Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,380 Results found
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. Equidad e inclusión social: Superando desigualdades hacía sociedades más inlcusivas Year of publication: 2016 Author: Betilde Muñoz-Pogossian | Alexandra Barrantes Corporate author: Organization of American States (OAS) La desigualdad continúa siendo uno de los principales retos de los países de las Américas, y el debate sobre sus raíces y consecuencias ha permeado todos los ámbitos de la política pública. Lo cierto es que los avances en materia de derechos civiles y políticos no se han correspondido con avances en materia de derechos económicos, sociales y culturales.En este marco y durante los últimos 15 años, muchos de los países de la región han tomado medidas de política pública para generar mayor inclusión y una mejor redistribución de los beneficios del crecimiento económico, con la intención de que esto se traduzca en el goce de más derechos (en todas sus esferas) para los ciudadanos y ciudadanas. 
Technical and Vocational Education and Training for Disadvantaged Youth Year of publication: 2021 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET.This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at ‘4As’: availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network. 
Introducing the Global Goals Corporate author: United Nations Children's Fund (UNICEF) Learners can explain what the Global Goals for Sustainable Development are, why they are important and how they relate to the learner her/himself. 
The global goals debate Corporate author: United Nations Children's Fund (UNICEF) Learning outcomes: To encourage critical debate about the Global Goals for Sustainable Development, so that young people are aware of the Goals, have critically evaluated them in their own minds and have drawn their own conclusions 
What To Do With The Global Goals In My Daily Life? Corporate author: United Nations Children's Fund (UNICEF) Learning outcomes: Be able to identify creative ways of implementing the Global Goals, understand how to build on each other’s ideas and use creativity in the initial steps of developing sustainability projects 
Addressing language of instruction issues in education: recommendations for documenting progress Year of publication: 2016 Author: Carol Benson Corporate author: Columbia University (USA). Teachers College This paper offers evidence-based recommendations for documenting international progress towards addressing language issues in education. The focus is on adapting the school language(s) of instruction to the home language(s) of learners. The paper begins by defining terms like L1 and explaining the concepts underlying multilingual education (MLE). Next there is a discussion of how to capture relevant linguistic and educational information from policy documents and linguistic sources, with examples from lowincome countries. This is followed by a set of questions that can and should be asked of any program to evaluate progress in addressing instructional language issues, focusing on the approach/methodology, teacher languages and skills, learner assessment, and program management, monitoring and evaluation. The paper concludes with some possible global indicators and suggestions for further research. 
Gender Equality and Empowerment of Women and Girls in the UK: Meeting the Challenge of the Sustainable Development Goals Year of publication: 2016 Author: Holly Dustin | Helen Mott | Nicola Waterworth | Gillian Cowell | Janet Veitch Corporate author: British Council This research provides the first stocktake of gender equality in the UK from the perspective of the UN’s Sustainable Development Goals (SDGs), the 17 goals adopted by world leaders in 2015 in order to end poverty, protect the planet and ensure prosperity for all.It focuses on the UK’s successes towards achieving gender equality, as well as gaps and priorities for further action in five key areas: participation, power and leadership; education; economy; justice and violence against women and girls and culture (including arts, sports and technology). There are many examples of good practice from the UK, such as strong legislation, data gathering and structures. However, the research also concludes that women and girls continue to lag behind men and boys on key rights, opportunities and well-being, with men over-represented in almost all positions of power and decision-making. It also explores the impact of international linkages and collaboration to determine whether as the UK’s cultural relations organisation, there is a role for the British Council in this. 
Таджикистан: Анализ политики по поддержке людей с инвалидностью Year of publication: 2018 Author: Mikhail Petrushkov Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) | Institute for War and Peace Reporting (IWPR) «На законодательном уровне в отношении соблюдения прав людей с инвалидностью и обеспечения равных условий делается многое. Правительство Таджикистана в 2016 году приняло «Национальную программу реабилитации инвалидов на 2017 – 2020 годы. Однако проведенный анализ финансовой составляющей Программы показал существенные недоработки», – отмечает в своей статье, написанной для аналитической платформы CABAR.asia Михаил Петрушков, аналитик (Душанбе). 
School Closures and Regional Policies to Mitigate Learning Loss due to COVID-19: A Focus on the Asia-Pacific Year of publication: 2021 Corporate author: UNESCO Institute for Statistics (UIS) Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options. Greater economic insecurity among families may also affect school enrolment as many struggle to pay school fees, or require children to work to supplement family income. Ultimately, this will lead to rising dropout rates, estimated to be as much as 4% in a region where 128 million children and young people were already out of school before COVID-19. The largest number of learners at risk reside in South and West Asia.Together, the education and economic fallout from the pandemic threaten progress toward the Sustainable Development Goal for education (SDG 4). Even prior to the COVID-19 disruptions, progress towards SDG 4 was lagging in many countries in the Asia-Pacific and without significant contributions to education finance, the pandemic threatens to push the region even further behind.This report breaks down the effects of school closures. It considers, for example, how many schools were closed, and when, across the Asia-Pacific, and the effects on different levels of education from early childhood education, through to primary and secondary school. The report analyses country efforts to implement remote learning, and strategies to mitigate learning losses as the proportion of students expected to fall below minimum proficiency levels is expected to rise.To achieve SDG 4, all children and young people, and especially those in marginalized groups, need support to get the education they need and deserve.