Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,224 Results found
Participación del sector privado en la Educación en situaciones de emergencia: Derechos y regulaciones Year of publication: 2021 Author: Francine Sara Menashy | Zeena Zhakaria Corporate author: Inter-agency Network for Education in Emergencies (INEE) Las iniciativas que buscan garantizar una educación inclusiva y equitativa para todos han generado peticiones para una mayor involucramiento del sector privado, afirmando que las empresas y las fundaciones pueden jugar un papel importante como socios para alcanzar el Objetivo de Desarrollo Sostenible 4 (ODS4). En los últimos años, debido a la falta de financiamiento público y a la necesidad de respuestas urgentes, ha crecido la participación del sector privado en diversos aspectos de la programación educativa para la educación en situaciones de emergencia (EeE). Esta forma de trabajar, sin embargo, puede causar tensiones entre la participación del sector privado y la respuesta humanitaria en materia de educación. Es necesario resolver estas tensiones, lo cual requiere una mayor coordinación, abogacía y atención. Este informe explora algunas de estas tensiones y ofrece recomendaciones para apoyar la priorización de una educación pública segura, equitativa y de calidad para todos los niños, niñas y jóvenes afectados por crisis. La INEE apoya el derecho que tienen todas las personas jóvenes a la educación y reconoce al Estado como el principal responsable de la escolarización, en línea con declaraciones, marcos e instrumentos legales internacionales que reconocen y protegen el derecho a la educación. 
Localizing the 2030 Agenda and Global Citizenship Education: An Essential Dialogue Year of publication: 2020 Corporate author: Diputació de Barcelona Diputació de Barcelona has produced a document that offers guidelines to strengthen the links between Global Citizenship Education (GCE) actions and localizing SDGs initiatives, in order to drive real changes in local policies.What we call Global Citizenship Education (GCE) brings together key elements of different educational trends, such as development education, peace education or education for sustainability, among others. Each of them has decades of experience in promoting changes in citizen’s knowledge, attitudes and behaviours through formal or informal channels. This experience can help to reinforce the 2030 Agenda’s capacity to generate real change towards a more sustainable future for the planet, connecting local and global realities and highlighting interdependencies and co-responsibility. The document points out what can be done at the local level to improve this dialogue between SDG and GCE with practical proposals such as introducing GCE perspective in the SDGs training activities or implementing joint initiatives between development cooperation departments and other areas to reach new audiences. Localización de la agenda 2030 y la educación para la ciudadanía global: Un diálogo imprescindible Year of publication: 2020 Corporate author: Diputació de Barcelona Este documento pretende contribuir al diálogo entre los procesos de localización de la Agenda 2030 y la ECG, así como ofrecer orientaciones concretas para la acción local. 
Digital Empowerment of Girls Year of publication: 2018 Corporate author: Plan International Despite the accumulated efforts and commitments of the past 20 years, today’s women and girls continue to face gender-based barriers that prevent them from accessing and utilising technology and digital tools at the same level as boys and men.Girls are 5 times less likely to consider a career in tech than boys.Equality of education is essential to redress the digital gender gap – which is sadly growing – but it’s not the only method.We must make tech safe, affordable and accessible to girls – wherever they live. We must tackle the ingrained gender norms that prevent girls from seeing digital roles as accessible career paths.Rather than making assumptions about what girls want and need from technology, we must work with them to create solutions for the issues that affect them by enabling them to learn digital skills.Technology can be a powerful tool for girls’ voices to become even louder and reach even further.This briefing paper provides recommendations for closing the digital gender gap that will enable girls to participate in and contribute to our increasingly digital future.Despite the accumulated efforts and commitments of the past 20 years, today’s women and girls continue to face gender-based barriers that prevent them from accessing and utilising technology and digital tools at the same level as boys and men.Promoting girls’ digital literacy and closing the digital gender gap will play an important role in achieving gender equality and promoting the rights of girls and women worldwide.Plan International strives to build a world in which girls have the tools and the power to shape their own futures and influence decision making and policy processes at local and global levels. Technology is not a prerequisite for being a change agent or a leader, but it can be a powerful tool for girls’ voices to become even louder and reach even further. Similarly, social media can be used as a vehicle to spread inspirational stories of female leaders and connect activists and changemakers across the world.Digital technologies have a strong potential to empower girls and women economically and socially. Girls feel safer and more connected when they have a mobile phone, and they use mobile phones to save time and money and access educational opportunities. Yet girls and women are, on average, less likely than men to own a mobile phone, use mobile data, social media apps or SMS. There is also a stark gender disparity in access to the Internet, which limits the ability of girls and women to benefit from many innovations of the digital economy, such as digital payments and mobile money. The gender disparity in access to technology is compounded by a significant gender divide in terms of career and academic aspirations related to ICTs.Advancing digital equality for girlsThis briefing paper argues that promoting girls’ digital literacy and closing the digital gender gap will play an important role in achieving gender equality and promoting the rights of girls and women worldwide. Indeed, bridging the digital gender divide is essential in ensuring girls and women are not left behind in an increasingly digital future.The paper also argues that actions promoting girls’ digital empowerment should be guided by the principle of engaging girls and women as active, capable partners in our work, not merely passive recipients or targets. Rather than making assumptions about what girls want and need from technology, it is important to work together with girls to strengthen and develop their use and creation of technology and digital tools. Empoderamiento digital de las niñas Year of publication: 2018 Corporate author: Plan International Este documento informativo argumenta que mediante la promoción de la alfabetización digital de las niñas y el cierre de la brecha digital de género se podrá conseguir importantes logros con respecto a la igualdad de género y la promoción de los derechos de las niñas y mujeres en todo el mundo. 
