Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,436 Results found
Sub-Education Policy Review Report: Inclusive Education Year of publication: 2021 Corporate author: UNESCO Inclusion highlights opportunities for an equal involvement of individuals with disabilities (physical, social, and emotional) when possible into typical education, but leaves accessible the probability of individual selections and possibilities for special aid and accommodations for persons who need it. This review was initiated by UNESCO to inform the ongoing discourse about inclusive education within Malaysia, Indonesia, Brunei, Philippine and Timur-Leste. Sustainable Development Goal 4 (SDG 4) reinforces the importance of inclusive education which adheres nations to adopt the framework of action in providing inclusion and equity through education of children with perceived differences. The review contributes to the body of literature on inclusive education by synthesizing policy recommendations and evaluations and identifying contradictions and overlaps in those policies. This review draws upon UNESCO reports pertaining to inclusive education policies and initiatives. In addition, a systematic review of empirical studies on inclusive education policy (2010-2020) identified from related and major databases (Eric) is conducted. Both the UNSECO reports and empirical studies are analyzed based on the SDG4 and its targets pertaining to inclusion policy. 
National Education Responses to COVID-19: The Situation of Latin America and the Caribbean Year of publication: 2021 Corporate author: UNESCO The COVID-19 pandemic caused the greatest global, simultaneous interruption of education services in recent history. It has impacted over 90% of the worldwide student population from preschool to higher education.Latin American and Caribbean countries have engaged in enormous efforts to promote continuity of teaching and learning in this context. In spite of this, profound inequities persist in school systems that limit the capacity to reach the entire population.It is imperative to have information that contributes to guiding the actions that may mitigate or reverse the pandemic’s negative impacts on learning and educational inequities.This report presents a regional overview based on the results of the “Survey on National Education Responses to COVID-19,” which was implemented by UNESCO, UNICEF and the World Bank between May and October 2020. Las respuestas educativas nacionales frente a la COVID-19: El panorama de América Latina y el Caribe Year of publication: 2021 Corporate author: UNESCO La pandemia de la COVID-19 provocó la mayor interrupción de servicios educativos, de forma global y simultánea, de la historia reciente y ha afectado a más del 90% de la población mundial de estudiantes, desde la educación preprimaria hasta la educación superior.Los países de América Latina y el Caribe han llevado adelante enormes esfuerzos para promover la continuidad de la enseñanza y el aprendizaje en este contexto. A pesar de ello, persisten en los sistemas escolares profundas inequidades que limitan la capacidad de alcanzar a toda la población.Es imperativo contar con información que contribuya a orientar las acciones que permitan atenuar o revertir los impactos negativos que ha provocado la pandemia en los aprendizajes y en las desigualdades educativas.Para ello este reporte presenta un panorama regional a partir de los resultados de la “Encuesta sobre las respuestas nacionales en materia de educación frente a la COVID-19", implementada por la UNESCO, UNICEF y el Banco Mundial entre mayo y octubre de 2020. 
The World in 2030: Public Survey Report Year of publication: 2021 Corporate author: UNESCO This report presents the results of the World in 2030 Survey, launched by UNESCO in May 2020 to provide a platform for people to share their views on our world’s most pressing challenges, including what specifically they are worried about, and, most importantly, what solutions they feel are mostneeded. The results of this survey present a clear and systematic framework for action, one that can enrich global reflection over the coming decade as part of a renewed push to achieve the Sustainable Development Goals of the UN 2030 Agenda.Over 15,000 respondents from all regions of the world responded to the survey, providing a clear snapshot of global per- spectives. This survey received particular participation from women and young people. A majority of respondents had a university education, and the top region from which participants hailed was Latin America and the Caribbean.Responses to the World in 2030 Survey indicate clear trends in the concerns felt by global citizens. According to survey respondents, the top challenge facing peaceful societies in the lead up to 2030 was, by far, climate change and loss of biodiversity, ranking in the top four challenges of 67% of respondents, and coming out on top for all regions and demographics. When examining this challenge, people were most concerned about increasing natural disasters and extreme weather, loss of biodiversity and its impact on people, pollution of the ocean and rising sea levels, and risk of conflict or violence. The top proposed solutions were investing in green energy and sustainable economies, teaching sustainability through education, effective international cooperation, and building trust in science and science-based decisions.The next four most highlighted global challenges were violence and conflict (44%), discrimination and inequality (43%), lack of food, water and housing (42%), and health and disease (37%). There was some limited variation in the rankings of the relative importance of these four challenges across regions and demographics. For example, women and minority group respondents both ranked discrimination and inequality as the second most important global challenge, following climate change and biodiversity loss, rather than third, while respondents from indigenous communities and from Asia and the Pacific ranked health and disease as the second most important global challenge, rather than fifth. The World in 2030 survey was an open online questionnaire held from May to September 2020. It was made available in more than 25 languages. This report also analyses results along regional, gender, age and other demographic lines, presenting a complex and valuable portrait of global sentiment on these key issues. 
