Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
656 Results found
Case Study on Finnish TVET: A Resilient Model of Training During COVID-19 Year of publication: 2021 Corporate author: Omnia Education Partnerships | UNESCO This case study examines how technical and vocational education and training (TVET) was organized during the state of emergency caused by the COVID-19 pandemic in Finland. The disruption accentuated the importance of flexibility within the education system to make it resilient. Finnish TVET, created as a hybrid solution combining school-based, work-based and online-based learning environments, remained responsive and functional throughout the difficult time in spring 2020.To urgently improve the resilience of education, this case study emphasizes the necessity to improve system-level flexibilities across all levels and all types of TVET, including alternative modes of delivery and hybrid learning opportunities, as the one size fits all approach increases rigidity and redundancy of education and training. Flexible measures are key to improve resilience, also beyond the COVID-19 pandemic. 
Education 21st Century Children: Emotional Well-being in the Digital Age (Educational Research and Innovation) Year of publication: 2019 Corporate author: OECD This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection. 
Schools in action, global citizens for sustainable development: a guide for students Year of publication: 2016 Corporate author: UNESCO The UNESCO Associated Schools Project Network (ASPnet) in Action: Global Citizens for Sustainable Development student guide aims to introduce secondary school students to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) and provide them with ideas and activities to contribute proactively to a more peaceful and sustainable world. The guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the ASPnet Online Collaborative Platform: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco.org/aspnet/globalcitizens]. You will find in this student guide: An overview of what it means to be a global citizen and of how you can contribute to sustainable development. Ideas for getting active yourself, as part of your home, school, community, country and globally. Selected activities on GCED and ESD from ASPnet schools around the world. 
UNESCO COVID-19 Education Response: Open and Distance Learning to Support Youth and Adult Learning (Education Sector Issue Note; No. 2.5 – June 2020) Year of publication: 2020 Corporate author: UNESCO Institute for Lifelong Learning (UIL) A new UNESCO issue note, produced by the UNESCO Institute for Lifelong Learning (UIL), aims to support education policy-makers and planners in ensuring open and distance learning to support youth and adult learning in the context of the current pandemic, now and in its aftermath.Since the COVID-19 outbreak and the worldwide school closures that followed, ministries of education have endeavoured to ensure continuity of learning and encourage schools and educational institutions to explore and utilize online and distance modes of learning. Unfortunately, learners outside of the formal school system who are already in need of urgent learning support, such as low-skilled adults, women, out-of-school youth, migrants and refugees, and persons with disabilities, have suffered disproportionally from the suspension of face-to-face learning at the majority of adult learning centres and non-formal educational institutions.The current pandemic calls for people from people from all socio-economic backgrounds, wherever they live in the world, to develop new knowledge and skills in order to cope with the uncertainty that this crisis imposes. These learning needs include basic health literacy, media literacy, parenting for home-schooling children and professional development to counteract job losses brought on by the pandemic. Correspondingly, enrolment in massive open online courses (MOOCs) is soaring. As such, there have been positive and demand-driven trends in exploring alternative options, such as open and distance learning (ODL), to ensure the continuity and expansion of non-formal education and adult learning.This issue note takes stock of opportunities and challenges in using ODL, both online and offline as defined in the UNESCO Issue Note on Distance Learning Strategies, for youth and adult learners outside the formal education system. After examining key issues and illustrating promising cases from public and private sectors, it provides key messages for policy interventions to support inclusive lifelong learning for youth and adults during and after the current pandemic.UNESCO Education Sector’s issue notes cover key topics related to the COVID-19 education response. 
Implementation of Sexuality Education in Middle Schools in China Year of publication: 2018 Corporate author: UNESCO Beijing | United Nations Population Fund (UNFPA) This research report describes the current situation and problems with the implementation of sex education in schools in China, and makes relevant recommendations for policy makers and schools. 
Inclusive Education Year of publication: 2008 Corporate author: UNESCO International Bureau of Education (IBE) Inclusive education: the road to the future is the subject of the forty-eighth meeting of the International Conference on Education (CIE) to be held in Geneva from November 25 to 28, 2008. I believe that a genuine dialogue and a frank debate between Ministers and other education actors on this central theme and on the four related sub-themes: approaches, scope and content; public politics; systems, interfaces and transitions, and students and teachers, will be both timely and appropriate. 
The Impact of Holocaust education: how to assess policies and practices? International Seminar, 27 January 2014, UNESCO, Paris; Report Year of publication: 2014 Corporate author: UNESCO International Bureau of Education (IBE) | Georg Eckert Institute for International Textbook Research (Germany) | Hungary. Permanent Delegation to UNESCO UNESCO, which is charged with “promoting awareness of Holocaust remembrance through education” by resolution 34 C/61 of its General Conference, marked the International Day of Commemoration in Memory of Victims of the Holocaust on 27 January 2014 by convening an international seminar for members of the global community who are involved with and committed to this mandate. The event, titled “The Impact of Holocaust Education: How to Assess Policies and Practices”, aimed at highlighting current practices and debates in the field of research in Holocaust education. It was organized in partnership between UNESCO, including its International Bureau of Education, and the Georg Eckert Institute for International Textbook Studies with the support of the Delegation of Hungary to UNESCO. 
Evaluation of UNESCO’s Action to Prevent Violent Extremism Year of publication: 2020 Corporate author: UNESCO Internal Oversight Service (IOS) The purpose of this evaluation was twofold. To provide evidence, ideas and insights on how UNESCO’s efforts on PVE in the period from 2015-2018 have contributed to enhancing UNESCO’s action and position in the PVE sphere in light of the decisions of Member States. And to provide evidence and formulate lessons learned and good practices on the intersectoral approach with the aim of informing what works and what does not work in intersectoral cooperation.The evaluation found that UNESCO’s work on PVE was context specific and adjusted to respond to the needs of the countries and sub-regions where the work was being implemented.UNESCO’s work is aligned with the agency’s mandate and expertise and makes the most of its strong relationships with government bodies and civil society actors. UNESCO’s work on PVE has led to positive results around the quality, use and effectiveness of guidance documents, around capacity building of UNESCO partners and stakeholders, and around the provision of expertise and policy advice both at national and global level. Using an intersectoral approach led to an increase in information sharing and coordination. However, this was not always translated to intersectoral implementation or delivery of PVE initiatives. 
Greening Technical and Vocational Education and Training: A Practical Guide for Institutions Year of publication: 2017 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) This Guide describes the macro need for TVET reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The Guide also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this Guide. A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution. 
UNESCO Survey on Intercultural Dialogue, 2017: Analysis of Findings Year of publication: 2018 Corporate author: UNESCO Institute for Statistics (UIS) The present report sets out the key findings of the first UNESCO survey on intercultural dialogue conducted among its Member States. The survey takes stock of the current understanding and operational mechanisms and strategies of intercultural dialogue at national level. It assesses the main issues and opportunities, current policies and legislation, available data and resources, and main stakeholders in this field. The resulting information permits an initial inventory of countryspecific intercultural dialogue policies that will function as a point of analysis for future monitoring and inform future policy-making.The questionnaire for the survey was distributed to 199 National Commissions for UNESCO in six official United Nations languages with a submission deadline of Spring 2017. There was a response rate of 21.622%. The respondents represent all geographic regions, including countries with large, middle and small populations, and over half are from developing economies.