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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Transforming Systems in Times of Adversity: Education and Resilience; White Paper Year of publication: 2019 Author: Ritesh Shah Corporate author: United States Agency for International Development (USAID) This white paper was commissioned to provide USAID, including Missions, Regional Bureaus, Pillar Bureaus, and the Office of U.S. Foreign Disaster Assistance (OFDA), with an overview of global and Agency thinking and practice on education and resilience and a foundation and justification for positioning USAID education efforts more concretely within a resilience frame.The white paper is organized into three key sections. The first section outlines the business case for resilience, explaining how and why resilience is an important consideration for education programs to consider in contexts of crisis and conflict and how education is well poised as a sector to contribute to strengthening resilience. The second section presents a conceptual framework for understanding how resilience operates through and within the education sector and program interventions. The third section provides a series of key considerations for developing and supporting USAID education programs with a resilience lens or focus. 
Missed opportunities: the high cost of not educating girls Year of publication: 2018 Author: Quentin Wodon | Claudio Montenegro | Hoa Nguyen | Adenike Onagoruwa Corporate author: Children's Investment Fund Foundation (CIFF) This report estimates the global impact of depriving girls of education as well as showing how educational attainment can affect their life chances and choices, and the outcomes of this at an individual, family and community level. Its findings show the transformative power of education for girls in six areas: (1) earnings and standards of living, (2) child marriage and early childbearing, (3) fertility and population growth, (4) health, nutrition and well-being, (5) agency and decision-making, and (6) social capital and institutions. Findings indicate that limited educational opportunities for girls and barriers to completing 12 years of education cost countries between $15 trillion and $30 trillion dollars in lost lifetime productivity and earnings. The report also finds that primary education is not enough. Across many indicators, benefits from primary education only are limited. 
United States Holocaust Memorial museum The website of the United States Holocaust Memorial Museum has extensive in-depth historical information about the Holocaust. It provides easy access to primary source documents, including photographs and maps that deal with the Holocaust. It also has broad information on genocide and mass atrocities. Education for citizenship and democracy in a globalized world: a comparative perspective Year of publication: 2005 Corporate author: Inter-American Development Bank The present document, Education for Citizenship and Democracy in a Globalized World: A Comparative Perspective, was developed in response to a request from the members of the Regional Policy Dialogue/Education Network. The studies in this document were presented and discussed during the VII Regional Policy Dialogue meeting held in January 2005 at the Inter-American Development Bank ’s headquarters in Washington, D.C. Within the general context of recent economic and political developments in Latin America and the Caribbean, experts regard free market and democracy as the fundamental economic and political paradigm leading to modernization and development in the global market. There is a concern in a number of democratic nation-states about levels of political engagement, particularly among the youths. This is cited as a reason for strengthening citizenship education.The studies presented in this document discuss Education for Citizenship and Democracy and the role of schools as systematic providers of the civic knowledge and the participatory practices that are the foundation of democracy. Among all of the institutions that facilitate the acquisition and development of skills for democratic participation, the school is the one that provide students with the competencies to effectively participate as citizens in a democracy. There has been an increasing interest in citizenship education both in the national and international contexts. At the national level, the aim is to pursue commitment and political participation, particularly from youth. In the international sphere, the objective is to find answers to the challenges such as immigration, global communications and trade across international borders and to a new level of awareness and appreciation for human rights. By providing a comprehensive overview of progress made by industrialized countries in the field of citizenship education, this study intents to share lessons learnt and effective practices which may be applied in the context of Latin America and the Caribbean. In addition, this study includes three experiences from Latin American countries (Chile, Colombia and Mexico) that were presented during the VII Regional Policy Dialogue. The three experiences show a practical and positive approach to the feasibility of introducing citizenship education in the schools of the Region. The cases present examples of reforms that evolved from the traditional civic education into an engaging education for citizenship and democracy. The Inter American Development Banks trusts that this publication will contribute to the discussions among member countries and create alternatives for the strengthening of democracy in the Region through education and citizenship. 
[Video] Central Asian Kids Share Their Views on Gender Inequality Year of publication: 2020 Corporate author: World Bank In Central Asia, and around the world, women earn 30% less than men. In anticipation of March 8, we asked the children what they think about it. 
