Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
8,354 Results found
Spotlight on Basic Education Completion and Foundational Learning in Africa, 2022: Born to Learn Year of publication: 2022 Corporate author: UNESCO | Association for the Development of Education in Africa (ADEA) | African Union This publication is the first in a three-part Spotlight series. It is produced by a partnership between the Global Education Monitoring Report, the Association for the Development of Education in Africa and the African Union.The report focuses on why learning levels in the region are low. All children are born to learn yet only one in five children in Africa who reach the end of primary school achieve the minimum proficiency level required to continue their education and fulfil their potential. Combining completion and learning statistics, the report shows that children in Africa are at least five times less likely than children in the rest of the world to be prepared for the future.Given the historically low levels of learning on the continent, fresh thinking is needed to translate the CESA and SDG 4 commitments into focused, coordinated, well-informed and appropriately funded actions. The report contains eight policy-oriented recommendations for driving change. 
Reviewing the Korean Sustainable Development Strategy and Policy in Response to COVID-19 Year of publication: 2021 Author: Soeun Ahn | Dokyun Kim | Hongrim Lee | Yoonseon Park | Jaehyuk Lee | Jungseok Lee | Hanwoom Hong | Woohyun Jung | Baeseok Jeon | Garim Jeon Corporate author: Korea Environment Institute (KEI) Through the ‘Sustainable Development Goals (SDGs)’, the United Nations (UN) has established tasks, including 17 policy goals and 169 targets, that civilization must resolve by 2030. It is recommended that each country build its own implementation mechanism, which sets its own policy goals and targets, tailored to its respective national context. South Korea established the ‘National Sustainable Development Goals (K-SDGs)’ in 2018, consisting of 17 policy goals and 122 targets. In 2020, the country prepared the Fourth Basic Plan for Sustainable Development (2021-2040). The K-SDGs were revised and supplemented in consideration of recent changes in conditions.This study aims to develop a national K-SDGs strategy by examining factors that threaten sustainable development, with a focus on the COVID-19 pandemic. 
Climate Change Adaptation Policy, 10 years: Tracking Adaptation and Suggesting the Way Forward (Ⅲ) Year of publication: 2021 Author: YoungiI Song | Jiyoung Shin | Jinhan Park | Songmi Park | Mirae Kim Corporate author: Korea Environment Institute (KEI) This study suggested the direction of preparing and wrote the climate change adaptation gap report by sector. This study defined the adaptation gap as the degree of implementation compared to the adaptation goal and evaluated the effect of reducing climate change risk.This study prepared a climate change adaptation gap report through the process of selecting representative indicators, setting adaptation goals, and analyzing national climate change adaptation policies for five sectors: forest/ecosystem, agriculture and fisheries, water, health, and territory/coast.Through the writing of the climate change adaptation gap report, We identified the insufficient climate change adaptation measures and suggested the policy directions to effectively reduce climate change risk and ensure the effectiveness of future climate change adaptation policies.As a result, we emphasized the climate change adaptation efforts are needed, such as establishing climate change adaptation policies directly related to climate change risk, building the data to understand the effectiveness of climate change adaptation measures, and setting goals for climate change adaptation. 
Diagnosing and Enhancing Environmental Literacy of Citizens to Raise Green Awareness Year of publication: 2021 Author: Jeongyoon Yeom | Namsoo Kim | Haengwoon Jeong | Woohyeon Jeong Corporate author: Korea Environment Institute (KEI) 1. Research purposeA nationwide consensus on the understanding on and necessity of the environmental policy is needed in order to successfully achieve the policy objectives.The necessity of environmental education is being highlighted but in reality, there is a lack of objectives and specific indicators to verify its effect.The goal of environmental education should be the expansion of environmental literacy and indicators to measure this should be developed. 2. Research scopeSummarize the concept of environmental literacy and develop the scales for adultsMeasure the level of environmental literacy of citizensConfirm the predictors and consequences of environmental literacyUnderstand citizen types via cluster analysis 
Artificial Intelligence and Digital Transformation: Competencies for Civil Servants Year of publication: 2022 Corporate author: UNESCO | Broadband Commission for Sustainable Development. Working Group on AI Capacity Building | International Telecommunication Union (ITU) This report presents a competency framework for civil servants on AI and digital transformation, and recommends ways to implement it to support related capacities in government. The research for this report was guided by the following question: What competencies need to be developed for public-sector officials to effectively design and implement digital and AI transformation initiatives in government, and to create an enabling environment for digital transformation in society?The report provides an overview of the major digital competencies for public sector officials when dealing with digital transformation. The competency framework provides guidance for civil servants, but also for international organisations and research centers to develop curricula and provide a basis for the development of action plans and strategies on digital competencies. 
