Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
583 Results found
Global Education Meeting: Fortaleza Declaration; Unlocking the Transformative Power of Education for Peaceful, Equitable and Sustainable Futures Year of publication: 2024 Corporate author: UNESCO | Brazil. Ministry of Education The 2024 Global Education Meeting (GEM), held in Fortaleza, Brazil, marked a significant milestone in the global pursuit of education equity and financing, with the adoption of the powerful Fortaleza Declaration by over 650 participants including over 50 Ministers from across the globe. 
Cracking the Code: Empowering Rural Women and Girls through Digital Skills; Side Event during the 62nd Session of the Commission on the Status of Women, 14 March 2018, United Nations Headquarters: Report Year of publication: 2018 Corporate author: UNESCO | Germany. Federal Ministry for Economic Cooperation and Development (BMZ) UNESCO and the German Federal Ministry of Economic Cooperation and Development (BMZ) co-organised the side event ‘Cracking the code: Empowering rural women and girls through digital skills’ on 14 March 2018, United Nations Headquarters in New York, on the margins of the 62nd session of the CSW. More than 500 participants participated in the event while a broad global audience followed the discussions through live webcast.This report provides an overview of the discussions and examples of government, civil society organizations, and private sector initiatives to close the gender digital gap and empower rural girls and women to be ICT users, creators and innovators through gender-responsive digital skills training as well as science, technology, engineering and mathematics (STEM) education more broadly. 
Artificial Intelligence and Digital Transformation: Competencies for Civil Servants Year of publication: 2022 Corporate author: UNESCO | Broadband Commission for Sustainable Development. Working Group on AI Capacity Building | International Telecommunication Union (ITU) This report presents a competency framework for civil servants on AI and digital transformation, and recommends ways to implement it to support related capacities in government. The research for this report was guided by the following question: What competencies need to be developed for public-sector officials to effectively design and implement digital and AI transformation initiatives in government, and to create an enabling environment for digital transformation in society?The report provides an overview of the major digital competencies for public sector officials when dealing with digital transformation. The competency framework provides guidance for civil servants, but also for international organisations and research centers to develop curricula and provide a basis for the development of action plans and strategies on digital competencies. 
From Learning Recovery to Education Transformation: Insights and Reflections from the 4th Survey on National Education Responses to COVID-19 School Closures Year of publication: 2022 Corporate author: UNESCO | UNESCO Institute for Statistics (UIS) | United Nations Children's Fund (UNICEF) | World Bank | Organisation for Economic Co-operation and Development (OECD) From Learning Recovery to Education Transformation, a new joint report by UNESCO, UNESCO Institute for Statistics (UIS), UNICEF, The World Bank and The OECD, presents findings from the fourth round of the Survey on National Education Responses to COVID-19 School Closures, administered between April–July 2022 with responses from Ministries of Education in 93 countries. It explores how countries are progressing in the RAPID actions to recover learning: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. 
Empowering Students for Just Societies: A Handbook to Teach Integrity in Secondary Schools Year of publication: 2024 Corporate author: UNESCO | UN. Office on Drugs and Crime (UNODC) The importance of education lies in its power to shape the values of upcoming generations and equip them with the knowledge to make informed decisions. Contemporary challenges, including corruption must be addressed through education, transparency, accountability and the rule of law, among other efforts. This joint publication by UNODC and UNESCO is a response to this important issue. It is aimed at educators who are striving to inspire and prepare future generations to actively contribute to societies grounded in integrity, ethics and respect for the rule of law. The handbook builds on the first two launched in 2019. This publication highlights the transformative power of education in strengthening the knowledge, skills, attitudes and values necessary for addressing global challenges, especially those that stem from a lack of integrity, like corruption. It underlines the crucial role education plays in nurturing critical thinking, empathy, ethical behaviour, and a commitment to justice and equality among people. The handbook presents a catalogue of educational activities, lesson plans and outside the classroom resources designed to empower youth to reject corrupt practices and become agents of change, promoting integrity and upholding democratic values. 
Global Report on Early Childhood Care and Education: The Right to a Strong Foundation; Key Highlights Year of publication: 2024 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) This document is the key highlights of the Global Report on Early Childhood Care and Education: The Right to a Strong Foundation. 
