Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,640 Results found
SDG In the Republic of Korea: Progress Report 2023 Year of publication: 2023 Author: Woohyun Chung | Haesik Jung | Yunjae Hwang | Dawoon Jung | Hyojung Han | Dokyun Kim | Jongho Ahn | Sangyoup Lee | Soeun Ahn | Jungwook Kim | Sangyun Lee | Jiyoung Lee | Sora Yi | Jewoo Hong | Miju Kim | Junghee Cho | Kyungah Koo | Yul Kwon Corporate author: Korea R. Statistics Research Institute | Statistics Korea It has been eight years since the Sustainable Development Goals (SDG) were adopted at the UN General Assembly, and nations began to work toward achieving them. Now we are halfway through the 2030 target period. As an authorized national focal point of SDG data, the Statistics Research Institute has been publishing a 『Sustainable Development Goals in the Republic of Korea: Progress Report』 annually, in keeping with their vision of providing support for ‘eviꠓdence-based decision-making’.『SDG in the Republic of Korea: Progress Report 2023』, released this, was designed as a compass identifying goals to be prioritized in policy implementation during the remaining period until 2030 to keep pace for achieving the SDGs. It is hoped that the report will help to point out the direction for policies responding to the crises and changes we are facing amid the COVID pandemic, the climate crisis, and war, through relevant indicators. 
Fighting Racism and Discrimination: A UNESCO Toolkit Year of publication: 2023 Corporate author: UNESCO Globally, 1 in 5 people have experienced discrimination on at least one of the grounds prohibited under international human rights law. Despite action around the world to end hate and combat discrimination, our societies continue to struggle. Institutionalised and structural racism remains a significant challenge with societies only beginning to come to terms with the harsh realities of historical legacies of inequality. Regardless of the rise of the Black Lives Matter movement following the death of George Floyd and increased discussion, policies tackling the legacies of historical racism as well as contemporary racism remain limited. Arguments on the ethics of collecting racial and ethnicity data persist, making measurement of racism and discrimination all the more challenging and leading to difficulties in fully comprehending this issue. However, with impact ranging from education to housing to income to criminal justice, these issues cannot wait. Recognising the magnitude of this challenge and responding to the urgent call for action – the Global Call against Racism – by our Member States, UNESCO has developed the UNESCO Anti-Racism Toolkit. Within the pages of this guide, you will find core concepts, good practices from around the world, practical exercises, and more. A tool designed to support policy-makers in developing anti-racist legislation, it is a first step to tackling the historical and structural racism within our societies. 
Global Citizenship Education: A Handbook for Parents, Community and Learners in Asia-Pacific Year of publication: 2023 Author: Darla K. Deardorff | Seek Ling Tan Corporate author: UNESCO Bangkok | APCEIU This handbook aspires to engage and involve parents, caregivers and the community to join the mission of developing every learner into a global citizen. To achieve this, parents, caregivers and the community will need to be empowered with the necessary GCED knowledge and skills too. In this handbook, GCED related concepts are introduced, alongside adaptable step-by-step action plans and best practices collected across the Asia-Pacific region to support parents and the community to take action in developing GCED competences in learners. 
Reconciliation through Global Citizenship Education Year of publication: 2023 Corporate author: UNESCO This document zeroes in on how concepts of GCED and reconciliation are addressed in current research and practice and aims to provide existing grounds and future considerations for policy-makers concerned with reconciliation through education. 