20 Years of INEE: Achievements and Challenges in Education in Emergencies Year of publication: 2020 Corporate author: Inter-agency Network for Education in Emergencies (INEE) This report highlights the continued relevance of INEE 20 years on. It presents new data that shows 127 million primary and secondary school-age children and young people living in crisis-affected countries were out of school in 2019. This is equivalent to almost half of the global out-of-school population, even though only around 29% of children and young people in this age group globally live in crisis-affected countries. These figures are based on new data provided by the UNESCO Institute for Statistics (UIS). The report also demonstrates the still urgent need to prioritize education and financing of education in emergencies, particularly in ‘forgotten’ crises. 20 ans de l’INEE : Réalisations et Défis dans l’Éducation en Situations d’Urgence Year of publication: 2020 Corporate author: Inter-agency Network for Education in Emergencies (INEE) Ce rapport, qui marque le 20e anniversaire de l’INEE, souligne les réalisations dans le domaine de l’ESU au cours des deux dernières décennies et identifie les défis permanents. Il retrace les changements qui ont amené l’ESU dans les programmes mondiaux de planification et d’action et note les étapes clés du développement de l’ESU en tant que domaine reconnu. Reconnaissant également les engagements énoncés dans l’Agenda 2030 pour le développement durable, notamment la promesse de veiller à ce que « personne ne soit laissé de côté » (ONU, 2015), ce rapport se tourne vers l’avenir en recommandant des actions immédiates et durables pour atteindre l’Objectif de Développement Durable 4 (ODD 4), une éducation de qualité et des possibilités de formations permanente inclusives et équitables pour tous - incluant les enfants et les jeunes dans les contextes de crise (ONU, 2015). 20º aniversario de la INEE: Logros y desafíos en la educación en situaciones de emergencia Year of publication: 2020 Corporate author: Inter-agency Network for Education in Emergencies (INEE) Este informe, con motivo del 20.º aniversario de la INEE, enfatiza los logros alcanzados en el ámbito de la EeE en las últimas dos décadas y señala los desafíos que siguen existiendo. Explora los cambios que facilitaron la inclusión de la EeE en los programas globales de planificación y acción, y señala los hitos principales en el desarrollo de la EeE como un campo reconocido. Asimismo, este informe reconoce los compromisos establecidos en la Agenda de Desarrollo Sostenible de 2030, incluido el compromiso de «no dejar a nadie atrás» (ONU, 2015), y enfrenta el futuro con la recomendación de acciones inmediatas y sostenidas para alcanzar el Objetivo de Desarrollo Sostenible 4 (ODS 4),una educación de calidad inclusiva y equitativa, y oportunidades de aprendizaje durante toda la vida para todos; incluidos los niños, niñas y jóvenes en contextos de crisis (UN, 2015). 
Flexible Learning Pathways in Malaysian Higher Education: Balancing Human Resources Development and Equity Policies Year of publication: 2020 Author: Morshidi Sirat | Abdul Karim Alias | Hazri Jamil | Wan Zuhainis Saad | Muhamad Saiful Bahri Yusoff | Munir Shuib | Mahiswaran Selvanathan | Muhammad Muftahu | Majid Ghasemy | Mazlinawati Mohamed Corporate author: Commonwealth Tertiary Education Facility (CTEF) | UNESCO International Institute for Educational Planning (IIEP) Malaysia’s higher education system is highly centralized, with a set of legislations to govern and monitor public universities and regulate the private higher education sector. The latest discourse, the Sustainable Development Goals (SDGs), particularly SDG4, pitted against existing policies on lifelong learning, presented an opportunity to assess practices at the institutional level. In the national context, there is a need to confirm the extent to which the linkages between national policies on lifelong learning, strategies, instruments, and institutional practices in terms of flexible learning pathways (FLPs) have benefited nontraditional learners, disadvantaged and marginalized groups. Hence, this research aims to investigate how FLPs have benefited particularly the bottom 40 percent of households (B40 households), disadvantaged and marginalized groups, persons with disabilities, and also women in Malaysia. 
Envision 4.7 Event and Roadmap Year of publication: 2021 Corporate author: Bridge 47 Envision 4.7 took place in Helsinki in 2019, bringing together 200 education practitioners, civil society representatives and decision makes to create the Envision 4.7 Roadmap, a policy guideline to the future implementation of SDG Target 4.7 in Europe.