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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Review of Curricula and Curricular Frameworks: Report to Inform the Update of the UNESCO International Technical Guidance on Sexuality Education Year of publication: 2018 Author: Nicole Cheetham | Nora Gelperin Corporate author: Advocates for Youth In 2009, UNESCO published the International Technical Guidance on Sexuality Education (ITGSE): An evidence-informed approach for schools, teachers and health educators. The purpose of the ITGSE is to assist education, health and other relevant authorities in the development and implementation of school-based sexuality education programmes and materials (UNESCO, 2009). The publication was released in two volumes: Volume I, which focuses on the rationale for sexuality education and provides sound technical advice on the characteristics of effective programmes; and Volume II, which focuses on the topics and learning objectives to be covered in a ‘basic minimum package’ on sexuality education for children and young people from 5 to 18+ years of age, and includes a bibliography of useful resources.In 2016, UNESCO began a process to update the ITGSE, consisting of a literature review of the evidence and lessons learned since the release of the original publication; a stakeholder consultation on sexuality education held in October of 2016; an online user survey; and an expert, Comprehensive Sexuality Education (CSE) Advisory Group established to inform the process and its findings.This report summarizes evidence-informed conclusions, expert recommendations and current practice for curriculum-based sexuality education for ages 5-18+ and provides preliminary, overarching changes to Volume II of the ITGSE for consideration by the UNESCO CSE Advisory Group. 
Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism (The MILID Yearbook, 2016) Year of publication: 2016 Author: Jagtar Singh | Paulette Kerr | Esther Hamburger Corporate author: UNESCO | Alliance of Civilizations Media and Information Literacy (MIL) is a strong tool, cutting across educational, cultural and social contexts. It can help overcome disinformation, stereotypes and intolerance conveyed through some media and in online spaces. Here, stimulating critical empathy is one of the vital components and there are many stakeholders that have a role to play in this dimension of MIL.This year’s edition is focused on a highly relevant theme of “Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism”. It is a relevant reference point to initiate discussion and offer perspectives to stakeholders seeking to apply MIL as a tool to counter violent extremism. There is evident need for evidence-based research, assessment and evaluation that can provide insight into the impact of media and information literacy on societies. UNESCO trusts that this publication will contribute to ongoing scholarship and debate on these key topics.For media and other information providers to serve their purpose, we need critical minds in the public, which means to develop MIL programmes at the national, regional and international levels. 
Review of the Evidence on Sexuality Education: Report to Inform the Update of the UNESCO International Technical Guidance on Sexuality Education Year of publication: 2018 Author: Paul Montgomery | Wendy Knerr Corporate author: UNESCO UNESCO published the International Technical Guidance on Sexuality Education (ITGSE): An evidence-informed approach for schools, teachers and health educators, in 2009. It put forward the rationale for sexuality education, technical advice on characteristics of effective programmes, and topics and learning objectives to be covered in a ‘basic minimum package’ of sexuality education for children and young people aged 5–18+. Since the publication, UNESCO, several UNAIDS cosponsors and other international partners have advocated for ‘comprehensive sexuality education’ (CSE) for all adolescents and youth, and as an essential component of quality education.With the passage of time and the expanded understanding of the role of CSE, UNESCO sought to review the ITGSE with the aim of updating its content to reflect the evidence and lessons learned from implementing sexuality education programmes since 2009. UNESCO sought the technical services of a consultant team to conduct an evidence review to inform the update.This review would involve research on new evidence and good practice in sexuality education including evidence on the effectiveness of CSE and lessons documented through the implementation of sexuality education programmes to highlight benchmarks of quality CSE content and modalities of delivery. The research was also intended to make recommendations as to the: adequacy of existing content; presence of any gaps in this content; and evidence-based recommendations on how such content gaps can be addressed in the updated ITGSE. 
Reflections on Progress, Sustainable Development and Global Citizenship Year of publication: 2013 Author: Georges Haddad Corporate author: UNESCO The arguments developed in this concise presentation demonstrate that sustainable development, progress and global citizenship, efficiently embedded in the context of the Knowledge Society, undeniably participate in the development of the New Humanism promoted by the Director-General of UNESCO, and which we all agree to consider essential for the wealth and prosperity of Humanity in an agreeable, peaceful and friendly common environment. 
