Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
8,328 Results found
Empowering women for the good of society: gender-based resilience Year of publication: 2023 Author: Squicciarini, Mariagrazia | Sarlat, Garance | Manca, Anna Rita Corporate author: UNESCO <Short Summary> Let’s change the resilience paradigmWhat are the root causes and drivers of resilience? Societal resilience is shaped by the unique roles that individuals play and their ability to respond to shocks, gender-based expectations and discriminations hinder women’s and girls’ ability to participate in, and contribute to, society. In times of crises, their vulnerability intensifies resulting in a weakened response that ripples throughout society.In response, UNESCO designed the first Gender-Based Resilience Framework. As a compass for inclusive policymaking, this report analyzes how differences in opportunities, needs and constraints impact resilience and proposes a measurement Framework based on: (1) fundamental human rights; (2) socioeconomic characteristics, such as health, education, work, political engagement, and climate justice; (3) contextual factors, such as values and perceptions.Moving beyond the standard approach of coping with and recovering from shocks; UNESCO calls for a gender-transformative resilience, which leverages the interrelations between individuals and institutions. Decision- and policy-makers, researchers, and gender equality advocates are invited to use and add to this Framework to effectively navigate through current and future crises.It is only by empowering all women and girls, and people of all genders, that we will be able to face the challenges ahead. 
Inclusion and gender equality: brief on inclusion in education Year of publication: 2023 Corporate author: UNESCO <Brief on inclusion in education>Gender equality lies at the heart of inclusive education and efforts to ensure equal opportunities for all. To achieve inclusion and gender equality in and through education, governments must eliminate gender biases from curricula and learning materials, expand teacher training on gender-transformative pedagogy, and foster safe and inclusive learning environments to ensure that no one is left behind. This is key for the achievement of the United Nations 2030 Agenda for Sustainable Development and in particular Sustainable Development Goal (SDG) 4 on ensuring the right to inclusive and equitable quality education and lifelong learning and SDG 5 on gender equality.<Introduction>Gender refers to the socially constructed roles and relationships, personality traits, attitudes, behaviours, values, relative power and influence that society ascribes to the two sexes on a differential basis. Gender affects people’s lives every day in myriad ways. Gendered expectations, whether of oneself or of others, impact the choices people make. They structure people’s relationships and have the power to shape what people believe they can and should accomplish. Gendered power structures distribute and influence power, often resulting in systemic inequalities (UNESCO, 2021).Gender also intersects with other characteristics which can exacerbate education exclusion, such as age, geography, poverty, disability, ethnicity, indigeneity, language, religion, and migration or displacement status. Addressing the overlapping differences that create disadvantage and marginalization can help to build more inclusive and equitable education systems.Achieving gender equality in and through education is essential for inclusive education and inclusive societies. It is key to the achievement of the United Nations 2030 Agenda for Sustainable Development and in particular Sustainable Development Goal (SDG) 4 on ensuring the right to inclusive and equitable quality education and lifelong learning and SDG 5 on gender equality. In any country’s context, this means ensuring all learners have equal access to all levels of education, equal educational pathways and equal opportunities to apply the outcomes of their education. A world where inclusion and gender equality in and through education is achieved allows girls and boys, women and men and non-binary people to have equal rights and opportunities to education and the power and agency to shape their lives and futures.This brief discusses how gender equality impacts learners’ inclusion and the ways in which gender equality and inclusion are interconnected in education. 
Online Courses: Building Kinder Brains Through Accessible Digital Learning Course Brochure Year of publication: 2023 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) UNESCO MGIEP focuses on achieving the United Nations (UN) Sustainable Development Goal (SDG) 4, Target 7 towards education for building peaceful and sustainable societies across the world by developing programmes that promote social and emotional learning, innovate digital pedagogies and empower the youth. UNESCO MGIEP‘s Social Emotional Learning (SEL) courses are research and evidence based with built-in assessments. The courses are multi-modal, interactive and self-paced, and are designed to build intellectual and emotional intelligence among learners. Currently the courses are available in English and are being adapted to Hindi, Spanish and Russian. 
