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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Ensuring Well-Being through Social-Emotional Learning in the Digital World Year of publication: 2023 Corporate author: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) This document aims to identify the important elements addressed during the various TAGe discussions (social media discussion and live event) in addition to offering key recommendations for decision-makers. Concretely, this document has sought to highlight two social and emotional challenges faced today by youth, with a third issue present in each of them –(1) educational and employment disparities (economic exclusion),(2) poor civic engagement, and(3) the impact of the digital divide and misuse of social media platforms– in addition to showing how SEL competencies can be a tool to address the social and emotional challenges that may be encountered, supported by technological tools. 
Learning to Live Together Sustainably: Addressing the Challenge of UN Sustainable Development Goal Target 4.7 Year of publication: 2019 Author: Margaret Sinclair | Jean Bernard Corporate author: Protect Education in Conflict and Insecurity (PEIC) | Spectacle Learning Media The practical advice and guidelines in this book help support learning to live together, conflict transformation and peace at the individual, group and community levels. The framework for developing widely accessible, high quality learning materials supports the UN Sustainable Development Goals and is relevant to formal and non-formal education activities and projects. This document also raises important issues about the professional responsibilities of policy-makers at global and national level, who determine what content is addressed in the classroom. In particular, it addresses the need for education materials that support cross-cutting issues such as learning to live together, global citizenship education, and education for sustainable development. 
Asia-Pacific Education 2030: SDG 4 Midterm Review Year of publication: 2024 Corporate author: UNESCO Institute for Statistics (UIS) | UNESCO Bangkok This publication marks the conclusion of the collaborative national midterm reviews of SDG 4 achievement in the Asia-Pacific. More importantly, it represents the beginning of the final sprint to the 2030 finish line. It also serves as a comprehensive analytical and policymaking tool for all stakeholders in the region to reflect and be better prepared for the second half of the journey. At the midway point of implementing the Education 2030 Agenda, we are observing both challenges and progress in achieving Sustainable Development Goal 4 (SDG 4) in the Asia-Pacific. The region, overall, has made advances in reaching the globally and regionally most important targets under SDG 4, yet it is still far from delivering the common commitment of the Education 2030 Agenda, to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Eight years into implementation, the Asia-Pacific has shown progress, especially in improving access to lower levels of basic education, as well as expanding early childhood education (ECE). Across most subregions of Asia and the Pacific, over 95% of primary school students complete primary education within the expected timeframe, while more than 80% of children one year before the official primary entry age are enrolled in organized early childhood education. However, participation in education is only one part of the puzzle, and the quality of learning, evidenced by limited data for the Asia-Pacific region on learning outcomes, remains concerning. More than half of students in Eastern and South-Eastern Asia do not reach the minimum proficiency level in mathematics at the end of lower secondary education. Overall and from a regional perspective, with priorities having accelerated in ECE, primary education reaching universal participation, and higher education being consistently regarded as prestigious to accomplish, secondary education is currently the weakest link apart from the chronically undervalued technical vocational education and training path. Fulfilling our commitment to the Education 2030 Agenda and leaving no one behind is not an easy endeavour and we need everyone on board in this unprecedented, yet necessary feat. This publication is meant to facilitate taking stock of the current situation and accelerate focused advances on the most relevant education topics for the Asia-Pacific region. 
The Role of Education in Countering Violent Extremism Year of publication: 2013 Corporate author: Center on Global Counterterrorism Cooperation and Hedayah On 18 and 19 September 2013, the Center on Global Counterterrorism Cooperation (CGCC) and Hedayah co-hosted in New York City an expert roundtable on “The Role of Education in Countering Violent Extremism.” The meeting brought together a group of policy-makers, researchers and practitioners to discuss challenges and best practices related to efforts to counter violent extremism through education. The Role of Education in Countering Violent Extremism Year of publication: 2013 Corporate author: Center on Global Counterterrorism Cooperation and Hedayah Les 19 et 20 septembre 2013, le Centre de coopération internationale pour la lutte contre le terrorisme (Center on Global Counterterrorism Cooperation, CGCC) et Hedayah ont accueilli une table ronde d'experts, à New York, sur « le rôle de l'éducation pour lutter contre l'extrémisme violent » (The Role of Edcuation in Countering Violent Extremism). Cet événement a réuni des décideurs politiques, des chercheurs et des praticiens afin de discuter des défis et des meilleures pratiques dans les efforts réalisés pour lutter contre l'extrémisme violent par l'éducation. 
