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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Журналистика, «фейковые новости» и дезинформация : Руководство для академической и профессиональной подготовки журналистов Year of publication: 2019 Author: Julie Posetti | Cherilyn Ireton | Claire Wardle | Hossein Derakhshan | Alice Matthews | Magda Abu-Fadil | Tom Trewinnard | Fergus Bell | Alexios Mantzarlis Corporate author: Организация Объединенных Наций по вопросам образования, науки и культуры (UNESCO) Данное руководство призвано служить образцом международной учебной программы, открытой для адаптации и внедрения. Это значимая попытка осмыслить глобальную проблему дезинформации, с которой сталкивается общество в целом и журналистика в частности. Типовая учебная программа предназначена для того, чтобы ознакомить преподавателей журналистики и студентов-журналистов с вопросами, связанными с "фейковыми новостями", и представить образец учебного плана.Оно объединяет вклад ведущих международных преподавателей журналистики и исследователей, которые помогают обновлять методы и практику журналистики для решения проблем дезинформации и некорректной информации. Занятия являются комплексными: теоретическими, а в случае онлайн-верификации в высшей степени практическими. Используемые вместе в качестве курса или независимо друг от друга, они могут помочь обновить существующие учебные модули или создать новые. Это руководство является частью глобальной инициативы по повышению качества журналистского образования, которая находится в центре внимания международной программы ЮНЕСКО по развитию коммуникации (МПРК) и направлена на привлечение внимания к преподаванию, практике и исследованию журналистики с глобальной точки зрения, включая обмен передовым международным опытом. 
Disinfodemic: Deciphering COVID-19 Disinformation (Policy Brief; 1) Year of publication: 2020 Author: Julie Posetti | Kalina Bontcheva Corporate author: UNESCO The purpose of this brief is to provide a structure for understanding the COVID-19 disinfodemic and the responses to it, highlighting practices which have a bearing on the UN Sustainable Development Goals (SDGs), the right to health and the right to freedom of expression. SDG 16.10 calls for “public access to information and fundamental freedoms”. Desinfodemia: Descifrando la desinformación sobre el COVID-19 (Policy Brief; 1) Year of publication: 2020 Author: Julie Posetti | Kalina Bontcheva Corporate author: UNESCO El propósito de este resumen es presentar una estructura para comprender la ‘desinfodemia’ del COVID-19 y las respuestas respectivas, resaltando las prácticas pertinentes a los Objetivos de Desarrollo Sostenible de la ONU, al derecho a la salud y al derecho a la libertad de expresión. EL ODS16.10 subraya la necesidad de “acceso público a la información y libertades fundamentales”. Désinfodémie: Déchiffrer la désinformation sur le COVID-19 (Note d’orientation; 1) Year of publication: 2020 Author: Julie Posetti | Kalina Bontcheva Corporate author: UNESCO Le but de cette note d’orientation est de présenter une structure pour comprendre la désinfodémie sur le COVID-19 et les réponses possibles, en mettant en évidence les pratiques liées aux Objectifs de développement durable (ODD) des Nations Unies, le droit à la santé et le droit à la liberté d’expression. L’ODD 16.10 appelle à « un accès public à l’information et aux libertés fondamentales ». 