Mapping the Mainstreaming of Education for Sustainable Development Across SDG 4.7: A Comparative Analysis of the Mainstreaming of ESD in Cyprus, Greece, Malta and Turkey Year of publication: 2020 Author: Devonne Goad Corporate author: UNESCO The objective of the present report is to summarize the state of ESD implementation in Cyprus, Greece, Malta and Turkey. This report summarizes and shares the successes and challenges highlighted within National Implementation Reports, as such a summary could be an important contribution to UNESCO, as the organization is currently facilitating dialogues to establish the direction of the new global programme for ESD. For that reason, these four countries within the regional scope of the UNESCO Regional Bureau in Venice, Italy, were chosen for the preliminary study. For the purpose of this study, the binary data contained within the National Implementation reports of Cyprus, Greece, Malta and Turkey were extracted to summarize the state of ESD implementation. 
Freedom & Creativity: Defending Art, Defending Diversity; Special Edition Year of publication: 2020 Author: Laurence Cuny Corporate author: UNESCO In anticipation of the third edition of Re|Shaping Cultural Policies, this special edition of the Global Report series that monitors the implementation of the 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions, focuses on one of the Convention’s overarching goals: the promotion of human rights and fundamental freedoms and, in particular, artistic freedom. Freedom of expression, information and communication, as well as the ability of individuals to choose cultural expressions is a prerequisite for the protection and promotion of the diversity of cultural expressions.Building on the recommendations put forth in the 2018 Global Report, this special edition provides an overview of current advances and challenges in the legal protection of artistic freedom, the protection of the social and economic rights of artists and cultural professionals and the monitoring of artistic freedom at the national, regional and international levels.By producing new evidence and valuable analysis, the 2005 Convention Global Report series is intended as a reference tool for cultural policymaking and advancing creativity for development. Libertad & creatividad: defender el arte, defender la diversidad; edición especial Year of publication: 2020 Author: Laurence Cuny Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Como anticipo de la tercera edición de Re|Pensar las políticas culturales, esta edición especial de la serie de Informes Mundiales, que examina la aplicación de la Convención de 2005 sobre la Protección y Promoción de la Diversidad de las Expresiones Culturales, se centra en uno de los objetivos principales de la Convención: la promoción de los derechos humanos y las libertades fundamentales y, en particular, la libertad artística. Libertad de expresión, información y comunicación, así como la capacidad de las personas para elegir las expresiones culturales es un requisito previo para la protección y promoción de la diversidad de las expresiones culturales.Apoyándose en las recomendaciones formuladas en el Informe Mundial de 2018, esta edición especial ofrece una visión general de los avances y desafíos actuales en la protección jurídica de la libertad artística, la protección de los derechos sociales y económicos de los artistas y profesionales de la cultura y la supervisión de la libertad artística a nivel nacional, regional e internacional.Con su aporte de nuevas pruebas y valiosos análisis, la serie de Informes Mundiales de la Convención de 2005 está pensada como un instrumento de referencia para la formulación de políticas culturales y el fomento de la creatividad para el desarrollo. 
