Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,367 Results found
Ответные меры системы образования на буллинг, вызванный гомофобией Year of publication: 2014 Corporate author: UNESCO This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. 
Intégrer le genre dans la coopération non gouvernementale Year of publication: 2019 Corporate author: Solidarité mondiale Solidarité Mondiale place l’attention et la prise en compte du genre au cœur de ses pratiques et ses programmes. Ainsi, notre organisation s’emploie à créer une culture institutionnelle sensible au genre, tant au sein de notre équipe que dans la coopération avec nos partenaires d’ici et d’ailleurs. En effet, l’égalité des genres est essentielle pour garantir le caractère durable et inclusif de la coopération. Tant au niveau des droits du travail que de la protection sociale, les femmes se trouvent souvent dans les positions les plus précaires. C’est pourquoi Solidarité Mondiale s’est engagée pour l’égalité des genres au sein de la coopération non gouvernementale et a signé la "Charte Genre" le 29 novembre 2018. La "Charte Genre" a été signée par 56 organisations qui se sont engagées à soutenir un élan positif en leur sein autour de l’égalité et à mettre en place les actions nécessaires pour que les intentions se matérialisent. Elle inclut l’égalité des sexes (entre hommes et femmes) ainsi que la reconnaissance des droits des personnes LGBQTI (lesbiennes, gays, bisexuelles, queer, transgenres, intersexuées). Toutefois, comme nous vous l’expliquions en 2018, cette charte est issue d’un processus plus large, auquel Solidarité Mondiale a pris activement part, visant notamment à créer un guide d’inspiration. Bonne nouvelle, depuis peu, ce guide d’inspiration « Intégrer le genre dans la coopération non gouvernementale » est finalisé et accessible à tou.te.s ! Celui-ci regroupe des bonnes pratiques et des pistes d’intégration du genre dans les différentes activités propres à l’Éducation à la citoyenneté mondiale et solidaire (ECMS) en Belgique (communication, plaidoyer, mobilisation, etc.). Il a été conçu à l’aide d’un processus participatif et piloté par les 5 structures fédératives (11.11.11, ACODEV, CNCD-11.11.11, ngo-federatie et FIABEL) accompagnées du Monde selon les femmes. 
동성애혐오성 괴롭힘 없는 학교 Year of publication: 2013 Corporate author: UNESCO 이 책은 2012년 유네스코가 발간한 ‘HIV 및 보건 교육 우수 정책과 사례’ 시리즈(전8권) 중 제8권 『Education Sector Responses to Homophobic Bullying』을 번역한 것입니다. 이 책은 동성애혐오성 괴롭힘을 '모두를 위한 교육'을 실현하기 위해 해소해야 하는 걸림돌 중 하나로 지적하면서 그 해결방법을 제시하고 있습니다. 
Guide for social advocates of domestic violence victims (guidebook) Year of publication: 2016 Author: S. Korneychuk | N, Gladyr | A. Ilyasova Corporate author: S. Korneychuk | N, Gladyr | A. Ilyasova This tutorial is aimed at strengthening the professional potential of specialists directly working with cases of domestic violence in order to maximize the needs of victims. Руководство для социальных защитников жертв бытового насилия (учебное пособие) Year of publication: 2016 Author: S. Korneychuk | N, Gladyr | A. Ilyasova Данное учебное пособие направлено на укрепление профессионального потенциала специалистов, непосредственно работающих со случаями бытового насилия, с целью максимального удовлетворения потребностей пострадавших. 