Survey on Privacy in Media and Information Literacy with Youth Perspectives Year of publication: 2017 Author: Sherri Hope Culver | Alton Grizzle Corporate author: UNESCO Media and information literate individuals are more empowered to make informed decisions about their privacy online and offline, among other things. Accordingly, governments and policy-makers who are committed to ensuring that the privacy of citizens is respected should also be committed to media and information literacy (MIL) for all. If they are not, then their efforts will be less sustainable. Equally, private and public enterprises that genuinely want to respect the privacy of citizens should purposefully contribute to MIL awareness among users qua citizens. Two research surveys are referenced in this report. The first investigated youth attitudes towards MIL and social and democratic discourses. One of the seven themes addressed in the context of social and democratic discourses was privacy. The research was carried out by UNESCO. The second survey studied privacy in MIL courses globally and was conducted for UNESCO by the UNESCO-UNAOC University Network on Media and Information Literacy and Intercultural dialogue (MILID Network), and members of the Global Alliance for Partnerships in Media and Information Literacy (GAPMIL). The report responds to UNESCO’s efforts to stimulate global research into privacy in MIL. Ultimately, this report aims to provide conceptual, development and policy recommendations to foster privacy in MIL, while enabling the critical engagement of people, including young women and men, in an environment conducive to sustainable development and to freedom of expression online and offline. It seeks to provide clarity on the complex issue of how MIL and privacy intersect. 
CONFINTEA VII Marrakech Framework for Action: Harnessing the Transformational Power of Adult Learning and Education Year of publication: 2022 Corporate author: UNESCO Institute for Lifelong Learning (UIL) This Marrakech Framework for Action is an outcome of the the Seventh International Conference on Adult Education (CONFINTEA VII) held in Marrakech, Kingdom of Morocco, and online, from 15 to 17 June 2022. 
CONFINTEA VII Seventh International Conference on Adult Education: Final Report; Adult learning and Education for Sustainable Development; A Transformative Agenda Year of publication: 2023 Corporate author: UNESCO Institute for Lifelong Learning (UIL) The International Conference on Adult Education (CONFINTEA) is a UNESCO intergovernmental conference for policy dialogue on adult learning and education (ALE) and related research and advocacy, which has taken place every 12 to 13 years since 1949. This is a final report of the Seventh International Conference on Adult Education (CONFINTEA VII) held in Marrakech, Kingdom of Morocco, and online, from 15 to 17 June 2022. 
Global Education Monitoring Report 2021/2: Non-state Actors in Education; Who Chooses? Who Loses? Year of publication: 2021 Corporate author: UNESCO Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfill the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practiced by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. 
Competences for Democratic Culture: Living together as equals in culturally diverse democratic societies Year of publication: 2016 Corporate author: Council of Europe This document is a product of a Council of Europe project which is taking place in four phases during 2014-17. The first phase has been devoted to the development of a conceptual model of the competences which citizens require to participate effectively in a culture of democracy. This document describes the model and the methods that were used to develop it. The document is aimed at readers who wish to understand the underlying assumptions and technical details of the model. Phase two of the project will be devoted to the development of descriptors (i.e. statements or descriptions of what a person is able to do if they have mastered the various competences that are specified by the model), phase three to ascertaining whether it is possible to assign the descriptors to levels of proficiency, and phase four to the production of supporting documentation. This documentation will be addressed to educational practitioners and policy makers, and will provide a less technical description of the current competence model. It will also explain how the model and the descriptors can be used to assist curriculum design, pedagogical design and the development of new forms of assessment (for use in either selfassessment or assessment by others). All of the materials that are produced by the project will eventually be incorporated into a Council of Europe reference framework of competences for democratic culture. Further information about the project is available from the project website: www.coe.int/competences 
From Access to Empowerment: Operational Tools to Advance Gender Equality in and Through Education Year of publication: 2021 Corporate author: UNESCO This toolkit has been developed to strengthen individual and institutional capacity to integrate gender equality into education programmes in an effective manner. It has been prepared for all UNESCO Education Sector staff, including those at Headquarters, in Field/Regional/Cluster Offices and in Institutes as well as for implementing partners. This toolkit provides orientation and operational tools to meaningfully integrate gender into all education programmes. The first part provides a short introduction to key concepts on gender equality in and through education and an overview on how gender equality in education links to UNESCO’s vision and internationally agreed objectives. The second part provides practical guidance on how to mainstream gender equality into an education programme, how to design gender-transformative programmes and finally, how to monitor and evaluate gender results in education programmes.