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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ESD Zoom Newsletters: COP22 Climate Action Year of publication: 2016 Corporate author: UNESCO ESD Zoom Newsletter COP22: Climate Action- COP22 advocates central role for education in international response to climate change- Education is key for green future says UNESCO Director-General at COP22- UNESCO launches two new publications International Events- First UNESCO Symposium on the Future of ESD held in Japanese town- ESD Prize 2016 awarded by UNESCO's Director-General in Paris- "Future of Education and Skills" meeting discusses conceptual learning framework and competencies On the Ground- In Ecuador, UNESCO launches Spanish version of "Tanah", a free game app to respond to earthquakes and tsunamis- Local communities in Tanzania learn to mitigate climate change- Promoting ESD through Community Learning Centres in Viet Nam GAP Key Partners- New app to discover the SDGs and share sustainable actions- OMEP launches Resource Bank on Early Childhood Education and ESD- Beijing International Forum on ESD gathers more than 300 experts- ESD guidelines for schools developed by Japan now availiable in English- Listen to Hilary Ewang Ngide speak about the commitment to the GAP of his organization CCREAD-Cameroon, following the winning of the UNESCO-Japan Prize on ESD- "Empowering the teacher of tomorrow" at LTN Conference in Tallinn 
Inequidad de género en los logros de aprendizaje en educación primaria ¿Qué nos puede decir TERCE?; resumen ejecutivo Year of publication: 2016 Author: Denisse Gelber, Ernesto Treviño, Pamela Inostroza Corporate author: UNESCO Santiago This premise of work clearly establishes that promoting learning opportunities for all will be one of the priorities in the Education 2030. Within this framework, UNESCO Santiago has its own instrument that allows delivering diagnosis and analysis in depth about the learning inequality within the region; the Thrid Regional Comparative and Explanatory Study, TERCE - carried out by the Latin American Laboratory for Assessment of the Quality of Education, LLECE, body bringing together 15 countries and coordinated by our Office. 
Discussion Paper for Women's Education and Political Participation Year of publication: 2012 Author: Subhalakshmi Nandi Corporate author: Asia South Pacific Association for Basic and Adult Education (ASPBAE) This paper is an outcome of the presentations and discussions from the Quality Adult Education (QAE) Benchmarking Workshop held in Jakarta in November '10, as well as a subsequent meeting of the core group for finalizing the paper (this meeting was held in New Delhi in March '11). Quality Adult Education Benchmarks for Indigeneous Education Year of publication: 2011 Author: Sandra L. Morrison | Timote Vaioleti Corporate author: Asia South Pacific Association for Basic and Adult Education (ASPBAE) In November 2010, in Indonesia, Asia South Pacific Association for Basic and Adult Education(ASPBAE) brought together a number of educators from across its region to discuss benchmarking quality adult education for indigenous peoples. Educators came from across the ASPBAE region including the Philippines, India, Nepal, New Zealand, Australia, Thailand, Indonesia and Uzbekistan to share experiences and to build a collective understanding of what constitutes a good quality adult education program for indigenous peoples. Discussions were informed by a broader ASPBAE Quality Adult Education Framework, which had its origins in discussions held in 2009. The Core of the Framework is grounded on ASPBAE’s commitment to education as a right, adult education for transformation, and adult and basic education as integral and inter‐connected components of the vision of lifelong learning (Guevara, 2010). Other frameworks promoted by ASPBAE for education to be empowering, pro‐poor, gender just and sustainable were also important considerations. The 2010 gathering served as a nodal point to discuss the ASPBAE framework more deeply and to reaffirm or create a set of benchmarks for indigenous education which can be validated through a subsequent national and regional consultation process. Gain or Drain: Understanding Public Private Partnerships in Education Year of publication: 2013 Corporate author: Asia South Pacific Association for Basic and Adult Education (ASPBAE) As a facilitating tool for education campaign coalitions and other education campaigners to begin to build deeper appreciation and understanding of the issue, this Primer specifically seeks to:• Contribute to achieving clarity on the origin, scope and context of PPPs in education• Provide a simple guideline in assessing PPP initiatives to measure how they relate to realising the right to education• Help education campaign coalitions and networks deepen their analyses and define their operational positions for policy engagement on PPP initiatives. 