COVID 19, Technology-Based Education and Disability: The Case of Bangladesh; Emerging Practices in Inclusive Digital Learning for Students With Disabilities Year of publication: 2021 Author: Vashkar Bhattacharjee | Shahriar Mohammad Shiblee Corporate author: UNESCO This study sheds light on Bangladesh’s initiatives in the area of disability-inclusive education. The particu- lar focus is on the role of its Accessible Reading Materials (ARM) initiative and how this has contributed to ensuring disability-inclusive and accessible education during the COVID-19 pandemic in Bangladesh. ARM is a government-led initiative that was launched in 2014 by the then Access to Information (a2i) programme of the Prime Minister’s Office, now the Aspire to Innovate Programme of the Information and Communica- tion Technology (ICT) Division of the Government of Bangladesh. It was launched in recognition of the need for solutions to ensure virtual, as well as regular reading access for all students, including children and young people with barriers to reading. ARM is aimed at satisfying the educational needs of all students including students with print and learning disabilities. 
Women in Higher Education: Has the Female Advantage Put an End to Gender Inequalities? Year of publication: 2021 Author: Daniele Vieira do Nascimento | Takudzwa Mutize | Jaime Felix Roser Chinchilla Corporate author: UNESCO Regardless of encouraging statistics on women access to higher education, women still encounter obstacles when seeking to occupy key academic positions in universities, to be involved with relevant research, and to take leadership roles.Women are overrepresented among teaching staff at lower education levels, while their presence is markedly lower in tertiary education (vertical segregation). The same is true in school management and education policymaking. Women are also still underrepresented as senior faculty and in higher education decision-making bodies in many countries.In the area of research, men publish on average more articles than women showing there is a gender publication gap. Differences in men ́s and women ́s academic publication persist and are most pronounced for publications in top journals.STEM (science, technology, engineering, and mathematics) areas of study show a heavy underrepresentation of female students in most countries. This underrepresentation of female students is closely linked to the underrepresentation of female researchers in those areas. Globally, the percentage of females studying engineering, manufacturing and construction or ICT (information and communications technology) is below 25% in over two- thirds of countries.During the first wave of the COVID-19 pandemic, although submission of academic papers for publication increased in all months during the lockdown period, the rate of increase in submissions by female researchers was significantly less than those by male researchers. This deficit was also found to be especially pronounced among younger cohorts of female academics. Mujeres en la educación superior: ¿la ventaja femenina ha puesto fin a las desigualdades de género? Year of publication: 2021 Author: Daniele Vieira do Nascimento | Takudzwa Mutize | Jaime Felix Roser Chinchilla Corporate author: UNESCO Aunque son alentadoras las estadísticas sobre el acceso de las mujeres a la enseñanza superior, las mujeres siguen topándose con obstáculos cuando intentan ejercer puestos académicos clave en las universidades, participar en investigaciones relevantes y asumir funciones de liderazgo.Las mujeres están sobrerrepresentadas entre el personal docente de los niveles educativos inferiores, mientras que su presencia es notablemente menor en la enseñanza superior (segregación vertical). Lo mismo ocurre en los puestos de dirección de centros educativos y en la elaboración de las políticas educativas. En muchos países, las mujeres siguen estando infrarrepresentadas en los niveles superiores del profesorado y en los órganos de decisión de la enseñanza superior.En el ámbito de la investigación, los hombres publican en promedio más artículos que las mujeres, lo que demuestra que existe una brecha de publicación entre ambos sexos. Las diferencias entre la cantidad de publicaciones académicas de hombres y la de mujeres persisten y son más acentuadas cuando se trata de publicaciones en las revistas más destacadas. En las áreas de estudio STEM (ciencia, tecnología, ingeniería y matemáticas) se observa una fuerte infrarrepresentación de las estudiantes en la mayoría de los países. Esta infrarrepresentación de las estudiantes guarda estrecha relación con la infrarrepresentación de las investigadoras en esas áreas. A escala mundial, el porcentaje de mujeres que estudian ingeniería, industria y construcción o tecnologías de la información y la comunicación (TIC) se ubica por debajo del 25 % en más de dos tercios de los países.