Advancing Digital Equity for All: Community-Based Recommendations for Developing Effective Digital Equity Plans to Close the Digital Divide and Enable Technology-Empowered Learning Year of publication: 2022 Corporate author: USA. Department of Education. Office of Educational Technology In spring 2022, the U.S. Department of Education’s Office of Educational Technology (OET) committed to advancing digital equity through the Digital Equity Education Roundtables (DEER) Initiative. Through DEER, OET hosted a series of national conversations with leaders from community-based organizations, as well as families and learners furthest from digital opportunities. The “Advancing Digital Equity for All” resource illuminates insights from these conversation to highlight the barriers faced by learner communities and promising solutions for increasing access to technology for learning.The historic federal investments authorized by the Infrastructure Investment and Jobs Act offer critical opportunities for broadband planning that can identify and equitably address the various availability, affordability, and adoption challenges described. Using this guidance resource as a starting point, it is essential that leaders collaborate with those most impacted by the digital divide to develop comprehensive digital equity plans that outline strategies to meet the needs of learners, their families/caregivers, and communities effectively and sustainably. 
From Learning Recovery to Education Transformation: Insights and Reflections from the 4th Survey on National Education Responses to COVID-19 School Closures Year of publication: 2022 Corporate author: UNESCO | UNESCO Institute for Statistics (UIS) | United Nations Children's Fund (UNICEF) | World Bank | Organisation for Economic Co-operation and Development (OECD) From Learning Recovery to Education Transformation, a new joint report by UNESCO, UNESCO Institute for Statistics (UIS), UNICEF, The World Bank and The OECD, presents findings from the fourth round of the Survey on National Education Responses to COVID-19 School Closures, administered between April–July 2022 with responses from Ministries of Education in 93 countries. It explores how countries are progressing in the RAPID actions to recover learning: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. 
Social Media 4 Peace Year of publication: 2021 Corporate author: UNESCO | European Union (EU) The overall objective of the UNESCO project 'Social Media 4 Peace' funded by the European Union is to strengthen the resilience of societies to potentially harmful content spread online, in particular hate speech inciting violence while protecting freedom of expression and enhancing the promotion of peace through digital technologies, notably social media. For more information, please visit:https://en.unesco.org/social-media-4-peace 
Modalities of School Education on the Values of Citizenship in Light of the Principles Carried by Arab Countries Moving Towards Democracy in Order to Achieve Societal Integration (Herodote Journal; vol. 6, no. 1) Year of publication: 2022 Author: Zahya Shuashi | Noura Diradi Corporate author: Herodotus Foundation for Scientific Research and Training This research paper discusses the topic of citizenship education through the roles played by the educational and educational systems in the Arab world, and our topic will focus on the idea of valuing and promoting the integration and consolidation of the culture of citizenship in the educational field, especially since it has become one of the demands of democracy that Arab countries are trying to engage in. The challenges posed by the new world order, which is an attempt to be used on the level of educational curricula to respond to the social requirements, cultural values and aspirations of citizens, by consolidating the culture of citizenship through comprehensive education, while framing all of this within the societal cultural space called the school, but in order to achieve this. The school in the Arab countries must rely on an educational philosophy based on live programs and curricula aimed at consolidating ethics and true citizenship behaviors, which show their positive effects on the lives of community members, and we seek here to clarify the relationship between the idea of citizenship education by using curricula that are in line with the scientific development paths to advance the citizen's humanity The learner, so did the educational curricula in the Arab countries really contribute to achieving citizenship education? 
Nature-based Solutions: Opportunities and Challenges for Scaling Up Year of publication: 2022 Author: Charlotte Hicks | Carolina Chambi | Hemant Tripathi | Katie Dawkins | Tania Salvaterra | Kollie Tokpah | Valerie Kapos | Hashim Zaman Corporate author: United Nations Environment Programme (UNEP) Nature-based Solutions (NbS) are important for the global sustainable development agenda because they offer the potential to address, in an effective way, diverse challenges such as climate change, food and water insecurity, disaster impacts, and threats to human health and wellbeing, while reducing environmental degradation and biodiversity loss. Some of the challenges addressed by NbS, including biodiversity loss and climate action, cannot be fully tackled without this contribution. This does not mean that other actions, such as rapid decarbonization of our economies, are not also essential. This report: Outlines recent developments on NbS, with a focus on global, regional and national commitments, and key issues and concerns Builds on the new multilaterally agreed definition of NbS – agreed by the UN Environment Assembly in March 2022 – to set out key elements in the concept, provides examples of NbS, and discusses related approaches Provides recommendations for actions by governments, civil society and the private sector to substantially scale up the use of NbSThe report aims to inform NbS-related initiatives and discussions on NbS at global, regional, and national levels, with a focus on how NbS can be scaled up to more effectively address social, economic, and environmental challenges.