Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,217 Results found
Ensuring High Quality Primary Education for Children from Mobile Populations: A Desk Study Year of publication: 2017 Author: Stephanie Bengtsson | Caroline Dyer Corporate author: Educate A Child (EAC) | German Federal Ministry for Economic Cooperation and Development (GIZ) This study focuses on provision for primary school-aged children amongst communities of refugees and Internally Displaced People (IDPs), mobile pastoralists and seasonally migrating workers. For refugee and IDP children, policy, coordination and implementation challenges include: inconsistent ratification and enforcement of conventions and agreements protecting refugees and IDPs; the disproportionate impact of forced displacement on low and middle income countries (LMICs); the lack of a shared agenda among a wide range of stakeholders with differing mandates; and inadequate forced displacement terminology. Promising and emerging policy, coordination and implementation strategies include: expanding existing rights documents and agreements and building policy from the ground up; enshrining forcibly displaced people’s rights to education in national laws and policy; genuine engagement with affected communities; utilising the Education Cluster and other existing multi-stakeholder networks for knowledge sharing and collaboration; and collaborating across sectors to address the needs of the whole child. Financing challenges include: unpredictable and low funding for refugee and IDP education; weak capacity to absorb funds at the national and local level; an over-reliance on short-term financing mechanisms; donor dependence and a lack of funding sustainability; and inappropriate distribution of funds within education programming. 
Education for Global Citizenship Year of publication: 2012 Corporate author: Education Above All (Qatar) This book shows that transformative education for local, national and global citizenship and peace 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. The book is divided into three parts: Part One provides a brief overview of education for global citizenship; including in chapter 1, the subject matter and sub-themes; in chapter 2 the challenges of teaching for personal values and behavior development; and in chapter 3 the importance of having a clearly defined and holistic policy accepted by key stakeholders, and effective implementation.Part Two comprises chapters contributed by practitioners and specialists. Section A of Part Two presents some reflections on the challenges of teaching for values development and behavior change, and on the use of textbooks in this regard. Section B comprises four case studies that focus on or include education for citizenship and civics. Section C presents three cases focused on education for peace, together with a review of peace education in Muslim societies. Section D introduces human rights education and education designed to explore humanitarian law. Section E reviews problems of and possibilities for teaching about a conflictual past. Section F focuses on the development of national and international policy and planning for education to be supportive of peacebuilding and of respect for human rights.Finally, Part Three offers some recommendations for future action 
Local Knowledge, Global Goals Year of publication: 2017 Author: Douglas Nakashima | Jennifer Rubis | Peter Bates | Bárbara Ávila Corporate author: UNESCO Local and indigenous knowledge refers to the understandings, skills and philosophies developed by societies with long histories of interaction with their natural surroundings. For rural and indigenous peoples, local knowledge informs decision-making about fundamental aspects of day-to-day life. This knowledge is integral to a cultural complex that also encompasses language, systems of classification, resource use practices, social interactions, rituals and spirituality. These unique ways of knowing are important components of the world’s cultural diversity, and contribute to the achievement of Agenda 2030 and the Paris Agreement. 
UNESCO and Education Year of publication: 2017 Corporate author: UNESCO Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. L'UNESCO et l'éducation Year of publication: 2017 Corporate author: UNESCO Education is a fundamental human right and
a public good and, as such, has been at the core of UNESCO’s work since its inception.Education is also the path to sustainability – to poverty alleviation, better health, environmental protection and gender equality.As the only United Nations agency with a mandate to cover all aspects of education, UNESCO was entrusted in 2015 to lead the coordination and monitoring of Sustainable Development Goal 4, as part of the new Global Education 2030 Agenda.Goal 4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” and renewed UNESCO’s and Member States’ commitment to a vision of education that is holistic, inspirational and which leaves no one behind.This commitment is reflected in the size and scope of the Education Sector, the largest in UNESCO, with staff working at its Paris Headquarters and spread across a global network of field offices and specialized institutes and centres. With its close links with education ministries and other partners, UNESCO is strongly placed to press for action and change.UNESCO’s Education Sector supports Member States in developing education systems that foster high-quality and inclusive lifelong learning for all, empowering learners to be creative and responsible global citizens while leading the debate to help shape the future international education agenda.There is no stronger, no more lasting, investment a country can make than educating its citizens. The Education Sector exists to further this collective vision worldwide by transforming lives one by one. 
