Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,367 Results found
Promoting Integration of Migrants and Refugees in and Through Education: Toolkit Year of publication: 2018 Corporate author: Education International (EI) The past years have seen large numbers of refugees moving to Europe. This, and the rise of populist movements in Europe and North America, has led unions to develop activities engaging schools, local communities, authorities, etc. to promote the rights of migrants and build inclusive schools and communities.With the support of Education International (EI), exchange visits, information sharing and peer-learning activities allowed education unions to inspire each other and explore synergies across borders. This toolkit aims to build on these experiences and facilitate education unions to develop their work in this area. It also assists unions by exploring the issues around integrating migrants and refugees in education and sharing what others have been doing in this domain. 
Advancing Arabic Language Teaching and Learning: A Path to Reducing Learning Poverty in the Middle East and North Africa Year of publication: 2021 Author: Laura Gregory | Hanada Taha Thomure | Amira Kazem | Anna Boni | Mahmoud Abduh A. Elsayed | Nadia Taibah Corporate author: World Bank The purpose of the present report is to identify and explore the evidence on factors that are leading to high rates of learning poverty in MENA countries. In addition, the report proposes a path for countries of the region to make the teaching and learning of the Arabic language—which are critical foundations for children in Arabic-speaking countries—more effective. The intended audience of the report is education stakeholders in the MENA region, including officials in ministries of education across the region, those responsible for education decision-making, teachers, academics, education administrators, parents, and nongovernmental organizations, as well as World Bank and partner organization staff tasked with supporting countries in their efforts to raise learning and human capital.The intention of the report is not to provide an Arabic literacy strategy for each country since countries of the region differ and each would need to have their own national dialogue. Instead, the report collates the relevant literature from the region and beyond, as well as local and regional initiatives, and offers guidance to countries to advance the teaching and learning of MSA. As such, the report does not focus on the broader issues of language use within each country. As part of the process of developing the report, a summary of the emerging evidence and recommendations was shared with a small group of teachers from two countries across the region in advance of a focus group discussion to explore local views. Unanimous agreement on the key findings and recommendations were expressed by these teachers. Further discussions on the topics raised in this report are expected to take place during the dissemination of this report and in the months and years to come, leading to greater consensus across stakeholders on the best ways to advance Arabic language teaching and learning.The report is structured in a way that first explores the incidence of learning poverty in the MENA region, followed by international evidence on the science of learning to read, and factors that are influencing Arabic language learning outcomes. The report then looks at some of the national strategies, policies, and initiatives already in place for Arabic language education, and proposes a path for advancing Arabic language teaching and learning, along with suggestions for regional collaboration efforts that could further support MENA countries. 
Caribbean Sheroes Initiative: Civil Society Organizations Advancing Gender Equality; Methods & Tools Year of publication: 2021 Author: Joan Andrea Hutchinson Corporate author: Institute for Gender and Development Studies (IGDS) | UNESCO This Toolkit recognizes the achievements and commitment of women activists that engage in Civil Society Organizations (CSOs). It documents the practice and lessons learned of twelve Jamaican Civil Society Organizations that have worked relentlessly to advance women’s rights and social justice, fostering a less violent society and more equal gender relations grounded on human rights. 
A Delicate Balance of Language Conflict in Uzbekistan Year of publication: 2020 Author: Eldar Asanov Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) | Institute for War and Peace Reporting (IWPR) In an article for CABAR.asia, an Uzbek researcher Eldar Asanov discusses identity, nationalism, and historical memory in the realm of a rather vexed language issue in today’s Uzbekistan. 
Language Balance in Uzbekistan: An Acceptable Status Quo Year of publication: 2019 Author: Yuriy Sarukhanyan Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) | Institute for War and Peace Reporting (IWPR) «It is incorrect to speak about the competition between the Uzbek and Russian languages in Uzbekistan. They both occupy a certain niche in public and state life, neither of them can threaten the positions of the other, since they develop in parallel and isolation from each other,» – notes an international relations specialist from Tashkent and a participant in the cabar.asia school of analytics, Yuri Sarukhanyan. 