Digital initiatives for indigenous languages Year of publication: 2023 Author: Genner Llanes-Ortiz Corporate author: UNESCO | Global Voices (Amsterdam) <Short summary> Supported by UNESCO and Global Voices’ Rising Voices (RV), this toolkit extends the efforts of dedicated Indigenous digital practitioners. It illustrates how internet and other digital tools can be utilized to conserve, revive, and promote Indigenous languages, as well as other marginalized or minority languages.This toolkit has been co-designed in close partnership with both established and emerging networks of Indigenous digital practitioners, language advocates, and collaborators, within the framework of the International Decade of Indigenous Languages 2022-2032. The toolkit promotes the foundation of language preservation, revival, and promotion on eight key approaches:Facilitating, Multiplying, Normalizing, Educating, Reclaiming, Imagining, Defending and Protecting. It also offers a curated list of valuable resources, including guides, tutorials, and manuals for utilizing digital tools. In conjunction with the advisory group established for the toolkit’s preparation and other collaborating organizations, it presents a wealth of inspiring stories showcasing innovative projects that have made a significant impact on languages at local, national, or global levels.Finally, the toolkit is openly licensed as an Open Educational Resource. It is expected that the toolkit will continue to evolve and grow as the needs of language users and digital language defenders and promoters change alongside the introduction of new technological solutions, innovation and creativity. 
UNESCO's Communication and Information Sector: upholding information as a public good, advancing universal access, digital inclusion and freedom of expression Year of publication: 2023 Corporate author: UNESCO 
Lifelong learning for health in cities: a guide, enacting the Yeonsu Declaration for Learning Cities Year of publication: 2023 Author: Jourdan, Didier | Gray, Nicola | Howells, Alex | Valdés-Cotera, Raúl Corporate author: UNESCO Institute for Lifelong Learning (UIL) <Executive summary> The COVID-19 health crisis has led all cities in the world to put public health issues at the top of their agendas. The pandemic has highlighted that one cannot implement public health measures without, or indeed against, the goodwill of the population. The population is not the ‘problem’. Rather, it is part of the solution to the health crisis. Cities play a major role in developing the population’s capacity to promote individual and collective health.Education and learning are at the very core of what makes ‘health for all’ possible. The crisis, therefore, has been an eye-opener regarding the importance and need for lifelong health education. Instituting such a place-based lifelong learning culture could play a key role in building resilience for individuals, communities and cities.In Yeonsu, Republic of Korea, the fifth International Conference on Learning Cities was convened from 27 to 30 October 2021. Attending in person or online were: mayors, deputy mayors, officials, representatives from 229 learning cities in 64 countries worldwide, education executives, education experts, representatives of United Nations agencies, the private sector, and regional, international and civil society organizations. At the end of the conference, a declaration was issued. It includes a set of commitments to build healthy and resilient cities.This guide aims to assist municipal teams in the concrete development of a policy that promotes lifelong learning for health within the framework of the Yeonsu Declaration. It is intended not only for cities already identified as learning cities or healthy cities – which may use the guide to integrate a lifelong learning for health dimension into existing city policies and projects – but also for all cities that wish to implement a policy promoting lifelong learning for healthThis guide proposes a three-step process for enacting such a policy: 1. raising awareness of the role of cities in lifelong learning for health; 2. developing a policy that promotes a healthy and resilient city; and 3. implementing the policy.The lifelong learning for health policy can be formalized through the creation of a learning for health pathway. The pathway makes explicit – and simultaneously formalizes – the content, the learning approaches and learning outcomes of the learning opportunities offered throughout people’s lives. It focuses on building individual capacities for awareness and understanding of complex health issues, critical judgment and action. The pathway also has a communication purpose by making what is being done to promote health in the city explicit to citizens, partners and professionals. It is based on four key action principles: ‘valuing, sharing, aligning and improving’. This approach seeks, first, to demonstrate the value of the educational work carried out in formal, non-formal and informal settings of the urban environment; then to make this known among stakeholders and to make the pathway coherent; and, finally, to identify the gaps and take the necessary initiatives to fill them.The guide can be used in different ways depending on the context, means and objectives of the individual cities. It is not always necessary to read the whole guide. And we expect that a large proportion of readers and users will simply pick and choose from the various sections of the guide elements that are of particular interest to them. Nonetheless, we hope that everyone will find something to contribute to their city’s efforts and actions for implementing an inclusive policy for promoting lifelong learning for health. 