ملخص التقرير العالمي لرصد التعليم 2020: التعليم الشامل للجميع; الجميع بال استثناء Year of publication: 2020 Corporate author: UNESCO | Global Education Monitoring Report Team ينظر التقرير العالمي لرصد التعليم لعام 2020 في اآلليات االجتماعية واالقتصادية والثقافية التي تميز ضد األطفال والشباب والبالغين المحرومين، مما يحرمهم من التعليم أو يجعلهم مهمشين فيه. وبفضل حافز التزامها بإعمال الحق في التعليم الشامل، تعمل البلدان على توسيع نطاق رؤيتها للتعليم الشامل بإدراج التنوع في صلب ً ما يتعثر تنفيذ القوانين والسياسات الهادفة التي تنطوي نظمها التعليمية. لكن غالبا على نوايا حسنة. ويرى التقرير الذي صدر في بداية عقد العمل حتى عام 2030 ، وفي خضم األزمة الناجمة عن جائحة كوفيد-19 ،التي أسفرت عن تفاقم أوجه عدم ً أمام ً حقيقيا المساواة الكامنة، أن مقاومة تلبية احتياجات كل متعلم تشكل تهديدا تحقيق أهداف التعليم العالمية. [Summary] Global Education Monitoring Report Summary 2020: Inclusion and Education; All Means All Year of publication: 2020 Corporate author: UNESCO | Global Education Monitoring Report Team The 2020 Global Education Monitoring Report looks at social, economic and cultural mechanisms that discriminate against disadvantaged children, youth and adults, keeping them out of education or marginalized in it. Spurred by their commitment to fulfil the right to inclusive education, countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet implementation of well-meaning laws and policies often falters. Released at the start of the decade of action to 2030, and in the middle of the Covid-19 crisis, which has exacerbated underlying inequalities, the Report argues that resistance to addressing every learner’s needs is a real threat to achieving global education targets. 
Scotland and the Sustainable Development Goals: A National Review to Drive Action Year of publication: 2020 Corporate author: Government of Scotland The 2030 Agenda for Sustainable Development provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. As part of this, the Sustainable Development Goals (SDGs) are a universal call to action. Scotland signed up to the SDGs in 2015 and this review brings together evidence, actions and stories of how we are making progress to meet the Goals. It contains inspirational examples of how people across Scotland are taking action to make us a more successful country and to ensure we are at the forefront of this international agenda. It also highlights some of the challenges we face. This review, a collaborative effort between the SDG Network Scotland, Scottish Government and the Convention of Scottish Local Authorities (COSLA), scratches the surface of the depth of activity across Scotland. This review provides an overall picture of activity and performance based on the evidence currently available. 