Language Policies of the Central Asian States Year of publication: 2020 Author: Nurbek Bekmurzayev Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) | Institute for War and Peace Reporting (IWPR) The policy brief “Language Policy of the Central Asian States” is presented jointly by IWPR and CABAR.asia. The publication outlines the ways of the formation of state languages in the countries of Central Asia, analyzes their functioning along with the Russian language, draws conclusions and forecasts for the future, and provides recommendations for improving language policy.The publication is intended for young experts and consultants, researchers, management decision makers, and a wide range of readers. 
An Unfulfilled Promise: 12 Years of Education for Every Girl Year of publication: 2021 Corporate author: Global Education Monitoring Report Team | UNESCO Just over 25 years ago in 1995, 189 governments adopted the Beijing Declaration and Platform for Action – a visionary agenda for women’s empowerment and the most comprehensive global policy framework to advance gender equality to date. Girls’ and women’s education and training featured in the document as one of 12 key areas where urgent action was needed to ensure greater equality.Since Beijing, the international community has emphasized the transformative power of girls’ and women’s education and its benefits – not only for girls and women, but for entire societies and even future generations. Under the 2030 Agenda for Sustainable Development, Sustainable Development Goal (SDG) 4 on inclusive, equitable quality education and lifelong learning sets ambitious targets to ensure equality of opportunity – including a target aiming to ensure that all girls and boys complete 12 years of education by 2030.This short paper explores the evolution of girls’ and boys’ completion rates in primary and secondary education since 1995 – and calls for action to deliver on our commitments to leaving no one behind. 
Imagining Transformation Otherwise: Case Studies of Learning Practices Year of publication: 2021 Author: Rene Suša Corporate author: Bridge 47 This publication is written by Rene Suša, on behalf the Bridge 47 project. It features ten case studies of organizations and initiatives from around the world that are committed to bringing about positive changes in society and strive to do that in different ways. Working in diverse social, cultural and political contexts, the organizations and initiatives presented in this publication seek to address the systemic inequalities, injustices and harm they perceive as important. They strive to do that in ways that correspond to their analysis of the problems, their respective theories of change and their available means and resources. Although highly diverse in the ways they approach social change, these organizations and initiatives emphasize the importance of learning and unlearning in their work. This applies in equal measure to those initiatives with an explicitly education-oriented mission and to those that work on other approaches to social change, such as different practices of (internal) organizational transformation. 
Bilingualism: A Key Tool in the University Context Year of publication: 2013 Author: Carmen Beatriz Araujo Quiroz Corporate author: Rev. hist.edu.latinoam This study constitutes a critical reflection from a sociocultural approach on the need to rethink the bilingualism in higher education. Its main purpose is focus on the understanding of the current education as a multilingual practice in the context of the knowledge society 
Closing the Gap: Ensuring There Are Enough Qualified and Supported Teachers in Sub-Saharan Africa Year of publication: 2021 Corporate author: International Task Force on Teachers for Education 2030 | UNESCO The fourth Sustainable Development Goal (SDG 4) aims to ensure better learning opportunities and outcomes and more equitable and inclusive education for all. SDG target 4.c calls for an increase in the supply of qualified teachers, particularly in low-income countries. To achieve this ambitious target, the international community needs to pay renewed attention to teacher support and preparation.This advocacy brief considers what it will take to increase the supply of qualified teachers in sub-Saharan Africa, the region where the teacher shortage is most acute. It analyses the causes for teacher shortages, looks at trends affecting the region and describes the scale of the shortages. It examines the fiscal pressures on low-income countries to cover salary costs and the costs of initial teacher education and continuing professional development, and it proposes some recommendations for governments and the international community to achieve the essential target of substantially increasing the supply of well qualified teachers.