Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,217 Results found
Roadmap for Integrating Global Citizenship and Liberation History in Teaching and Learning in SADC Member States Year of publication: 2021 Corporate author: UNESCO The Roadmap for integrating GCED and SALH in teaching and learning in SADC member states is grounded in two visions: Identify common values and learning outcomes that can be advanced by GCED and SALH, with a view of promoting the sense of belonging, solidarity, and regional identity and integration. Guide education planners and practitioners to mobilize the GCED and SALH contents to contribute to the SADC vision of reconciliation, social cohesion, resilience, peace, solidarity, development, and freedom for future generations through promoting an education that equips young people with skills, values, knowledge, behaviours, and attitudes that critically and creatively address today’s local, national, regional, and global challenges through an inclusive lens. The objectives of this Roadmap are to: Provide general guidance and steps for the integration of SALH and GCED in curricula and teaching and learning practices in SADC member states; Provide articulations between the regional and local philosophical concepts and the GCED core values, such as ubuntu, to support a contextualized teaching of GCED values; Support countries to identify priority topics and steps towards integrating GCED and SALH in education policies in a manner that highlights the regional dimensions of liberation history, as well as universal values; Propose learning outcomes and competencies as well as teaching and learning approaches for GCED and SALH; Provide guidance on integration of GCED and SALH in teacher education programmes, as well as possible assessment methods. 
Cross-Sectoral Cooperation for Sustainable Futures Year of publication: 2021 Author: Jana Arbeiter | Maja Bučar Corporate author: Bridge 47 Cross-sectoral cooperation is important to strengthen the coherence and collaboration, as well as mobilization of resources needed for addressing systemic challenges, implementing the Sustainable Development Goals (SDGs), and enabling transformative change. Building or strengthening cross-sectoral multi-stakeholder groups or coalitions within SDG Target 4.7, can support equipping everyone with the knowledge, skills and competencies needed to contribute to a more sustainable and just future.Multi-stakeholder groups or coalitions in support of SDG Target 4.7 on a local, regional and global level are essential mechanisms for promoting and implementing sustainable development. They can enable coherence and collaboration, as well as pooling of expertise and resources needed for co-creation of the relevant policy proposals linked to the implementation of SDG Target 4.7. Building and strengthening multi-stakeholder groups or coalitions require a clear basis for establishing well-defined relationships within the multi-stakeholder groups or coalitions, well-designed structures and operating procedures and strong coordination. But most importantly, they have the potential to combine key stakeholders from relevant sectors of society, which can advocate for the implementation of SDG Target 4.7 and the (co)-creation of appropriate policies that address global justice, sustainability, and key global challenges. This publication identifies the following recommendations for establishing multi-stakeholder groups or coalitions in support of SDG Target 4.7: Multi-stakeholder groups or coalitions in support of SDG Target 4.7 on a local, regional and global level should be established, and resources should be made available for this. Stakeholders wishing to establish multi-stakeholder groups in the context of SDG Target 4.7 should clearly define their main goals and objectives. Stakeholders involved in multi-stakeholder groups in the context of SDG Target 4.7 need to be strategically identified and cover all major societal sectors, including different components of SDG Target 4.7. Coalitions in support of SDG Target 4.7 should place focus on facilitation, active listening, and peer learning opportunities. Inclusive and flexible coordination and leadership should be applied, stressing transparency, accountability and joint commitment to the cause. 
Transformative Education: Bridging Education for Change Year of publication: 2021 Author: Jana Arbeiter | Maja Bučar Corporate author: Bridge 47 This publication suggests that improvements in the areas of coordination, cooperation, awareness raising and capability development are needed, as outlined in the recommendations below. Policies and strategies at national, regional and global level should adopt overarching visions for transformative education in the form of overarching strategies for SDG Target 4.7. Mechanisms for coordination and collaboration between the different components of SDG Target 4.7 should be established at national, regional and global levels. Awareness of the role of transformative education and SDG Target 4.7 in contributing to more just and sustainable futures should be raised jointly between the different components of SDG Target 4.7. Opportunities for capacity building and upskilling of practitioners and learners linked to transformative education should be enabled and created at national, regional and global levels. 
Unlocking the Transformative Potential of Education: The Alliance Between Lifelong Learning and SDG Target 4.7 Year of publication: 2021 Author: Chris Millora Corporate author: Bridge 47 This paper has found that Lifelong learning as a spectrum of formal, informal and non-formal learning, offers a framework to embrace different forms of learning people gain in various spaces across their lifespan. While several lifelong learning policies emphasise economic benefits, evidence shows that lifelong learning also facilitates active citizenship, tolerance to diversity, empathy, learning to live together, leadership, intergenerational learning, and awareness of social injustices. This paper demonstrated the impact of ALE provisions that bring to centre stage the needs of adults – particularly women – in resource-poor contexts. These programmes recognise the ‘funds of knowledge’ and ‘banks of skills’ already existing in these communities – challenging the deficit discourse that is dominant particularly in development circles even today.Based on these findings, this paper puts forward seven interrelated policy recommendations: (1) acknowledgement, within SDG 4.7 policies, that learning occurs in all life stages, forms and spaces; (2) prioritisation of lifelong learning and transformative approaches to education into local, national, regional and global level policies, including provisions of funding; (3) a focus on the transformative competencies and outcomes of lifelong learning; (4) positioning lifelong learning as a cross- cutting (rather than separate) approach to achieving the SDGs; (5) increased attention to recognising, validating and accrediting (RVA) non-formal and informal learning; (6) involving marginalised groups as stakeholders that can shape policy and not only recipients; (7) increased government support and financing to adult educators and literacy facilitators. 