Lessons Learned from Mental Health and Education: Identifying Best Practices for Addressing Violent Extremism Year of publication: 2015 Author: Stevan Weine | B. Heidi Ellis | Ron Haddad | Alisa B. Miller | Rebecca Lowenhaupt | Chloe Polutnik Corporate author: National Consortium for the Study of Terrorism and Responses to Terrorism (START) The overall purpose of this research was to identify assets from the mental health and education fields that could contribute to best practices for preventing and intervening against violent extremism. Specifically we aimed to address the following questions:1) What prior knowledge, programmes or interventions within the mental health and education fields could contribute to best practices and other strategies that could help stop violent extremism? 2) How can professionals from the mental health and education fields best become involved in stopping violent extremism? Lessons Learned from Mental Health and Education: Identifying Best Practices for Addressing Violent Extremism Year of publication: 2015 Author: Stevan Weine | B. Heidi Ellis | Ron Haddad | Alisa B. Miller | Rebecca Lowenhaupt | Chloe Polutnik Corporate author: National Consortium for the Study of Terrorism and Responses to Terrorism (START) Il s’agit dans cette recherche d'identifier des ressources dans le domaine de l'éducation à la santé mentale qui pourraient contribuer aux meilleures pratiques dans la prévention et l'intervention contre l'extrémisme violent. Plus précisément, les auteurs ont cherché à répondre aux questions suivantes : 1) Quelles sont les connaissances, les programmes ou les interventions requis dans le domaine de l'éducation à la santé mentale pouvant contribuer aux meilleures pratiques et autres stratégies dans la lutte contre l'extrémisme violent ? 2) Comment les professionnels de l'éducation à la santé mentale peuvent s’impliquer davantage dans la lutte contre l'extrémisme violent ? 
School Convivencia : Reviewing the Concept (Psicoperspectivas; No. 18, Vol. 1) Year of publication: 2019 Author: Cecilia Fierro-Evans | Patricia Carbajal-Padilla Corporate author: Catholic University of Valparaíso. School of Psychology This article reports an effort to review the concept of school convivencia (peaceful coexistence, living together) in the Spanish context with the purpose of advancing into its clarification, and thus contributing to developing a common language in the Latin American region. The authors conduct a basic literature review oriented to identify the main theoretical approaches in the convivencia field. Subsequently, they analyze four studies focused in systematizing the prevailing approaches in the study of school convivencia. As a result, they propose a concept of convivencia from a social justice perspective adapted to education, and they operationalize it in three areas of school life: pedagogical-curricular, organizationaladministrative, and the socio-communitarian. This comprehensive notion of school convivencia may guide future research, educational initiatives, and school assessments in the convivencia field that may respond to the violence and pervasive social exclusion that exist in the Latin American region. Convivencia escolar: Una revisión del concepto (Psicoperspectivas; No. 18, Vol. 1) Year of publication: 2019 Author: Cecilia Fierro-Evans | Patricia Carbajal-Padilla Corporate author: Catholic University of Valparaíso. School of Psychology El presente trabajo reporta un ejercicio de revisión del concepto de convivencia escolar con vistas a apoyar su clarificación y, por tanto, contribuir al desarrollo de un lenguaje común en la región latinoamericana. Para ello las autoras conducen un trabajo documental orientado a identificar los principales enfoques teóricos en la literatura de convivencia. Posteriormente analizan cuatro estudios enfocados a sistematizar los enfoques prevalecientes en el estudio de la convivencia escolar. Como resultado, proponen un concepto de convivencia desde la perspectiva de la justicia social adaptada a la educación y lo operacionalizan en tres ámbitos de la vida escolar: pedagógico-curricular, organizativo-administrativo y socio-comunitario. Esta noción comprehensiva de la convivencia escolar podría apoyar la realización de investigaciones futuras, propuestas educativas y evaluaciones de convivencia escolar que ofrezcan una respuesta a la violencia y a la persistente exclusión social que existe en la región latinoamericana. 
全球化背景下跨境教育空间生产的时代特征 Year of publication: 2023 Author: 杨心 经济、政治与文化的全球化催生了跨境教育空间的生产。在列斐伏尔的空间生产理论框架下，跨境教育空间生产包括物理空间、社会空间与精神空间三重结构。跨境教育空间生产经历了三个时代的发展变化：学生流动时代的跨境教育精神空间生产异质化与社会空间生产趋同化；项目流动时代的跨境教育空间生产资本化，并通过空间修复手段实现教育空间的再生产；教育枢纽时代的跨境教育试图对全球教育空间进行重构。学生流动时代和项目流动时代的跨境教育在一定程度上体现了空间生产的非正义性。只有重构全球跨境教育空间秩序，才能使跨境教育空间的生产回归公共性与公益性，才能防止资本主义空间生产非正义性带来的危害。