UNESCO in action for gender equality: 2022-2023 Year of publication: 2023 Corporate author: UNESCO <Short summary>Intersecting Global Crises Cannot Be Solved Without Gender Equality The compounding global crises that have emerged and amplified over the past two years require transformative, structural solutions if we are to build and shape sustainable and peaceful societies. Education has experienced the largest disruption in history as a result of the COVID-19 health crisis. Biodiversity has seen a steep decline – at alarming rates – on both land and in the ocean. Conflicts and emergencies that destabilise progress towards just and peaceful societies have increased in number, while human rights violations are multiplying in new contexts, including online and offline. The decisions we make and the actions we take – now – will have consequences for generations to come.None of these intersecting crises can be solved by one country alone and none of them are gender neutral. Placing gender equality at the heart of multilateral action can harness the talents, ingenuity, and visions of one-half of the world’s population. The standards of ethics and human rights demand gender equality. So, too, do the numbers. Some of humankind’s greatest challenges require efficient and tangible solutions. The paradigm shift is needed now.Yet, despite a growing demand for equity and justice, the UN now predicts it will take almost three centuries to close the gender gap. Under that reality, UNESCO will continue to meet barriers to its mandate and vision since gender inequality has a direct impact on all areas in which UNESCO works.This report shows how UNESCO and its partners have provided concrete and effective solutions during the 2022-2023 biennium to advance gender equality. It has reduced inequalities in and through quality education; it has empowered women in science and technology for environmental action; it has promoted inclusion and combatted gender-based violence; it has bridged the digital gender divide and it has promoted gender equality and women’s empowerment in crisis, emergency and early recovery contexts.UNESCO’s Global Priority Gender Equality is more relevant than ever. Together, we can amplify and expand its reach and multiply gender-transformative results for the benefit of women and girls, men and boys, all around the world. 
Global report on teachers: addressing teacher shortages; highlights Year of publication: 2023 Corporate author: UNESCO | International Task Force on Teachers for Education 2030 <Key Messages> 1. Globally, 44 million additional primary and secondary teachers are needed to meet Sustainable Development Goal (SDG) 4 — the attainment of quality education for all by 2030. Teacher shortages affect both developed and developing countries. Most of these teachers (7 out of 10) are required at the secondary level, and over half of those needed are required to replace existing teachers leaving the workforce.2. The challenge of teacher shortages is complex, influenced by an interplay of factors such as motivation, recruitment, retention, training, working conditions, and social status. Holistic and systemic approaches are needed to address the challenge effectively.3. Teacher shortages have far-reaching consequences, including increased teacher workloads and diminished well-being, discouragement of future educators, perpetuation of educational inequalities, and increased financial burdens on educational systems.4. Teacher attrition is also a global concern: between 2015 and 2022, attrition rates of primary education teachers doubled around the world from 4.6 to 9 per cent. Regardless of the country income level, and even remuneration, teachers are leaving the profession within the first five years of practice.5. Strategies to reverse teacher shortages need to address recruitment, attractiveness, and retention. Attractive career pathways with equitable access to professional development are vital to retain teachers and keep them motivated throughout their professional life.6. Inclusive policies are needed to promote gender equality in the teaching profession, address underrepresentation of women in certain subjects, levels and leadership roles and encourage men to enter and remain in teaching. Teaching workforces should reflect the diversity of the communities they serve, thus enhancing attractiveness and enriching learning experiences.7. Improving teacher working conditions is key to enhancing the supply of quality teachers, this includes involving them in decision-making and providing a collaborative school culture characterized by mutual support. 8. Adequate domestic expenditure on education plays a crucial role in financing education, particularly ensuring that teacher salaries are competitive. Investing in novice teachers can be a cost-effective longterm strategy to address teacher attrition. 
UNESCO Strategy for Youth and Adult Literacy and its Action Plan (2020-2025) Year of publication: 2023 Corporate author: UNESCO I. Introduction1. The international community has set an ambitious 2030 Agenda for Sustainable Development1, with education and learning central to its achievement. The vision of the Incheon Declaration2, Education 2030, is fully captured by Sustainable Development Goal 4 (SDG4) “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Education 2030 devotes considerable attention to literacy and adult learning including through Target 4.6 and related indicative strategies.2. By 205 EX/Decision 6.III, the Executive Board requested the Director-General to review, update and improve the vision and strategy for literacy to contribute to SDG 4 – Education 2030, and to present it at its 207th session, with a view to transmitting it to the General Conference at its 40th session. The present document therefore contains the draft UNESCO Strategy for Youth and Adult Literacy (2020- 2025). The Strategy was developed through an inclusive and participatory process, including research and analysis of key trends, online consultation of Member States and expert meetings. 
Saving our world heritage Year of publication: 2023 Author: Hopkinson, Leo Corporate author: UNESCO