Strengthening Kazakhstan's Education Systems: An Analysis of PISA 2009 and 2012 Year of publication: 2014 Author: Keiko Inoue | Lucas Gortazar Corporate author: World Bank This report is the result of the World Bank's education sector providing technical and analytical support to the Government of the Republic of Kazakhstan (RK) from 2013 to 2015 under the leadership of Keiko Inoue (Senior Education Specialist, Europe and Central Asia Region, World Bank) as part of the Joint Economic Research. This report is also part of a series of PISA country reporting programs prepared by the Education Sector for the Europe and Central Asia Region, and it is also the second World Bank report on the effectiveness of the education system in Kazakhstan based on an analysis of PISA data. Engaging and Educating Women and Girls in the Prevention of Violent Conflict and Violent Extremism Year of publication: 2014 Author: Kathleen Kuehnast Corporate author: United States Institute of Peace (USIP) Dr. Kathleen Kuehnast, director of the Center for Gender and Peacebuilding at the U.S. Institute of Peace, testified on the importance of engaging and educating women and girls in conflict zones in order to prevent and mitigate violent conflict and violent extremism. 
Realizing the Future of Learning: From Learning Poverty to Learning for Everyone, Everywhere Year of publication: 2020 Author: Jaime Saavedra | Cristian Aedo | Omar Arias | Adelle Pushparatnam | Halsey Rogers | Marcela Gutierrez Bernal | Sanna Ellinore Ahlgren | Maria Qureshi Corporate author: World Bank This report describes the World Bank’s vision for the future of learning and a strategic approach that lays out the lines of actions needed for education systems to move forward in accelerating learning improvement. To guide its policy advisory and operational support to countries, the report discusses policy actions that are needed to accelerate learning and that characterize the way many successful systems operate. These are presented within five interrelated pillars of a well-functioning education system that underpin the World Bank’s strategic education policy approach: learners, teachers, learning resources, schools, and system management.This report also reviews the current learning crisis, including the extent to which COVID-19 has exacerbated it, and then lays out a vision, policy priorities and some principles for education policy reform. 
Acting Now to Protect the Human Capital of Our Children: The Costs of and Response to COVID-19 Pandemic’s Impact on the Education Sector in Latin America and the Caribbean Year of publication: 2021 Corporate author: World Bank The sanitary and economic shocks caused by the COVID-19 pandemic brought about the most significant disruption in the history of the education sector in Latin America and the Caribbean region, leading to school closures at all levels and affecting over 170 million students throughout the region. Despite the tremendous efforts made by countries to mitigate the lack of in-person education through remote learning, education is taking a serious hit and outcomes are plummeting in the region. Learning poverty by the end of primary education could increase by more than 20 percent. Over 2 in 3 lower secondary education students could fall below minimum proficiency levels, and learning losses will be substantially larger for the most disadvantaged students. There is no time to lose. All countries must act now to make sure schools are ready to reopen safely and effectively country-wide so as to speed up the recovery process from the dramatic effects of the pandemic. They can leverage many emerging lessons and evidence, and must protect public funding for education, to enable this reopening process. While education systems face a challenge like no other, this exceptionally difficult situation also opens a window of opportunity to build back better their education systems to become more effective, equitable and resilient. 
Internationalization of Tertiary Education in the Middle East and North Africa Year of publication: 2020 Author: Giulia Marchesini | Lise Barbotte | Paul Cahu | Aurelia Hoffmann | Holly Johnstone | Mirna Mehrez | Marco Pasqualini | Francisco Marmolejo Corporate author: World Bank This report draws on available data to respond to both a real need for regional analysis and a direct demand from stakeholders, including tertiary education institutions in MENA. Encouraging internationalization to be mainstreamed throughout MENA is the objective that this report seeks to achieve by way of stimulating regional policy dialogue on the subject. The report presents some global trends in internationalization and details its main benefits, before providing an overview of the current status of internationalization in the MENA region, including an in-depth analysis of student mobility. In its reflections on the way forward for the region, the report situates its recommendations in the context of COVID-19, within which, despite serious challenges due to a lack of attractiveness of the region, MENA may find a key opportunity. It suggests that adapting to the “new normal” through the deeper implementation of internationalization “at home” – a dimension that does not require physical mobility and, being implemented within domestic environments, has a much wider reach – may help enable the region to make strides towards catching up on the internationalization agenda.