Education for peace: planning for curriculum reform; guidelines for integrating an education for peace curriculum into education sector plans and policies Year of publication: 2015 Corporate author: UNESCO | UNESCO International Bureau of Education (IBE) | UNESCO International Institute for Educational Planning (IIEP) This Resource and Development Capacity Package was developed based on the belief that, as part of a wider social, economic and political effort, education can play a significant role in a country’s peace-building efforts. Its purpose is to assist Member States in integrating or strengthening peace education programs in their national education systems to promote peace and prevent future conflict. UNESCO, IBE, and IIEP developed this resource within the framework of UNESCO’s Intersectoral Project, Promoting a culture of peace and nonviolence in Africa through education for peace and conflict prevention. The Package contains Technical Guidelines and Capacity Development training modules on policy, program design and curriculum planning to integrate peace and conflict prevention into all aspects of the education system. It is meant for curriculum developers and planners from Africa. The development of the package received the support of the UNESCO Addis-Ababa Office, which assisted in the testing of materials in Addis-Ababa (Ethiopia) and Yaounde (Cameroon).This resource will furthermore help to ensure that curricula, teaching and learning resources and teacher education are in line with the post-2015 vision of education for holistic development. This vision reconceptualises education in terms of global citizenship and responsibility by focusing on inclusion and social cohesion that is global in orientation. In this regard, Global Citizenship Education (GCED) seeks to empower learners with knowledge, skills, values and attitudes that are needed to forge more just and inclusive societies, capable of resolving existing conflicts and emerging global challenges. 
Beyond 2015: the education we want Year of publication: 2014 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) The post-2015 education agenda should be aspirational, transformative and holistic, and an integral part of the broader post-2015 development agenda. It should be of universal relevance and mobilize all stakeholders in all countries. Education must be a stand-alone goal in the broader post-2015 development agenda and should be framed by a comprehensive overarching goal, with measurable global targets and related indicators. In addition, education must be integrated into other development goals. The future education agenda should be rights-based and reflect a perspective based on equity and inclusion, with particular attention to gender equality and to overcoming all forms of discrimination in and through education, ensuring that no-one is left behind. It must support free and compulsory basic education.It should expand the vision of access for all to reflect relevant learning outcomes through the provision of quality education at all levels, from early childhood to higher education, in safe and healthy environments. It should take a holistic and lifelong learning approach, and provide multiple pathways of learning using innovative methods and information and communication technologies. It should reinforce approaches such as global citizenship education and education for sustainable development, which foster attitudes and behaviours that promote peace, conflict resolution and mutual understanding, tolerance, critical thinking, and respect for cultural diversity and for the environment. 
Global Report on Early Childhood Care and Education: The Right to a Strong Foundation Year of publication: 2024 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) Inclusive and quality early childhood care and education (ECCE) are vital for promoting school readiness, foundational learning, and lifelong well-being. Yet almost 60% of children in low-income countries do not have access to early care and learning opportunities. To meet national targets of providing at least one year of organized learning before primary school, low-income and lower-middle-income countries must fill an annual financial gap of USD 21 billion and recruit at least six million more educators before 2030. The first global report, jointly published by UNESCO and UNICEF, offers insights into global and regional ECCE trends. The report, which is a key response to the commitments outlined in the Tashkent Declaration, synthesizes scientific evidence on ECCE’s importance, and exposes persistence gaps in policy and investment. It illustrates how countries have responded to providing equitable and quality ECCE opportunities. The report invites all stakeholders, from governments and policy-makers, to educators, parents and organizations, to ensure that the commitments made in the Tashkent Declaration are fully realized by building a strong foundation for every child. 
Good Practices in South-South and Triangular Cooperation: Transforming Education and Delivering on SDG 4 Year of publication: 2023 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) | UN. Office for South-South Cooperation (UNOSSC) Quality Education: South-South cooperation as a lever for action. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.South-South and triangular cooperation is at the heart of SDG4 implementation on Quality Education. As demonstrated in the last few years, this kind of cooperation can mobilize action, ambition, solidarity and solutions to transform education in a rapidly changing world. From the inclusive approach to digital learning in Lao People’s Democratic Republic to distance learning and teacher training strategies in Caribbean SIDS, South-South cooperation is a key modality of cooperation for transforming education and supporting internationally agreed development goals, including the 2030 Agenda. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.This publication presents forty innovative solutions from around the world which showcase how South-South and triangular cooperation can support the development of more efficient, equitable and resilient education systems that are adapted to the challenges of the 21st century. Countries of the South, with the support of partners, must enhance South-South and triangular cooperation to exchange resources, technology, skills and knowledge to realize the promise of making inclusive, quality education available to all.