Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
59 Results found
A Greener, Fairer Future: Why Leaders Need to Invest in Climate and Girls’ Education Year of publication: 2021 Author: Lucia Fry | Philippa Lei Corporate author: Malala Fund This report estimates that in 2021 climate-related events will prevent at least four million girls in low- and lower-middle-income countries from completing their education. If current trends continue, by 2025 climate change will be a contributing factor in preventing at least 12.5 million girls from completing their education each year. Yet evidence shows that closing gender gaps in education can help countries better adapt to the effects of climate change and decrease the rate and impact of global warming. This report recommends how leaders can take urgent climate action at meetings this year, like COP26. It includes reducing carbon emissions, improving girls’ access to education, helping communities adapt to the realities of climate change and transforming education systems to provide all students with the knowledge, skills and values needed to challenge the social and economic inequalities fuelling the climate crisis. 
Digital Empowerment of Girls Year of publication: 2018 Corporate author: Plan International This briefing paper provides recommendations for closing the digital gender gap that will enable girls to participate in and contribute to our increasingly digital future. 
International Principles of Practice for Educators Year of publication: 2020 Corporate author: Childhood Education International This document is a unique tool for educators that outlines how universally accepted beliefs about education can guide them in their work to help young people reach their full potential. By emphasizing the responsibilities and challenges that educators around the world share, it also helps to inspire them as members of a professional community that has inestimable value for promoting positive transformation. 
Social and Emotional Learning and Soft Skills: USAID Education Policy Brief Year of publication: 2019 Author: Kalene Resler | Anjuli Shivshanker | Samantha Alvis | Chris Capacci-Carneal | Melissa Chiappetta | Lauren Greubel | Julie Hanson Swanson | Ashley Henderson | Josh Josa | Laura Lartigue | Rebeca Martinez | Leah Maxson | Olga Merchan | Yolande Miller-Grandvaux | Sandy Oleksy-Ojikutu | Rebecca Pagel | Nancy Taggart | Nina Weisenhorn | Wendy Wheaton Corporate author: United States Agency for International Development (USAID) Both the 2018 USG Strategy on International Basic Education and the 2018 USAID Education Policy emphasize the importance of social and emotional skills or soft skills in assuring the long-term success of children and youth. Through the Strategy and Policy, USAID is providing new opportunities to systematically design, measure, implement, and understand the impact of programs that build social and emotional skills or soft skills for children and youth.To support USAID staff and implementing partners in this work, this brief: Provides an introductory understanding of what USAID means by the terms “social and emotional skills” and “soft skills” and how to communicate about them. Specifies the desired outcomes and quality standards for programming that teach social and emotional skills or soft skills. Identifies areas in which evidence and best practices still have gaps, and areas in which we should consider investing in further learning. 
Peacebuilding Toolkit for Educators: High School Edition Year of publication: 2011 Author: Alison Milofsky Corporate author: United States Institute of Peace (USIP) The Peacebuilding Toolkit for Educators is designed by and for educators to help develop the next generation of peacebuilders. This book encompasses interactive lessons introducing peacebuilding themes and skills for students ages 14–18 respectively. The lessons are organized around three basic ideas within the field of international conflict management:• Conflict is an inherent part of the human condition.• Violent conflict can be prevented.• There are many ways to be a peacebuilder. Providing detailed plans for educators new to interactive methods, the lessons include handouts, teacher resources, and extension activities geared toward teaching students about the challenges and importance of global peacebuilding. These lessons develop students’ skills (such as communication, relationship building, conflict analysis, negotiation, and mediation) and their capacities to act as peacebuilders in their communities and in the greater world. 
Women Preventing Violent Extremism Thought for Action Kit Year of publication: 2015 Corporate author: United States Institute of Peace (USIP) United Nations Security Council Resolution (UNSCR) 1325 (2000) was groundbreaking in that it provided strong support for greater attention to the role of women in international peace and security. It acknowledges the inordinate impact of violent conflict on women and recognizes that women’s empowerment and gender equality are critical to international peace and security. The UN Security Council fully recognizes the critical link between the Women, Peace and Security agenda as laid out in UNSCR 1325 and the role women could and should play in preventing violent extremism. This document has three sections. The first section examines the question of gender and why it is important to consider both men and women, and the dynamics of gender roles in society when addressing violent extremism. The second section deals specifically with women and the underlying forces of extremist violence. It invites thinking about women as actors in preventative efforts as well as perpetrators of terrorist acts. Finally, the third section raises issues related to the various ways in which to engage communities, including members of the security sector. Each section opens with a brief introductory background, followed by short essays by some of the leading experts in this field. Each section also includes practical exercises that may prove useful for training and further dialogue. 
Genocide Timeline Year of publication: 2024 Corporate author: United States Holocaust Memorial Museum (USHMM) This timeline proposed by the United States Holocaust Memorial Museum shows the major conceptual and legal advances in the evolution of the term "genocide" . It does not seek to detail every case that could be considered genocide, but to show how the term has entered the political, legal and ethical vocabulary from 1900 to 2016 to express threats of violence against groups. 
Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students Year of publication: 2021 Corporate author: USA. Department of Education. Office for Civil Rights (OCR) The U.S. Department of Education’s Office for Civil Rights published, Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students, in response to President Biden’s Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers. The report explores how the impacts of COVID-19 are falling disproportionately on students who went into the pandemic with the fewest educational opportunities, many of whom are from marginalized and underserved communities, with early research showing disparities based on race, ethnicity, LGBTQ+ identity, and other factors. 
Advancing Digital Equity for All: Community-Based Recommendations for Developing Effective Digital Equity Plans to Close the Digital Divide and Enable Technology-Empowered Learning Year of publication: 2022 Corporate author: USA. Department of Education. Office of Educational Technology In spring 2022, the U.S. Department of Education’s Office of Educational Technology (OET) committed to advancing digital equity through the Digital Equity Education Roundtables (DEER) Initiative. Through DEER, OET hosted a series of national conversations with leaders from community-based organizations, as well as families and learners furthest from digital opportunities. The “Advancing Digital Equity for All” resource illuminates insights from these conversation to highlight the barriers faced by learner communities and promising solutions for increasing access to technology for learning.The historic federal investments authorized by the Infrastructure Investment and Jobs Act offer critical opportunities for broadband planning that can identify and equitably address the various availability, affordability, and adoption challenges described. Using this guidance resource as a starting point, it is essential that leaders collaborate with those most impacted by the digital divide to develop comprehensive digital equity plans that outline strategies to meet the needs of learners, their families/caregivers, and communities effectively and sustainably.