Exploring our roles as global citizens: an educator's guide (grades 3-5) Year of publication: 2013 Author: Elizabeth O. Crawford Corporate author: TeachUNICEF ‘Exploring Our Roles as Global Citizens’ is a four-lesson unit with extension activities and a student-led inquiry project that is designed to introduce the concept of global citizenship, including relevant knowledge, skills, values, and civic actions; to educate students about universal human rights outlined in the Convention on the Rights of the Child (CRC) and what their responsibilities are to ensure these rights are protected; to foster students’ skills in developing perspectives, critical and creative thinking, research, and decision-making about a chosen global issue using a student-led inquiry model; and to empower students to recognize and use their individual strengths to make a positive difference in their local communities. Lesson 1: What Is Global Citizenship? This lesson engages students in reflecting upon what it means to be a global citizen. Although students are often taught the concepts of citizenship and the characteristics of good citizenship during the elementary years, students may not have considered previously their roles as citizens in a global society. Using authentic examples of global citizenship among youth as a springboard for discussion, students determine how they are citizens at various levels. Afterward, students begin their inquiry of a chosen global issue about which they will take informed action at the end of the unit. Lesson 2: We Are Citizens of the World and We Have Rights! Building upon their prior learning about citizenship, students are introduced to human rights, or those rights to which all persons are entitled. Students learn about the Convention on the Rights of the Child (CRC) and create a concept map outlining categories and examples of human rights. Afterward, students relate human rights to contemporary global issues and how it is our responsibility to take action when the rights of others are violated. Lesson 3: Global Citizens Take Responsibility In this lesson, students learn about their individual and collective responsibility to protect human rights. Through analysis of authentic photographs depicting responsible citizenship, students explore the idea that global citizens are proactive when the rights of others are threatened. To demonstrate their learning, students role-play characteristics of global citizenship. Subsequently, in cooperative groups, students continue their global issue research and begin to consider how they will take informed action as global citizens. Lesson 4: Global Change Begins With Me In this culminating lesson, students reflect upon their learning about global citizenship and how they can be positive change agents in their communities. Students first explore how individuals take action to solve a problem or to improve conditions for others. Using these examples as inspiration, students determine how they, too, can be “changemakers.” As a final assessment, students synthesize what they have learned by creating a comprehensive definition of global citizenship, and develop an action plan to address the global issue they have researched. Exploring our roles as global citizens: an educator's guide (grades 3-5) Year of publication: 2013 Author: Elizabeth O. Crawford Corporate author: TeachUNICEF La définition se fonde sur le travail séminal dans les états et un large éventail d'organisations de travail pour faire avancer les connaissances mondiales et de la pensée critique. Un processus d'articulation minutieuse et vetting a abouti à la définition de la compétence globale proposée ici: la compétence globale est la capacité et la disposition pour comprendre et agir sur les questions d'importance mondiale. Globalement les personnes compétentes sont au courant, curieux et intéressés à en apprendre sur le monde et comment il fonctionne. Ils peuvent utiliser les grandes idées, des outils, des méthodes et des langues qui sont au cœur de toutes les disciplines (mathématiques, la littérature, l'histoire, la science et les arts) pour engager les questions pressantes de notre temps. Ils déploient et développer cette expertise comme ils enquêtent sur ces questions, reconnaissent de multiples points de vue, de communiquer leurs points de vue de manière efficace, et prendre des mesures pour améliorer les conditions. Eduquer pour Global Competence: Préparer les jeunes d'engager le monde est destiné aux enseignants, administrateurs, éducateurs informels, les décideurs, les leaders communautaires, les chercheurs, les parents, les étudiants et toutes les autres parties intéressées à préparer nos jeunes pour le 21e siècle. Devenir meilleur à l'éducation pour la compétence globale implique de repenser les pratiques et en reconnaissant qu'il n'y a pas de recettes simples pour le succès. En tant que tel, ce livre est destiné à être utilisé avec souplesse - parcourir, faire des liens, et de se concentrer sur les chapitres que vous trouverez les plus pertinents pour votre travail. Expérience avec des idées, des concepts de défi, et de partager avec des collègues. En fin de compte ce livre doit travailler pour vous. Il est destiné à être lu de la manière qui répond le mieux à vos besoins, inspire votre curiosité, et prouve fructueuse dans la salle de classe. Le premier chapitre offre un rationnel pour l'éducation mondiale dans notre pays et dans le monde. Le deuxième chapitre présente un cadre conceptuel pour la compétence globale et explique le rôle clé des fondations disciplinaires et interdisciplinaires dans l'apprentissage des élèves. Chapitre trois, quatre, cinq et six focus, respectivement, sur quatre capacités essentielles associées à la compétence mondiale: enquête dans le monde, reconnaissant les perspectives, communiquer des idées, et de prendre des mesures. Le chapitre sept considère les principes de base de l'enseignement pour l'enseignement de la compétence globale. Chapitre huit examine ce que les étudiants et les établissements d'enseignement peuvent faire pour promouvoir la compétence globale - et comment ils pourraient créer une culture de compétence globale pour les jeunes et les adultes. Enfin, le chapitre neuf places compétence globale dans le cadre plus large des systèmes d'éducation du public dans et au-delà des États-Unis.