Teaching and Learning: Achieving Quality for All (EFA Global Monitoring Report, 2013-2014; Summary) Year of publication: 2014 Corporate author: UNESCO This Report is an independent publication commissioned by UNESCO on behalf of the international community. It is the product of a collaborative effort involving members of the Report Team and many other people, agencies, institutions and governments. This 11th EFA Global Monitoring Report provides a timely update on progress that countries are making towards the global education goals that were agreed in 2000. It also makes a powerful case for placing education at the heart of the global development agenda after 2015.An education system is only as good as its teachers. Unlocking their potential is essential to enhancing the quality of learning. Evidence shows that education quality improves when teachers are supported – it deteriorates if they are not, contributing to the shocking levels of youth illiteracy captured in this Report. This Report identifies four strategies to provide the best teachers to reach all children with a good quality education. The Report shows also that teachers can only shine in the right context, with well-designed curricula and assessment strategies to improve teaching and learning. This Report’s evidence clearly shows that education provides sustainability to progress against all development goals. Educate mothers, and you empower women and save children’s lives. Educate communities, and you transform societies and grow economies. This is the message of this EFA Global Monitoring Report. 
Youth Employment in the Mediterranean: Improving Skills Anticipation and TVET Systems Year of publication: 2018 Corporate author: European Union (EU) The Youth Employment in the Mediterranean (YEM) project is a three-year regional initiative launched by UNESCO, to be implemented in collaboration with nine Member States from 2018 to 2020. The YEM project is funded by the European Union and aims to improve skills anticipation systems and to promote technical and vocational education and training (TVET). Its goal is also to strengthen youth employment and encourage entrepreneurship in the Mediterranean region. 
Mémorial de la Shoah - Musée, Centre de documentation juive contemporaine The Shoah Memorial provides access to various resources on the Holocaust, mostly in French. 
Education for 'global citizenship': a framework for discussion Year of publication: 2013 Author: Sobhi Tawil Corporate author: UNESCO The notion of ‘global citizenship’ has recently gained prominence in international development discourse with the recently-adopted United Nations Secretary-General’s Global Education First Initiative (2012). Among the three priority areas outlined in this global initiative, the third aims to ‘foster global citizenship’. Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st century. The notion of ‘global citizenship’, however, remains very broad, if not contested, and consequently difficult to operationalize in education. There are two possible reasons for this. Firstly, it is unclear whether the very notion of ‘global citizenship’ is a metaphor, a contradiction of terms, or an oxymoron (Davies, 2006). What does ‘global citizenship’ possibly imply both from a legal perspective, as well as from that of collective identity, sense of belonging, and civic engagement? Secondly, when applied to education, the notion of ‘global citizenship’ implies a certain degree of confusion. Is ‘global citizenship education’ (or ‘education for global citizenship’) merely an expression of a fundamental purpose of education systems? Does it also refer to a broad area of teaching and learning? If so, what are the contours of this domain? How does it relate to other often overlapping areas of learning associated with civic and political socialization? 
Accountability for Gender Equality Year of publication: 2018 Author: Elaine Unterhulter | Amy North | Orlanda Ward The aim of this paper is to consider approaches to understanding and evaluating accountability in education from the perspective of concerns with gender equality in education. This task has a number of facets and complexities, because ‘gender’ is not one simple set of relationships, and the notion of gender equality in education can be read in a number of different ways. Thus developing adequate conceptualizations for the key terms (accountability, and gender equality and education) needs to take account of gender as a particularly fluid, contextually located and contested idea signaling processes, which link with different formulations of policy and practice to enhance gender equality and accountability in education.In this paper we look at a range of different meanings of accountability, distilled in the main GEM Report (UNESCO, 2017) and consider their implications in relation to debates about gender and gender equality in education. The aim of the paper is to develop a ‘bespoke’ interpretation of accountability and different forms of gender equality in education through which we can assess a number of research studies and country examples of forms of accountability.This paper is also background paper prepared for the 2018 Global education monitoring report gender review: Meeting our commitments to gender equality in education. 
UNESCO Prize for Girls' and Women's Education: Call for Nominations 2018 Year of publication: 2018 Corporate author: UNESCO The UNESCO Prize for Girls’ and Women’s Education honours outstanding and innovative practices advancing girls’ and women’s education, and in turn, improving the quality of their lives. Established in 2015, it is funded by the Government of the People’s Republic of China and consists of two US $50,000 awards to help further the work of laureates in this field. The Prize directly contributes to Sustainable Development Goals 4 and 5.