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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민주적이고 지속가능한 지역사회를 위한 시민성 교육 Year of publication: 2021 Author: Dimitris Deligiannis | Kleoniki Tsiougou | Vicky Goutha | Antonis Moutselos | Ted Fleming Corporate author: UNESCO Institute for Lifelong Learning (UIL) | City of Larissa (Greece) | City of Yeonsu-Gu (Republic of Korea) 본 책자는 독자들이 평생학습체계 안에서 지역사회에서 이루어지는 시민성교육의 중요성을 인식하도록 돕기 위해 발간되었다. 또한, 본 책자는 도시와 시민들이 정규 및 비형식교육의 중요한 영역에서 자신들의 활동을 발전시키고, 청소년과 성인 대상의 시민성교육을 더욱 효과적으로 제공하기 위해 노력하는 것을 지원한다. 책자의 내용은 2020년에 세계시민성교육 클러스터 회원도시를 대상으로 진행된 설문조사의 결과와 ‘지역사회에서의 시민성교육 강화’라는 주제로 지난 2020년 11월 12일부터 13일, 양일에 걸쳐 온라인으로 개최된 세계시민성교육 클러스터 국제회의에서 다룬 도시별 사례 연구와 참여 전문가들의 기조연설 및 의견을 바탕으로 작성되었다. 
Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes Year of publication: 2021 Corporate author: UNESCO Institute for Lifelong Learning (UIL) Since the first coronavirus case was reported to the World Health Organization in December 2019, millions of youth and adults around the globe – especially those with low literacy skills – have faced increased challenges to securing meaningful work and safeguarding their livelihoods. A more integrated approach to youth and adult learning and education, combining basic literacy, vocational and life skills, is needed now more than ever.This publication showcases selected examples of integrated youth and adult learning and education programmes featured in the UNESCO Effective Literacy and Numeracy Practices Database, also known as LitBase. Implemented in various social, cultural and economic contexts around the world, the programmes featured herein reveal not only the transformative potential that enhancing the quality of youth and adult learning and education can have, but also lay bare the hurdles and potential pathways to consider when planning effective integrated programmes.Integrated approaches to literacy and skills development: Examples of Best Practice in Adult Learning Programmes is useful not only for policy-makers, providers and educators who plan to implement integrated adult education programmes but also for those trying to help the most vulnerable groups reach their highest potential. 
Promoting Lifelong Learning for All: The Experiences of Ethiopia, Kenya, Namibia, Rwanda and the United Republic of Tanzania Year of publication: 2018 Corporate author: UNESCO Institute for Lifelong Learning (UIL) This report is an outcome of a project supporting the promotion of lifelong learning for all in selected African countries. The project aims to increase the capacity of policy-makers and researchers to develop national policies and strategies that will establish lifelong learning systems in Africa, ultimately contributing to the 2030 Agenda for Sustainable Development.This publication showcases the advancements made by five African countries in promoting and implementing lifelong learning as per the recommendations outlined in Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania (UIL, 2014). This continuous assessment and review of the countries’ progress can help monitor the reforms and developments taking place, and can contribute to the sharing of promising practices. The four main sections of the report include an introduction with the background to and methodology of the study; the origin, essence and benefits of lifelong learning; a compendium of good practices in promoting lifelong learning for all; and a conclusion comprising reflections on how progress can be accelerated in the region as well as potential collaboration opportunities with the UNESCO Institute for Lifelong Learning (UIL).Attempts to implement lifelong learning concepts in the five African countries has seen mixed results, but advancements are being made. It is hoped that this synthesis report will help foster the exchange of successful practices among the countries and the further development of lifelong learning policies and strategies across the African continent. 
Pathways to Empowerment: Recognizing the Competences of Syrian Refugees in Egypt, Iraq, Jordan, Lebanon and Turkey Year of publication: 2018 Author: Madhu Singh Corporate author: UNESCO Institute for Lifelong Learning (UIL) For Syrian refugees living in Egypt, Iraq, Jordan, Lebanon and Turkey, recognition is a transformative mechanism that can help them enter or re-enter education, integrate into the world of work and participate fully in their host communities. However, while policy-makers in the region have prioritized the recognition, validation and accreditation of non-formal and informal learning, it remains a major challenge to develop systems that do this effectively. Pathways to Empowerment lays the essential groundwork for such a system, urging governments to develop comprehensive national strategies rather than ad hoc projects to recognize the competences of Syrian refugees. Its recommendations will contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees’ learning is a critical issue. 
