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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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Spotlight on Gender, COVID-19 and the SDGs: Will the Pandemic Derail Hard-Won Progress on Gender Equality? Year of publication: 2020 Author: Priya Alvarez | Emma-Louise Anderson | Nazneen Damji | Gaëlle Ferrant | Rosina Gammarano | Steve Kapsos | Ann Beth Moller | Amy Patterson Corporate author: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) COVID-19 has been declared a public health emergency of international concern and a global pandemic by the World Health Organization. This global threat to health security underscores the urgent need to accelerate progress on achieving Sustainable Development Goal (SDG) 3 and the need to massively scale up international cooperation to deliver on SDG 3. It also reveals what is less obvious, but no less urgent: how health emergencies such as COVID-19, and the response to them, can exacerbate gender inequality and derail hard-won progress not only on SDG 3 but on all the SDGs.This paper presents the latest evidence on the gendered impact of the pandemic, highlights potential and emerging trends, and reflects on the long-term impact of the crisis on the achievement of the 2030 Agenda for Sustainable Development.The paper begins by presenting key facts and figures relating to the gendered impacts of COVID-19 followed by reflecting on the health impacts of COVID-19 on SDG 3 targets. Then, the paper explores the socioeconomic and political implications of COVID-19 on women and gender across five of the Goals: SDG 1 (poverty), 4 (quality education), 5 (gender equality), 8 (decent work and economic growth), and 10 (reduced inequalities). 
Address by Irina Bokova, Director-General of UNESCO, on the Role of UNESCO in Countering Anti-Semitism and Preserving the Legacy of the Holocaust on the occasion of the launch of UNESCO's guide on Holocaust Education and Genocide Prevention, 15th Plenary Assembly of the World Jewish Congress, New York, 24 April 2017 Year of publication: 2017 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This address was given by Irina Bokova, Director-General of UNESCO, on the role of UNESCO in countering anti-semitism and preserving the legacy of the holocaust on the occasion of the launch of UNESCO's guide on Holocaust Education and Genocide Prevention, 15th Plenary Assembly of the World Jewish Congress. 
UNESCO Global Action Programme on Education for Sustainable Development: information folder Year of publication: 2017 Corporate author: UNESCO This is a comprehensive folder containing 13 information sheets on different aspects of the Global Action Programme on ESD (GAP) and its key actors and partners. It aims to familiarize educators, learners and the general public with the GAP and advise them on how to spread the word. UNESCO Programme d'action global pour l'Éducation en vue du développement durable: dossier d'information Year of publication: 2017 Corporate author: UNESCO This is a comprehensive folder containing 13 information sheets on different aspects of the Global Action Programme on ESD (GAP) and its key actors and partners. It aims to familiarize educators, learners and the general public with the GAP and advise them on how to spread the word. 
Evaluation of UNESCO's Capacity Development for Education for All (CapEFA) Programme Year of publication: 2016 Corporate author: UNESCO The main purpose of this evaluation is to determine the relevance and effectiveness of the Capacity Development for Education for All (CapEFA) programme’s overall contribution to progress towards the realization of the Education for All (EFA) goals in its target countries, and to provide actionable and timely recommendations to the United Nations Educational, Scientific and Cultural Organization (UNESCO) on the positioning of the Programme to meet future needs and challenges related to the adoption of the Sustainable Development Goals (SDG) in September 2015, and more specifically to the SDG 4 to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. The focus of this evaluation is on assessing the CapEFA programme’s relevance, effectiveness, efficiency, and sustainability. This evaluation does not focus on how the programme impacts on the EFA goals, due to the challenge in assessing the causality between the programme’s goals and the EFA indicators. The focus of the assessment is on whether the right conditions at the systemic and institutional levels are created to have an impact on these EFA macro-indicators. 
Teaching Journalism for Sustainble Development: New syllabi Year of publication: 2015 Author: Banda Fackson Corporate author: UNESCO This work aims to expand the curriculum of UNESCO in education in journalism and includes new curricula covering current topics in the field of journalism education around the world. The document was prepared on the basis of standard curricula, as well as additional UNESCO publications under the general title “Collection of new curricula” in order to effectively respond to new problems faced by specialists and teachers in the field of journalism. Обучение журналистике в целях устойчивого развития: Новые учебные планы Year of publication: 2015 Author: Banda Fackson Corporate author: UNESCO Данная работа направлена на расширение учебных программ ЮНЕСКО по образованию в области журналистики и включает новые учебные планы охватывающие актуальные темы в области журналистского образования во всем мире. Документ подготовлен на основе типовых учебных программ, а также дополнительных публикаций ЮНЕСКО под общим названием «Сборник новых учебных программ», чтобы эффективно реагировать на новые проблемы, стоящие перед специалистами и преподавателями в области журналистики. 