United Against Racism Year of publication: 2020 Corporate author: UNESCO We all can do something against racism. You too. Join UNESCO and leading personalities from all over the world in denouncing mounting racial discrimination.This video features messages by the following prominent women and men from the worlds of cinema, the media, music, sport and science alongside UNESCO Director-General Audrey Azoulay: Charlotte Gainsbourg, Freida Pinto, Naomi Campbell, UNESCO Goodwill Ambassador Jean-Michel Jarre, UNESCO Artist for Peace Marcus Miller, Jorge Ramos, UNESCO Goodwill Ambassador Yalitza Aparicio, Rossy de Palma, UNESCO Goodwill Ambassador Sumaya bint Al Hassan, Bobi Wine, UNESCO Goodwill Ambassador Herbie Hancock, UNESCO Goodwill Ambassador Forest Whitaker, UNESCO Champion for Girls’ and Women’s Education Nadia Nadim, Amadou Gallo Fall, Ada Hegerberg and UNESCO Artist for Peace Gilberto Gil.UNESCO has been on the forefront of the fight against racism since its creation in 1945. In 1978, it adopted the Declaration on Race and Racial Prejudice which reaffirms that “All human beings belong to a single species and are descended from a common stock. They are born equal in dignity and rights and all an integral part of humanity.”Learn more: Fight against Racism and Discrimination 
可持续发展教育: 路线图 Year of publication: 2022 Corporate author: 联合国教科文组织 (UNESCO) 本文是联合国教科文组织实施可持续发展教育所制定的路线图，旨在阐明地球面临的紧迫挑战，探讨教科文组 织通过教育应对这些挑战的下一步工作，并详细梳理新的侧重点和行动。 
Gender, Media and ICTs: New Approaches for Research, Education & Training Year of publication: 2019 Author: Lisa French | Aimée Vega Montiel | Claudia Padovani Corporate author: UNESCO Higher education has to grapple with intense change in communications technologies, genres and business models - and with stubborn continuities in gender inequalities. This publication helps to navigate and transform the conundrum. It provides seven structured and practical modules, and a treasure trove of links to further resources. The book’s contents can empower its readers to advance gender equality in and through communications. 
Culture | 2030 Indicators: Thematic Indicators for Culture in the 2030 Agenda Year of publication: 2019 Corporate author: UNESCO The Culture|2030 Indicators is a framework of thematic indicators whose purpose is to measure and monitor the progress of culture’s enabling contribution to the national and local implementation of the Goals and Targets of the 2030 Agenda for Sustainable Development (SDGs). The methodology is developed to assist countries and cities with very different capacities regarding the collection of data and cultural statistics. The evidence gathered will inform policies and decisions as well as operational actions enabling greater investments in culture as a sector of activity and a greater recognition of its transversal role across other sectors. 
Teacher Policy Development Guide Year of publication: 2019 Corporate author: UNESCO | International Task Force on Teachers for Education 2030 Countries will need to have a broad perspective on teacher issues in order to meet Sustainable Development Goal 4 and address the provisions on Teachers in the Incheon Declaration with the Framework for Action of Education 2030. A system to orient the elaboration and/or review of national teacher policies will be a useful tool. The International Teacher Task Force builds on its comparative advantage as a global multiple-stakeholder alliance joining hands to address the global teacher challenges, to offer the present Teacher Policy Development Guide.Users will find relevant definitions of concepts, description of the different dimensions of teacher issues and how they correlate, and suggestions of phases in the process of developing a national teacher policy. Of utmost importance is the involvement of all stakeholders, especially the teachers, in the process. 
International Conference on School Bullying: Recommendations by the Scientific Committee on Preventing and Addressing School Bullying and Cyberbullying Year of publication: 2020 Corporate author: UNESCO | France. Ministère de l'éducation nationale, de la jeunesse et des sports UNESCO and the French Ministry of Education, Youth and Sports organize an International Conference on School Bullying on 5 November 2020. The conference builds on commitments made at the July 2019 meeting of education ministers of the G7, under the French Presidency, and marks the celebration of the first-ever International Day Against Violence and Bullying at School including Cyberbullying.This document presents a summary of a first set of recommendations made by the Scientific Committee on three key issues:- How should the definition of school bullying be revisited to develop more comprehensive and targeted initiatives to tackle bullying in all its forms? What aspects should be considered for a more inclusive definition?- How effective national responses to bullying should look like, based on existing evidence? What are the key components and characteristics of a comprehensive approach to bullying and cyberbullying?- What additional or specific strategies and actions should be taken into consideration when planning and implementing responses to cyberbullying?