Recognition, Validation and Accreditation of Youth and Adult Basic Education as a Foundation of Lifelong Learning Year of publication: 2018 Corporate author: UNESCO Institute for Lifelong Learning (UIL) Since its 2005 General Conference, UNESCO has supported the recognition, validation and accreditation (RVA) of the outcomes of nonformal and informal learning for youth and adults and acknowledged the importance of RVA in the development of lifelong learning systems. More recently, the UNESCO Institute for Lifelong Learning, in partnership with UNESCO’s Section of Partnerships, Cooperation and Research, has undertaken a number of comprehensive analyses of policy and practice in this area. These studies have highlighted the need to focus on the RVA of non-formal basic education.Globally, the scale of need is enormous. There are significant challenges in integrating the recognition, validation and accreditation of the outcomes of non-formal and informal learning at the basic education level into existing RVA systems and in enabling young people and adults without basic education to complete such processes successfully.This report summarizes the research and policy dialogue of an international expert group invited by UNESCO to three meetings in 2016. It focuses on three themes – principles, policy and practice – and provides examples of how the issue is being approached across the world. It offers 12 conclusions, based on the evidence considered by the expert group, and proposes a number of key messages for stakeholders in Member States, including policy-makers and the research community. 
Sites for Sustainable Development: Realizing the Potential of UNESCO Designated Sites to Advance Agenda 2030 Year of publication: 2022 Author: Tim Carter | Eleanor R. Haine | Alexander J. Kent | Matthew Rabagliati Corporate author: Canadian Commission for UNESCO | United Kingdom National Commission for UNESCO This report outlines the role that UNESCO’s global network of designated sites — World Heritage Sites, global geoparks and biosphere reserves — can play in helping stakeholders (including businesses, communities, government agencies and their local organizations, Indigenous Peoples, traditional authorities, councils of elected representatives, and heritage and nature groups) carry out sustainable development approaches to tackle, mitigate and adapt to challenges like these.The ideas contained in this report emerge from a study designed to explore the merits of UNESCO’s increasing tendency to refer to biosphere reserves, global geoparks and World Heritage Sites as “sites for sustainable development.” 
Lifelong Learning in Transformation: Promising Practices in Southeast Asia Year of publication: 2017 Author: Rika Yorozu Corporate author: UNESCO Institute for Lifelong Learning (UIL) This report is an outcome of a project on building a lifelong learning agenda in Southeast Asian countries, which aims to address the region’s remaining educational challenges in ensuring ‘inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all’ (Goal 4 of the 2030 Agenda for Sustainable Development). By sharing promising policies and practices in implementing integrated lifelong learning from different perspectives, countries can learn from one another and move their visions for lifelong learning fully into practice. The publication documents a variety of promising practices from 11 countries, focusing particularly on the features critical to the promotion of lifelong learning for all; namely, inclusive and gender-responsive teaching and learning practices, recognition of learning outcomes from non-formal and informal learning, collaboration between social and economic development sectors and coherent national government policies and strategies. The report comprises three main sections: a reflection on lifelong learning in international and national documents, a collection of good practice drawn from their national reports, and a set of recommendations for policies and programmes promoting lifelong learning. It is hoped that these recommendations will stimulate discussion and new developments, in both policy and practice, in the region. 
Global Citizenship Education in ASPnet Schools: An Ethical Framework for Action Year of publication: 2018 Author: Lynette Shultz | Maren Elfert Corporate author: Canadian Commission for UNESCO This report proposes global citizenship not so much as a curriculum subject or a pedagogical approach, but as an ethical position, a worldview that emphasizes human rights and earth rights, the interconnectedness of all human beings with each other, the animals and the planet, and an awareness of our global responsibilities in the face of the key challenges that we are facing today on our planet.This document is structured into three sections: It starts by introducing the UNESCO Associated Schools Network and the UNESCO perspective on global citizenship. In the second section, it shows the framework to implement GCED in schools, which will serve as the foundation for a whole school approach to the integration of a GCED perspective in curricula, lesson plans and broader school and community activities. It also gives some selected resources and examples in section three. 
Old Ways Are the New Way Forward: How Indigenous Pedagogy Can Benefit Everyone Year of publication: 2017 Author: Jean-Paul Restoule | Chaw-win-is Corporate author: Canadian Commission for UNESCO This report explores traditional Indigenous ways of teaching and how they are the way forward for "new" innovations in education. 
Media and Information Literacy: Challenges and Opportunities for the World of Education Year of publication: 2019 Author: Carolyn Wilson Corporate author: Canadian Commission for UNESCO This paper explores media and information literacy and its importance to understanding democratic rights, active citizenship, and technological literacy. Filled with key concepts, sample questions, and additional resources, it is essential reading for both educators and the wider public.