Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,172 Results found
Futures of Education: learning to become Year of publication: 2019 Corporate author: UNESCO UNESCO’s Futures of Education initiative aims to rethink education and shape the future. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity. Looking to 2050 and beyond, the Futures of Education initiative seeks to reimagine how education and knowledge can contribute to the global common good. The initiative will catalyze a global debate on how knowledge and learning can shape the future of humanity and the planet. 
مرحلة ما بعد عام 2015: التعليم الذي نصبو إليه 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. Más allá de 2015: la educación que queremos 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. 
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. L'Après-2015: l'éducation que nous voulons 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. 
UNESCO, Climate Change Education and COP22 Year of publication: 2016 Corporate author: UNESCO Education is a key vector to prepare societies for global changes. It plays a critical role in achieving sustainable development goals and putting into practice a global agreement on climate change. Education plays a paramount role in raising awareness and promoting behavioural change for climate change mitigation and adaption. It helps increase the climate change mitigation and adaptation capacity of communities by enabling individuals to make informed decisions. L'UNESCO, l'éducation au changement climatique et la COP22 Year of publication: 2016 Corporate author: UNESCO L’éducation est un vecteur clé pour préparer les sociétés à faire face aux changements globaux. Elle joue un rôle essentiel dans la réalisation des objectifs de développement durable et de mettre en pratique un accord mondial sur le changement climatique.L’éducation joue un rôle primordial dans la promotion de la sensibilisation et le changement de comportement concernant l’atténuation et l’adaptation en matière de changement climatique.Elle aide à accroitre l’atténuation du changement climatique et la capacité d’adaptation des collectivités en permettant aux individus de prendre des décisions informées. 
Reforms and Changes in Governance of Higher Education in Africa Year of publication: 2016 Author: N.V. Varghese Corporate author: UNESCO International Institute for Educational Planning (IIEP) Higher education in Africa has received favourable political attention and funding support in the period following independence. The rationale for state funding was questioned in the 1980s, and the higher education reforms in the 1990s centred on finding alternative ways of financing and on improving the managerial efficiency of universities. This focus was reflected in the market-friendly reforms that led to the privatization of public institutions and the promotion of private institutions. These reforms resulted in substantial changes in the governance and management of higher education. IIEP initiated a research study to analyse the reforms and to understand their effects on the governance of higher education at institutional and national levels. Based on studies carried out in Ethiopia, Ghana, Kenya, Nigeria, and South Africa, this book shows how the reforms have effected changes in the governance and management of institutions of higher education in Africa. Shaping the future we want: UN decade of education for sustainable development; final report Year of publication: 2014 Author: Carolee Buckler | Heather Creech Corporate author: UNESCO La Décennie de l’ONU pour l'Éducation pour le Développement Durable (2005 -2014) (DEDD) visant à intégrer les principes et pratiques du développement durable dans tous les aspects de l'éducation et de l'apprentissage, afin d'encourager les changements dans les connaissances, les valeurs et les attitudes avec la vision de permettre à un plus durable et plus juste pour tous. Le mandat de la DEDD a stimulé un grand nombre de parties prenantes - dans tous les États Membres, les organismes de l’ONU, le secteur de l'éducation, le secteur privé et la société civile – pour travailler en partenariat afin de réorienter les systèmes d'éducation vers un développement durable. Cette dernière DEDD Suivi Mondiale et le Rapport d'Évaluation (SME) fournit une évaluation des progrès accomplis vers l'intégration Éducation pour le Développement Durable (EDD) dans les systèmes d'éducation et dans les efforts de développement durable. Se fondant sur les conclusions des deux dernières DEDD SME rapports, et basées sur des États membres et d'autres parties prenantes et les évaluations de l'état actuel de l'EDD, ce rapport maps les réalisations et les défis d'une décennie de progrès et d'action sur l'EDD à l'échelle mondiale, niveaux régional, national et local - et dans tous les domaines et niveaux d'éducation. 우리가 원하는 미래를 조성하자: 유엔 지속가능 발전교육 10년 최종 보고서 Year of publication: 2014 Author: Carolee Buckler | Heather Creech Corporate author: UNESCO 유엔 지속가능 발전교육10년은(2005-2014, 이하DESD) 교육과 학습의 모든 측면에서 지속가능한 발전의 원칙과 관행의 통합, 모두를 위한 정의로운 사회, 보다 지속가능한 비전을 가지고 지식과 가치와 태도의 변화를 독려하는 것을 그 목적으로 한다. 지속가능 발전교육의 권한은 지속가능한 교육 시스템에 새로운 방향을 제시함으로 파트너십을 발휘하는 다수의 이해 당사자당들- UN 회원국, UN 기관, 교육분과, 민간 부문 및 시민 사회-에 동력을 공급한다. 이 최종 지속가능 발전교육 글로벌 모니터링 및 평가 보고서(이하GME)는 지속가능한 발전 노력과 교육 시스템으로 지속가능 발전교육(이하 ESD)을 포함한 진행 평가를 제공한다.지난 DESD, GME, 이 두 개의 보고서는 회원국과 ESD현상황에 대한 평가를 하는 이해 당사자들에 의존하여 세계, 국가 및 모든 지역과 교육 수준에서의 ESD 성과와 10년의 진행 경과에 대해서 그 지도를 그리고 있다.