Transformative Competencies: How to Define and Implement Competencies for SDG Target 4.7 Year of publication: 2021 Author: Johanna Helin Corporate author: Bridge 47 This paper was commissioned to support advocacy for SDG Target 4.7 in European and global policies by exploring the concept of ‘Competencies for SDG Target 4.7’. This advocacy paper draws from a desk review of existing global and regional competency frameworks at national, regional and global levels. The aim is to get a clearer understanding of these transformative competencies and how they help the implementation and assessment of Target 4.7.This paper is divided in three sections. The first section provides background to the different world views that frame the discussion on competencies, before turning to presenting some of the competency frameworks for Target 4.7. The second section gives some examples of how these competencies are being introduced into national education policies, professional skills training and lifelong learning. The paper finishes with conclusions and policy recommendations. 
Indicators: The Need and Challenges of Tracking Implementation of Target 4.7 Year of publication: 2021 Author: Johanna Helin Corporate author: Bridge 47 This paper investigates the existing and proposed indicators and monitoring frame- works for 4.7. Examining efforts at national, regional, and global levels will identify the main challenges in measurement initiatives. The paper will start by looking at the context of SDGs and the special character of Target 4.7. Thereafter, it will discuss the process and limitations of defining the indicators at the global level. It will also review regional developments, tools, and ideas for national and local level assessment frameworks in Asia-Pacific and Europe. The paper ends with conclusions and policy recommendations. 
Resources: For SDG Target 4.7 Year of publication: 2021 Author: Sandra Oliveira Corporate author: Bridge 47 This paper is part of a series of publications commissioned to support advocacy for more space for SDG Target 4.7 of Agenda 2030 in European and global policies. In November 2019, Bridge 47 organised an event called Envision 4.7, which brought together civil society organisations, national governments, MEPs, European and global organisations, and together wrote a Roadmap for SDG Target 4.7 for Europe.Focusing on the key themes of this Envision 4.7 Roadmap and drawing on the Envision 4.7. policy papers as key references, this paper focuses on providing a global overview and identification of the types of resources re- quired to achieve this target.\ 
Gender in Teaching: A Key Dimension of Inclusion Year of publication: 2020 Corporate author: UNESCO | International Task Force on Teachers for Education 2030 Without teachers, Sustainable Development Goal 4 to ensure inclusive and equitable, quality education for all by 2030 will not be achieved.Since teachers act as role models for students, inclusion in education means that the teaching workforce mirror the diversity of the classroom. As countries look to recruit more teachers to meet SDGs, one significant factor important to creating inclusive classrooms is gender.This document has been prepared for the 2020 World Teachers’ Day celebrated by UNESCO and the Teacher Task Force with the theme Teachers: Leading in crisis, reimagining the future. Le genre dans l’enseignement: Un élément essentiel de l’inclusion Year of publication: 2020 Corporate author: UNESCO | International Task Force on Teachers for Education 2030 Sans enseignant(e)s, il sera impossible d’atteindre l’objectif de développement durable 4 qui vise à assurer l’accès de tous à une éducation inclusive de qualité, sur un pied d’égalité, d’ici à 2030.Les enseignant(e)s sont des exemples pour les élèves ; à ce titre, l’inclusion dans l’éducation signifie que la composition ducorps enseignant doit refléter la diversité des élèves. À l’heure où les pays cherchent à recruter davantage d’enseignant(e)s pour atteindre les ODD, le genre constitue l’un des facteurs les plus importants pour créer des classes inclusives.Le présent document a été préparé en vue de la Journée mondiale des enseignant(e)s 2020, célébrée par l’UNESCO et l’Équipe spéciale sur les enseignants autour du thème Enseignants : leaders en temps de crise et façonneurs d’avenir. 
Pathways Towards Quality Primary Education: Improving Completion and Learning Outcomes Year of publication: 2021 Author: Moizza Binat Sarwar | Susan Nicolai | Diego Benitez Moreno | Olha Homonchuk | Jose Manuel Roche Corporate author: ODI Global This paper explores pathways towards quality primary education by identifying and analysing strategies used in 38 countries that have made faster progress in primary completion rates (PCR) – and, where discernible, learning outcomes – between 2000 and 2017. It further considers which social and economic groups within these countries are being left behind or excluded from the rise in completion rates, why that may be happening and what governments are doing to address those gaps.