Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,433 Results found
The Socio-Cultural Impact of COVID-19: Exploring the Role of Intercultural Dialogue in Emerging Responses Year of publication: 2020 Author: Fethi Mansouri Corporate author: UNESCO This brief illustrates, proponents and practitioners of ICD were quick to adapt to this crisis situation and shifted much of their activities online in order to mitigate the negative impacts of the pandemic. The shift has ensured that cross-cultural exchange, mutual support and intergroup solidarity, all key dimensions of the ICD approach, can be maintained in safe online contexts and thus continue to play a key role within the socio-cultural response to COVID-19.Through inductive exploration of authentic, local, community responses to the COVID-19 crisis, this brief aims to shed light on the new context in which the ICD agenda is being pursued, complementing the many existing quantitative analyses of the socio-cultural impact of the pandemic. 
Enseigner et apprendre avec Twitter Year of publication: 2019 Corporate author: Twitter | Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Ce document est destiné aux enseignants qui souhaitent créer des cours axés sur l'éducation aux médias et à l'information, et leur lien avec le fait d'être un « citoyen du monde » et un « citoyen numérique ». Que vos cours soient orientés sur l'éducation aux médias et à l'information (MIL), sur les bonnes habitudes à adopter sur Internet ou toute autre compétence liée à l'utilisation du Web, ce document contient des informations qui pourront vous être utiles. 
The Digital Transformation of Education: Connecting Schools, Empowering Learners Year of publication: 2020 Author: Ana Sepúlveda | Doreen Bogdan-Martin | Alex Wong | Chris Fabian | Borhene Chakroun | Anna Polomska | Samantha O’Riordan | Miguel Alcaine | Istvan Bozsoki | Vladimir Daigele | Jose Maria Diaz Batanero | Hani Eskandar | Aminata Amadou Garba | John Garrity | Farid Nakhli | Sylvia Poll Ahrens | Martin Schaaper | Christine Sund | Nancy Sundberg | Sandeep Taxali | Cleveland Thomas | Frank McCosker | James Lo | Fengchun Miao | Jaime Archundia | Janice Dean | Sophia Farrar | Sunita Grote | Aditi Poddar | Naroa Zurutuza | Nanjira Sambuli | Kavita Gupta Corporate author: International Telecommunication Union (ITU) | UNESCO | United Nations Children's Fund (UNICEF) This report looks into school connectivity and introduces a methodology and framework for mapping and connecting primary and secondary schools to the Internet. It aims to help governments, their partners and interested stakeholders to develop more holistic school connectivity plans. The analysis of this report provides a better understanding of the school connectivity landscape and requirements, to evaluate the benefits of different technologies for different environments, and to analyze business and financial models, as well as suitable content articulating connectivity with quality, safe, and inclusive learning. 
Balancing Act: Countering Digital Disinformation While Respecting Freedom of Expression Year of publication: 2020 Author: Kalina Bontcheva | Julie Posetti Corporate author: UNESCO | Broadband Commission for Sustainable Development. Working Group on AI Capacity Building | International Telecommunication Union (ITU) This report provides stakeholders with a rich suite of sector-specific recommendations, as well as a helpful 23-point framework that can be used for assessing any particular response to disinformation in the context of freedom of expression challenges. This research will help the widest range of key actors to better understand this phenomenon, and especially the way the world is responding to it, and where the gaps are.At the heart of this knowledge product is the need to balance responses to disinformation with respect for freedom of expression. The research shows us that this can be done. 
Media and Information Literacy: Policy and Strategy Guidelines Year of publication: 2013 Author: Alton Grizzle | Penny Moore | Michael Dezuanni | Sanjay Asthana | Carolyn Wilson | Fackson Banda | Chido Onumah | Maria Carme Torras Calvo Corporate author: UNESCO This resource aims to treat MIL as a composite concept, unifying information literacy and media literacy as well as considering the right to freedom of expression and access to information through ICTs. It is divided into two parts. Part 1 is the MIL Policy Brief, and is designed for policy or decision makers and can serve as a summary of the publication. Part 2 is divided into several comprehensive chapters and suggests: 1) how to enlist MIL a development tool; 2) conceptual frameworks for MIL policies and strategies; and 3) model MIL policy and strategies that can be adapted by countries globally. 