Youth Driving Community Education: Testimonies of Empowerment from Asia and the Pacific Year of publication: 2014 Corporate author: UNESCO Institute for Lifelong Learning (UIL) | Asia South Pacific Association for Basic and Adult Education (ASPBAE) This publication presents a collection of testimonies from young women and men from vulnerable backgrounds who have transformed their lives through community education and development activities. Their testimonies describe the challenges they faced in pursuing an education, how they benefited from community education programmes, and the active roles they now play in community education and development.The publication will meet its objectives if it inspires young people and their partners to take action to:> Improve educational and learning environments for young men and women;> Improve the participation of young women in community building and democratic processes; and> Engage young men and women as active citizens working towards peace, democracy and sustainable development. Education and Lifelong Learning for Sustainable Development: Asia-Pacific Regional Consultation; 12 - 13 February, 2015, Vientiane, Lao PDR Year of publication: 2015 Author: Heribert Hinzen | Ounpheng Khammang | Somsy Southivong | Timote Masima Vaioleti The book contains all the texts which were transformed from the presentations during the consultations into written manuscripts. 
រ ល ស ត ុ ន ិ ងអភ ិ លក ិ ច ្ច ធន ន: ប ឈម និង រ ើ លព ី សន ្តិស ុ ខទ ឹ ក និង រ ល ស ត ុ ក ្នុង ងស ្ទ ឹ ង ម ួ យចំន ួ ន 'កម ្ពុ, អ ្ន ក+ស, ល សំ - ី ម ុំ និង បិុ ច ស ុ .ម Year of publication: 2015 Author: Sam Sreymom, Pech Sokhem Corporate author: Cambodia Development Resource Institute (CDRI) This book is the major output of a three-year research project titled “Climate Change and Water Governance in Cambodia”, supported by the International Development Research Centre (IDRC) of Canada. The book is the result of close collaboration between the Cambodia Development Resource Institute (CDRI), a lead institute, and project partners: the Ministry of Water Resources and Meteorology (MOWRAM), Ministry of Environment (MOE), Tonle Sap Authority (TSA), Royal University of Agriculture (RUA), Institute of Technology of Cambodia (ITC) and the Mekong Programme on Water, Environment and Resilience(M-POWER).The project focussed on three river catchments around the Tonle Sap Lake: Stung Chrey Bak in Kompong Chhnang province, Stung Chinit in Kompong Thom province and Stung Pursat in Pursat province. The main research outcomes encompass (1) better understanding among decision makers, researchers and students of the livelihood implications of hydrological and ecosystem changes caused by changes in climate and human systems in the Tonle Sap Basin, and (2) improved methods of integrating local knowledge and scientific empirical evidence into Cambodia’s policy and planning framework. 
Sharing Malaysian experience in participation of girls in STEM education Year of publication: 2016 Corporate author: UNESCO International Bureau of Education (IBE) The Malaysia government has placed STEM as a focus in developing the country towards achieving the status of a developed nation. The government acknowledges the role of women as equal partners in nation building. Thus, various policies ranging from economy, education, women’s welfare and human resources have been formulated through the years. These policies have resulted in among others, the increase in women researchers from 35.8% in 2004 to 49.9% in 2012 as well as more women’s participation in selected STEM courses at the tertiary level. A total of 84 girls’ day schools with 6 of them as residential STEM Girls’ schools have been built since 1939. There are many female role models in STEM for the girls to emulate. This has been made possible by the successful implementation of the various policies related to women in STEM as well as innovative measures in facing the continuing challenges in STEM education. 
Climate Change and Water Governance in Cambodia: Challenge and Perspectives for Water Security and Climate Change in Selected Catchments, Cambodia Year of publication: 2015 Author: Sam Sreymom, Pech Sokhem Corporate author: Cambodia Development Resource Institute (CDRI) This book is the major output of a three-year research project titled “Climate Change and Water Governance in Cambodia”, supported by the International Development Research Centre (IDRC) of Canada. The book is the result of close collaboration between the Cambodia Development Resource Institute (CDRI), a lead institute, and project partners: the Ministry of Water Resources and Meteorology (MOWRAM), Ministry of Environment (MOE), Tonle Sap Authority (TSA), Royal University of Agriculture (RUA), Institute of Technology of Cambodia (ITC) and the Mekong Programme on Water, Environment and Resilience(M-POWER).The project focussed on three river catchments around the Tonle Sap Lake: Stung Chrey Bak in Kompong Chhnang province, Stung Chinit in Kompong Thom province and Stung Pursat in Pursat province. The main research outcomes encompass (1) better understanding among decision makers, researchers and students of the livelihood implications of hydrological and ecosystem changes caused by changes in climate and human systems in the Tonle Sap Basin, and (2) improved methods of integrating local knowledge and scientific empirical evidence into Cambodia’s policy and planning framework.