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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A Better Start?: A Progress Check on Donor Funding for Pre-Primary Education and Early Childhood Development Year of publication: 2021 Author: Asma Zubairi | Pauline Rose Corporate author: Theirworld This report focuses on aid trends to pre-primary education using data reported by donors to the Organisation for Economic Cooperation and Development (OECD) as Overseas Development Assistance. It updates our analysis from our 2019 Leaving the Youngest Behind report, which ranked donors’ performance on pre-primary education and looked at data from 2002 to 2016. The new report tracks whether donors are meeting Theirworld’s recommended target of investing at least 10% of their education aid budget on pre-primary education. 
Equity and Social Inclusion: Overcoming Inequalities Towards More Inclusive Societies Year of publication: 2016 Author: Betilde Muñoz-Pogossian | Alexandra Barrantes Corporate author: Organization of American States (OAS) Inequality continues to be one of the main challenges for the countries of the Americas, and the debate about its roots and consequences has permeated all areas of public policy. The truth is that advances in civil and political rights have not been matched by advances in economic, social and cultural rights, and in this context and during the last 15 years, many of the countries of the region have taken measures of public policy to generate greater inclusion and a better redistribution of the benefits of economic growth, with the intention that this will translate into the enjoyment of more rights (in all spheres) for citizens. 
Global Education Monitoring Report 2023: Technology in Education; A Tool on Whose Terms? Year of publication: 2023 Corporate author: UNESCO | Global Education Monitoring Report Team This report recommends that technology should be introduced into education on the basis of evidence showing that it would be appropriate, equitable, scalable and sustainable. In other words, its use should be in learners’ best interests and should complement face-to-face interaction with teachers. It should be seen as a tool to be used on these terms. Midway to the deadline, the 2023 Global Education Monitoring Report assesses the distance still to go to reach the 2030 education targets. Education is the key to unlocking the achievement of other development objectives, not least the goal of technological progress. 
International Trends of Lifelong Learning in Higher Education: Research Report Year of publication: 2023 Corporate author: UNESCO Institute for Lifelong Learning (UIL) | Shanghai Open University Against the background of a global education crisis and a growing recognition of the importance of lifelong learning, the UNESCO Institute for Lifelong Learning (UIL) and the Shanghai Open University (SOU) conducted a comprehensive research project from 2020 to 2022 that included, among other components, an international survey on the contribution of higher education institutions to lifelong learning, the results of which are presented in this report. Based on the comprehensive sets of quantitative and qualitative data collected across all world regions, this research constitutes a major step forward in building an international knowledge base on the role of HEIs in establishing lifelong learning opportunities for all. 
Thematic Alternative Report on the Implementation by the Republic of Tajikistan of the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) in Relation to the Rights of Women Released from Places of Deprivation of Liberty Year of publication: 2024 Corporate author: Bureau for Human Rights and Rule of Law (BHR) | European Union (EU) | DVV International This alternative report focuses on the implementation by the Republic of Tajikistan of the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) in relation to the rights of women released from places of deprivation of liberty. The report contains information for the period from 2019 to 2023. 
Navigating Migration and Global Citizenship Education (SangSaeng no. 61, 2023) Year of publication: 2023 Corporate author: APCEIU Migration is reshaping our societies and challenging traditional notions of identity, belonging, and cultural diversity. Global Citizenship Education, with its emphasis on fostering an understanding of global interconnectedness, human rights, social justice, and intercultural competence, is uniquely positioned to address the complex issues arising from migration. In this context, SangSaeng No. 61 explores the multifaceted relationship between migration and GCED to inspire innovative approaches to education and advocacy that address the challenges and opportunities presented by migration. Contents 03 Editor's Note 04 Special Column Renewing Our Commitment — Global Citizenship Education Should Address International Migration / Geon-soo Han 08 FOCUS: Navigating Migration and Global Citizenship EducationAfrican Migration Narratives — Mozambican Migrants in Southern Africa and Trends of African International Migration in Contemporary Africa / Joel das Neves TembeReimagining Thai Society — Burmese Migrant Children and Their Education in Thailand / Nongyao NawaratFortress Europe’s Educational Obstructions — Accessing Education for Refugees and Asylum Seekers in Europe / Prem Kumar RajaramCost of Invasion and Colonial War — Russian Invasion of Ukrainian, Refugees and Migration Governance / Franck DüvellPathway to Empowerment — Self-Reliance: A New Vision Toward Sustainable Solutions for Refugees / Kari Diener 24 Special ReportExploring Transformative Learning for Critical Empowerment through GCED / APCEIU IGCED and RND 26 Best PracticesTaking It Local — Using a Collaborative Approach to Contextualise an International Global Competence Framework / Karena Menzie-BallantyneHarmonizing the Streets for Youth — Jelajah Harmoni: Exploring the Meaning of Harmony through Community-Based Learning / Anna TanTeach to Transform — Creating Empowering Learning Spaces and Building Community of Changemakers / Rajvi Trivedi 35 Story TimeUnparalleled Look into Lives of Migrants / Virginia Pittaro 38 Peace in My MemoryCultivating Tranquillity: Thoughts on Peace / Wisdom Addo 42 GCED YOUTH NETWORKMigration and Global Citizenship Education — Youth Voices from the Ground / Oshan M. GunathilakeEducation without Borders — Empowering Displaced Children and Youth through Global Citizenship Education / Victoria Ibiwoye 48 LetterFacilitating Connections through My Experience with APCEIU / Lorena Gamerra 50 APCEIU in Action 
