Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,367 Results found
Ethnic Diversity in Iraq: The Sociology of Pluralism in Unity Year of publication: 2014 Author: Rasoul Mutlaq Corporate author: Baghdad University This study deals with the phenomenon of multiculturalism in Iraq by focusing on three axes, which are the concept, ethnic composition, and ways to get rid of difference and ethnic discrimination. The study concludes that pluralism rejects intolerance and that pluralism in Iraq must be respected. 
UNESCO Science Report: The Race Against Time for Smarter Development Year of publication: 2021 Author: Susan Schneegans | Tiffany Straza | Jake Lewis Corporate author: UNESCO This seventh edition of the report monitors the development path that countries have been following over the past five years from the perspective of science governance. It documents the rapid societal transformation under way, which offers new opportunities for social and economic experimentation but also risks exacerbating social inequalities, unless safeguards are put in place.The report concludes that countries will need to invest more in research and innovation, if they are to succeed in their dual digital and green transition. More than 30 countries have already raised their research spending since 2014, in line with their commitment to the Sustainable Development Goals. Despite this progress, eight out of ten countries still devote less than 1% of GDP to research, perpetuating their dependence on foreign technologies. 
Impact of COVID-19 on Adolescents’ Education: Evidence Briefing Year of publication: 2021 Author: Adrienne Monteath-van Dok | Anthony Davis | Nicholas Frost Corporate author: Plan International UK This paper highlights the impact of COVID-19 on the education of adolescent girls and boys. 
International Technical and Programmatic Guidance on Out-of-School Comprehensive Sexuality Education: An Evidence-Informed Approach for Non-Formal, Out-of-School Programmes Year of publication: 2020 Corporate author: United Nations Population Fund (UNFPA) This Guidance complements and refers to the International Technical Guidance on Sexuality Education published in 2018. Informed by evidence and grounded in a human-rights approach, this out-of-school edition provides concrete guidelines and recommendations to ensure that the most vulnerable young people receive information that enables them to develop the knowledge and skills they need to make informed choices about their sexual and reproductive health. 
Strengthening the Quality of Early Childhood Education and Care Through Inclusion Year of publication: 2020 Author: Susie Lee | Barbara Janta Corporate author: European Union (EU) The quality in Early Childhood Education and Care (ECEC) has risen up the policy agenda globally, leading to a general consensus that quality ECEC can lead to positive and equitable outcomes for all children. Given these contexts, the European Commission considers inclusion as an integral part of quality ECEC. However, ensuring effective access to quality ECEC for all children remains a challenge, especially for those from disadvantaged backgrounds. This is in part because both inclusion and quality ECEC are multi-faceted concepts. This present policy memo helps policymakers better understand this challenge and suggests some possible solutions. To do so, this memo introduces what inclusion means in education generally and in ECEC particularly, and then discusses how inclusion in ECEC is understood in the current EU policy context. Lastly, the memo summarises findings from recent EU-level projects on how inclusion is integrated into different aspects of quality in ECEC. 
Digital Education Action Plan 2021-2027: Resetting Education and Training for the Digital Age Year of publication: 2020 Corporate author: European Union The Digital Education Action Plan (2021-2027) outlines the European Commission’s vision for high quality, inclusive and accessible digital education in Europe.It is a call to action for stronger cooperation at European level to learn from the COVID-19 crisis during which technology is being used at a scale never seen before in education and training make education and training systems fit for the digital age 
The Future of Language Education in Europe: Case Studies of Innovative Practices; Analytical Report Year of publication: 2020 Author: Emmanuelle Le Pichon-Vorstman | Hanna Siarova | Eszter Szőnyi Corporate author: NESET II | European Union (EU) The main purpose of this report is to inspire educators and policy makers to innovate and implement forward-looking policies and practices in language education, by exploring novel approaches and strategies for language teaching across in Europe that support learners’ plurilingualism. 
Community Centers Guide Year of publication: 2018 Corporate author: Protection Cluster Yemen Community centers are an important part of the Protection Cluster strategy in Yemen in order to ensure that communities remain at the center of providing services and community-based activities, including those displaced from war-affected areas and host communities and children, youth and women. 
On the International Day for Tolerance: Calls for Coexistence and the Rejection of Intolerance Year of publication: 2020 Author: Wijdan Alrubai Corporate author: Awraas TV On the International Day for Tolerance, the broadcaster on the TV program hosts some specialists to speak about tolerance and reject intolerance in the Arab world. Through the program, the difference in the concept of tolerance among the speakers is shown and raised as an issue in the Arab world. 
How Are Vocational Institutions Innovating, Evolving and Changing as a Result of COVID-19?: A Study of Practice and Perspectives in Five Countries Year of publication: 2021 Corporate author: British Council As an international problem, Covid-19 requires international cooperation. The social, economic and educational recovery from the pandemic can be enhanced by knowledge transfer and exchange. This research brought together 15 technical and vocational education and training (TVET) institutions from the five countries in the British Council’s I-WORK Programme (Improving Work Opportunities - Relaying Knowledge) to explore innovation, evolution and change stemming from the pandemic. TVET practitioners and leaders from Ghana, India, Malaysia, South Africa and the UK were asked to reflect on five key questions: How are institutional policy and structures likely to change to reflect the changing situation? Is this different for private institutions? What changes are proposed to the curriculum/ occupational areas to reflect the rapidly changing demand and how are they identifying this demand? How will learners get the practical and work-based experience they need and what changes to work- based learning and apprenticeships are needed? What changes are needed to the skills and type of staff in the teaching institution? How can new delivery models and ways of working promote more inclusive practice? The research took place as institutions approached almost a year of adapting their teaching, learning and support to localised lockdowns and the restrictions of the pandemic. The national policy context may have been different in each country, but the research findings pointed to a single conclusion: that across the board, the move to digital learning and teaching had brought benefits, opportunities and challenges that might not otherwise have been realised.