Beijing+25: Generation Equality Begins With Adolescent Girls' Education Year of publication: 2020 Corporate author: Plan International France | France. Ministry for Europe and Foreign Affairs | UNESCO This publication examines progress and persistent gaps in our efforts to achieve gender equality in and through education since the adoption of the Beijing Platform for Action 25 years ago. In 2018, 130 million girls worldwide were out of school, and only two out of three girls were enrolled in secondary education. The crisis related to the COVID-19 pandemic is likely to further widen these gaps and threatens to interrupt the education of more than 11 million girls.This publication demonstrates the importance of adolescent girls' education for the advancement of the Beijing Platform for Action’s visionary agenda, and the achievement of the Sustainable Development Goals.It provides recommendations to fast-track investments and action on adolescent girls’ education during the 2021 Generation Equality Forum, and the related Action Coalitions aiming to accelerate progress for gender equality. It promotes intersectoral approaches and multi-stakeholder partnerships, and focuses on three ‘levers of action’: comprehensive sexuality education, the involvement of adolescent girls in science, technology, engineering and mathematics education, and the development of adolescent girls’ leadership. It shares adolescent girls’ own priorities and expectations, and their vision of what is needed for an equal future for us all. Pékin+25 : La Génération Égalité commence par l’éducation des adolescentes Year of publication: 2020 Corporate author: Plan International France | France. Ministry for Europe and Foreign Affairs | Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Cette publication examine les progrès et les lacunes persistantes dans nos efforts pour parvenir à l'égalité des genres dans et par l'éducation depuis l'adoption du Programme d'action de Pékin il y a 25 ans. En 2018, 130 millions de filles dans le monde n'étaient pas scolarisées et seules deux filles sur trois étaient inscrites dans l'enseignement secondaire. La crise liée à la pandémie de COVID-19 est susceptible d'élargir encore ces écarts et menace d'interrompre l'éducation de plus de 11 millions de filles.Cette publication démontre l'importance de l'éducation des adolescentes pour l'avancement de l’agenda visionnaire du Programme d'action de Pékin et la réalisation des objectifs de développement durable.Elle formule des recommandations pour accélérer les investissements et les actions en faveur de l’éducation des adolescentes lors du Forum Génération Égalité de 2021 et des coalitions d’action qui seront lancées visant à accélérer les progrès en faveur de l’égalité des genres. Elle promeut des approches intersectorielles et des partenariats multipartites et se concentre sur trois « leviers d'action »: une éducation complète à la sexualité, la participation des adolescentes aux sciences, à la technologie, à l'ingénierie et aux mathématiques, et le développement du leadership des adolescentes. Elle fait part des propres priorités et attentes des adolescentes, ainsi que de leur vision de ce qui est nécessaire pour un avenir égal pour tous et toutes. 
What Have We Learnt?: Overview of Findings From a Survey of Ministries of Education on National Responses to COVID-19 Year of publication: 2020 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) | World Bank As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS) were analysed. They cover government responses to school closures from pre-primary to secondary education. 
International Literacy Day: Background Paper on 'Youth and Adult Literacy in the Time of COVID-19; Impacts and Revelations' Year of publication: 2020 Corporate author: UNESCO Specially prepared on the occasion of International Literacy Day 2020, this background paper illustrates the impact of the COVID-19 crisis on youth and adult literacy, based on the limited information that is currently available. It provides five regional snapshots and identifies preliminary lessons learned thus far, while aiming to inspire continued reflection and subsequent action. It also makes the case for the ongoing importance of advancing youth and adult literacy, a priority that was already neglected even before the pandemic but which deserves all our attention. ILD 2020 thus seeks to trigger reimaginations of literacy teaching and learning in the COVID-19 crisis and beyond, with a particular focus on the role of educators. 
What Does the Rule of Law Have to Do With Me? Year of publication: 2020 Corporate author: UNESCO Using fun, interactive pedagogical tools and a classroom setting, this video explains to young people the basic concept of the rule of law and how they can engage in building a society on just laws which protect the fundamental rights of the individual and promote citizenship (https://en.unesco.org/themes/gced).In simple engaging language with real life examples and interaction with pupils, it explains 'accountability', 'freedom of expression', the characteristics of good law and equality before the law.The video describes the UNESCO-UNODC partnership on education for the rule of law (https://en.unesco.org/themes/gced/rul...) which works to bridge the gap between education and justice and supports Sustainable Development Goals 4 (in particular target 4.7) and 16. The partnership has developed interactive handbooks for schools and guidance for policy-makers.