[Summary] Global Education Monitoring Report Summary 2023: Technology in Education; A Tool on whose Terms? Year of publication: 2023 Corporate author: UNESCO | Global Education Monitoring Report Team Technology’s role in education has been sparking intense debate for a long time. Does it democratize knowledge or threaten democracy by allowing a select few to control information? Does it offer boundless opportunities or lead towards a technology-dependent future with no return? Does it level the playing field or exacerbate inequality? Should it be used in teaching young children or is there a risk to their development? The debate has been fuelled by the COVID-19 school closures and the emergence of generative artificial intelligence. But as developers are often a step ahead of decision makers, research on education technology is complex. Robust, impartial evidence is scarce. Are societies even asking the right questions about education before turning to technology as a solution? Are they recognizing its risks as they seek out its benefits? Information and communication technology has potential to support equity and inclusion in terms of reaching disadvantaged learners and diffusing more knowledge in engaging and affordable formats. In certain contexts, and for some types of learning, it can improve the quality of teaching and learning basic skills. In any case, digital skills have become part of a basic skills package. Digital technology can also support management and increase efficiency, helping handle bigger volumes of education data. But technology can also exclude and be irrelevant and burdensome, if not outright harmful. Governments need to ensure the right conditions to enable equitable access to education for all, to regulate technology use so as to protect learners from its negative influences, and to prepare teachers. This report recommends that technology should be introduced into education on the basis of evidence showing that it would be appropriate, equitable, scalable and sustainable. In other words, its use should be in learners’ best interests and should complement face-to-face interaction with teachers. It should be seen as a tool to be used on these terms. Midway to the deadline, the 2023 Global Education Monitoring Report assesses the distance still to go to reach the 2030 education targets. Education is the key to unlocking the achievement of other development objectives, not least the goal of technological progress. 
Draft Text of the Revised 1974 Recommendation Concerning Education for International Understanding, Co-Operation and Peace and Education Relating to Human Rights and Fundamental Freedoms Year of publication: 2023 Corporate author: UNESCO In accordance with the UNESCO Constitution and the Rules of Procedure concerning Recommendations to Member States and international conventions covered by the terms of Article IV, paragraph 4, of the Constitution, the draft text of the revised Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms, and the related preliminary report, were sent to UNESCO Member States through the circular letter CL/4401 (September 2022) for their written commentsand observations. On the basis of their comments, a second draft of the text was prepared. In circular letter CL/4433 (April 2023), the second draft together with the Definitive Report were submitted to Member States. The Special Committee meeting of experts designated by Member States took place from 30 May to 2 June 2023, as per the circular letter CL/4417 (November 2022), and from 10 to 12 July 2023, as per circular letter CL/4442 (June 2023). 
A New Social Contract for Education: Advancing a Paradigm of Relational Interconnectedness Year of publication: 2023 Author: Elena Toukan Corporate author: UNESCO This paper looks at recent calls for “a new social contract for education” through the lens of a relational ontology for humanity and a living planet. Through a critical view of social contract theory, the paper looks at how this call can be an entry point to a deeper paradigmatic shift in framing questions of justice, social organization, and education itself. It proposes a shift from a rules-based transactional model to a relationship-based model grounded in understanding and appreciation of interdependence and interconnectedness. In order to shape more just and sustainable futures for humanity and the planet, a new social contract for education will need to transcend atomistic, transactional, and adversarial social dynamics and instead be organized around relational interconnectedness. 
Impact of the Afghan Crisis on the Environment, Water and Energy in Central Asian Regions Bordering Afghanistan Year of publication: 2023 Corporate author: Organization for Security and Co-operation in Europe (OSCE) Development projects in Central Asia are diverse. In 2021, the Interstate Commission on Sustainable Development of Central Asia adopted the Central Asian Sustainable Development Program till 2030, while a regional climate adaptation strategy is being developed. Afghanistan is not involved in regional environmental and water processes. The results and lessons from the development projects could be useful in tackling the effects of the Afghan crisis.