UNESCO COVID-19 Education Response: Open and Distance Learning to Support Youth and Adult Learning (Education Sector Issue Note; No. 2.5 – June 2020) Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) A new UNESCO issue note, produced by the UNESCO Institute for Lifelong Learning (UIL), aims to support education policy-makers and planners in ensuring open and distance learning to support youth and adult learning in the context of the current pandemic, now and in its aftermath.Since the COVID-19 outbreak and the worldwide school closures that followed, ministries of education have endeavoured to ensure continuity of learning and encourage schools and educational institutions to explore and utilize online and distance modes of learning. Unfortunately, learners outside of the formal school system who are already in need of urgent learning support, such as low-skilled adults, women, out-of-school youth, migrants and refugees, and persons with disabilities, have suffered disproportionally from the suspension of face-to-face learning at the majority of adult learning centres and non-formal educational institutions.The current pandemic calls for people from people from all socio-economic backgrounds, wherever they live in the world, to develop new knowledge and skills in order to cope with the uncertainty that this crisis imposes. These learning needs include basic health literacy, media literacy, parenting for home-schooling children and professional development to counteract job losses brought on by the pandemic. Correspondingly, enrolment in massive open online courses (MOOCs) is soaring. As such, there have been positive and demand-driven trends in exploring alternative options, such as open and distance learning (ODL), to ensure the continuity and expansion of non-formal education and adult learning.This issue note takes stock of opportunities and challenges in using ODL, both online and offline as defined in the UNESCO Issue Note on Distance Learning Strategies, for youth and adult learners outside the formal education system. After examining key issues and illustrating promising cases from public and private sectors, it provides key messages for policy interventions to support inclusive lifelong learning for youth and adults during and after the current pandemic.UNESCO Education Sector’s issue notes cover key topics related to the COVID-19 education response. 
Pour vivre ensemble à 10 milliards, changeons l’éducation: Manifeste pour une éducation à la citoyenneté planétaire Corporate author: Le collectif Paris-éducation 2015 | Les Amis de Circée 2050, c’est demain. Nos enfants et petits-enfants seront alors, sans doute, 10 milliards sur la Terre. D’ici là, quelles que soient les décisions qui seront prises par les gouvernants et les engagements de millions de citoyens dans le monde, la température du globe aura monté, comme le niveau des océans. Selon ce que notre génération aura entrepris plus ou moins résolument pour réduire nos émissions de CO2, ce sera entre 2° C ou 4° C à l’horizon 2100, voire davantage. Il faudra donc, de toute façon, vivre autrement. Face à l’ampleur, l’urgence, la diversité et la complexité des problématiques engendrées par le modèle de développement de nos sociétés contemporaines, nous sommes donc obligés, dans l’urgence, de nous pencher sur les questions d’éducation et de formation des générations futures qui devront affronter des réalités biophysiques, économiques et politiques inédites, dont nous commençons à peine à entrevoir l’ampleur. Ce qui est dès lors en jeu, avec l’avenir de l’homme et de la Terre, c’est l’humain, ce qu’il deviendra, ce qu’il sera capable de porter comme projet pour l’humanité. Quelles qualités d’humains devons-nous faire advenir pour que ces réalités inédites puissent être rencontrées demain, sans que l’humanité bascule dans la violence et le dépeçage égoïste de la planète? Quels enfants voulons-nous laisser à notre Terre?Cette urgence impose un changement d’échelle dans la transformation des systèmes éducatifs, des contenus et des méthodes d’enseignement. Malgré la volonté et la compétence de nombreux acteurs de l’école, force est de constater que les actions menées pour une éducation plus en cohérence avec les enjeux climatiques et, plus largement, sociétaux restent à la marge. Elles sont réalisées par des individus clairvoyants. Il est temps d’enclencher la vitesse supérieure. 
Education about the Holocaust and Preventing Genocide: A Policy Guide Year of publication: 2017 Corporate author: UNESCO This Guide provides policy-makers with solutions to introduce education about the Holocaust, and possibly broader education about genocide and mass atrocities, into education systems and curricula. It is the first of its kind, focusing on matters that are relevant to policy, rather than on teaching practices alone.The publication addresses a wide range of essential questions, including: Why teach about the Holocaust? What learning outcomes can be expected from such educational endeavours? How do they relate to global education priorities? How to introduce the subject in the curriculum, train teachers, promote the most relevant pedagogies, and work with the non-formal sector of education?Based on UNESCO’s Global Citizenship Education work, the Guide draws on years of research and experience in the fields of Holocaust and genocide education. Numerous academics, educators and other experts offered insights and suggestions throughout the process. Multiple Holocaust and genocide related organizations – including the United States Holocaust Memorial Museum – contributed to the content. This creation benefited from the time and expertise of many. This Guide raises challenging questions for education stakeholders. It also provides concrete solutions regarding how educators can deal with deeply troubling histories, to build a better future for all.