date. It stresses that high-level political leadership and new partnerships will be essential for sustaining momentum. It also underscores the need for reliable, timely, accessible and disaggregated data to measure progress, inform decision-making and ensure that everyone is counted. 
The Sustainable Development Goals Report 2018 Year of publication: 2018 Corporate author: United Nations (UN) The 2030 Agenda for Sustainable Development provides a global blueprint for dignity, peace and prosperity for people and the planet, now and in the future. Three years into the implementation of the Agenda, countries are translating this shared vision into national development plans and strategies.