Review of UNESCO’s work on curriculum development Year of publication: 2019 Corporate author: UNESCO In response to a request from the UNESCO Executive Board in Spring 2019, the UNESCO Internal Oversight Service (IOS) Evaluation Office has undertaken this Review to provide a mapping and analysis of UNESCO’s activities in curriculum; to provide an overview of the roles typically played by other national, regional and international actors in the field of curriculum, and to assess the demand for services from UNESCO Member States and donors in the area of curriculum. The review found that curriculum is widely considered as the foundational building block of the education system, resulting from a pedagogical and political consensus with regard to what is important in learning and why, according to both the learner’s needs and societal visions. In light of challenges of the 21st century and the need to strengthen the role of the humanities in a context dominated by technology and data, the redefinition of curriculum has become one of the main concerns of national education authorities around the world. It is also widely accepted that quality curricula can support the attainment of Sustainable Development Goal 4 (SDG 4). The review concluded that curriculum, particularly curriculum development and reform processes, should remain an area of UNESCO’s education programme as it addresses a clear need from Member States. As curriculum implies both technical and political dimensions, UNESCO can act as a neutral broker, to facilitate informed and inclusive policy dialogue. It also has a long-term tradition in facilitating complex curriculum processes in often difficult and sensitive contexts. In addition, UNESCO has the capacity to serve as a platform for international exchanges and comparative research, including through networks such as UNESCO Chairs, and coordinating knowledge hubs and communities of practice. To address curriculum with added value in the future, UNESCO should focus on providing methodological technical assistance, capacity development, standard-setting and policy advice to support the curriculum processes, products and competences in Member States while ensuring a coordinated and holistic perspective. Complementary to work on curriculum from a methodological point of view, thematic Sections at Headquarters should continue elaborating content on specific crosscutting topics. Looking to the future, the review recommends (i) maintaining a specialized category 1 institute as a lead entity on curriculum development; (ii) refining the offer of technical assistance and capacity development to Member States on curriculum development and reform; (iii) developing and maintaining a knowledge base of materials and a roster of experts on curriculum; (iv) providing a platform for policy dialogue and exchange of experience among Member States; and (v) systematizing the inclusion of curriculum in standard-setting and normative work. 
#CommitToEducation Year of publication: 2019 Corporate author: UNESCO In December 2018, building on a series of regional consultations, the education community struck a common chord at the Global Education Meeting in Brussels, the first gathering of its kind since the adoption of the 2030 Agenda. Ministers, representatives of government, multilateral organizations, civil society and other stakeholders agreed on a set of priorities for collective action. These include an overarching focus on the right to inclusive quality education; eradicating illiteracy; including migrants, displaced persons, refugees and stateless persons in education; quality gender-responsive education and training; strengthened education for global citizenship and sustainable development; more flexible and open learning systems providing a broader range of knowledge, skills and competences at all levels; qualified teachers and domestic and international resource mobilization. This set the ground for the first review of SDG 4 by the July 2019 High level Political Forum, the UN apex platform for the follow-up and review of Agenda 2030. As the UN agency responsible for the coordination of SDG 4, mandated by the World Education Forum in Incheon (Republic of Korea, 2015), UNESCO provided an analysis of where the world stands on SDG 4, how countries have taken up the goal in their policies, and made recommendations to act better, differently and collaboratively. 
YouthXchange: green skills and lifestyles guidebook Year of publication: 2016 Author: Ryder. Guy, Steiner. Achim Corporate author: UNESCO | United Nations Environment Programme (UNEP) | UNESCO. Director-General, 2009-2017 (Bokova, I.G.) The YouthXchange Green Skills and Lifestyles Guidebook fills this gap. Developed by UNEP and UNESCO, in collaboration with the International Labour Organization (ILO), this Guidebook helps young people connect the talk about the green economy, green societies and green jobs to theirlifestyles. It focuses on the skills required to make these transitions – providing case studies and insight on green jobs and the skills they will require in terms of social innovation and entrepreneurship, the role of different stakeholders (government and private sector) and life skills. Young men and women are already driving change across the world. We must provide them with the skills they need to create new lifestyles and develop green jobs. Building a green future must start with training and education. It must start by listening to young people, by engaging their creativity and acting together. 
Pursuing quality in early learning, vol. 1: Early childhood care and education (ECCE) teacher competency framework for Southeast Asia (SEA) Year of publication: 2018 Corporate author: Southeast Asian Ministers of Education Organization (SEAMEO) | UNESCO Bangkok With the United Nation’s (UN) Sustainable Development Goals (SDGs) as a platform for achieving quality early childhood care and education outcomes by 2030, ECCE policy-makers, practitioners, and academicians from Asia-Pacific countries gathered at the second Asia-Pacific Regional Policy Forum on Early Childhood Care and Education in Putrajaya, Malaysia in 2016 to share experiences, innovations, and lessons learned in developing and implementing ECCE policies and initiatives. This document first provides a brief background, and discusses the purposes and intended audience for which the framework was developed (Section I). A succeeding section reflects on the regional ECCE landscape (Section II), before proceeding to a discussion of the ECCE teacher competency framework for Southeast Asia (Section III). Section IV suggests possible uses of the ECCE teacher competency framework; a final section concludes with areas for future action. 
Une planète pour nos besoins Year of publication: 2017 Corporate author: Bruxelles Environnement Ce jeu de rôle permet de comprendre notre dépendance à notre environnement et de réfléchir à la manière dont l’être humain exploite celui-ci pour sa survie et son bien-être. Les élèves devront coopérer pour espérer gagner!