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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When Schools Shut: Gendered Impacts of COVID-19 School Closures Year of publication: 2021 Corporate author: UNESCO School closures to mitigate the spread of COVID-19 have caused unprecedented disruption for nearly 1.6 billion learners across the globe. Beyond alarming effects on learning loss and school dropout, they pose an immediate and long-term threat to gender equality, with gender-specific effects on health, well-being and protection. This publication exposes these impacts and calls for effective strategies to ensure education continuity, promote gender equality and improve lives and futures. Through a review of published research, a global survey of actions taken by organizations in favour of gender equality in education, and in-depth data collection in five countries, UNESCO and its partners underline the challenges faced by children and young people to continue learning, and to return to school safely. When schools shut also showcases the efforts made by governments and the international community to mitigate harm and safeguard progress towards gender equality in and through education. While it is too soon to grasp the full scope of the impact of school closures, the publication sets out early evidence from across different contexts globally on how girls and boys have been participating in remote learning, planning for the return to school, and coping with mental and physical health challenges during the closures. It is a call to governments and their partners to put gender at the centre of education recovery to tackle declining participation and low return-to-school rates. When schools shut is a timely reminder that schools are essential sites not only for learning, but also lifelines when it comes to health, well-being and protection of all learners. 
World Heritage Forests: Carbon Sinks Under Pressure Year of publication: 2021 Author: Tales Carvalho Resende | David Gibbs | Nancy Harris | Elena Osipova Corporate author: UNESCO | International Union for Conservation of Nature (IUCN) | World Resources Institute This report provides the first global scientific assessment of greenhouse gas emissions and sequestration in forests found in UNESCO World Heritage sites.World Heritage forests, whose combined area of 69 million hectares is roughly twice the size of Germany, are some of the most biodiversity-rich habitats on Earth and play a crucial role in climate regulation by absorbing carbon dioxide (CO2) from the atmosphere. However, these forests are under increasing anthropogenic pressures, including climate change.By combining remote sensing data with site-level monitoring, this report has quantified the climate benefits of World Heritage forests for the first time, assessed the impacts on carbon of common threats to World Heritage forests and identified sites that are net carbon sources. It therefore provides information to facilitate dialogues between policymakers and local stakeholders for the development of effective solutions aimed at maintaining the continuing role of World Heritage forests as sinks and stable carbon stores for future generations. 
A Decade of progress on education for sustainable development: reflections from the UNESCO Chairs Programme Year of publication: 2017 Author: Michelsen, Gerd | Wells, Peter J. Corporate author: UNESCO The UNITWIN/UNESCO Chairs Programme, launched in 1992, today forms an extensive network of inter-university cooperation involving more than 700 higher education institutions in 128 countries worldwide. Through knowledge sharing and collaborative research in the priority areas of UNESCO’s work in education, the natural and social sciences, culture, communication and information, the Chairs provide a vital contribution to the Organization’s mission. The current volume focuses on the activities undertaken by UNESCO Chairs dedicated to the field of Education for Sustainable Development (ESD) within the context of the UN Decade of ESD which culminated in the UNESCO World Conference on ESD, held in AichiNagoya, Japan, 2014. The case studies included, showcase the good practices, applied research and curricula innovations pioneered by the individual UNESCO Chairs, as well as highlighting the challenges and lessons learned both for the new follow-up Global Action Programme (GAP) on ESD and the wider Education 2030 Agenda. 
Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills Year of publication: 2021 Author: Marta Encinas-Martin | Eva Feron | Francesco Avvisati | Marco Paccagnella | Javier Suárez-Alvarez | Michelle Cherian Corporate author: Organisation for Economic Co-operation and Development (OECD) Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens.The benefits of developing children’s social‐emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well‐functioning society. The OECD’s Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students’ social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio‐economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills. 
Stories of MIGRATION (The UNESCO Courier no. 4; October-December 2021) Year of publication: 2021 Corporate author: UNESCO Through nine stories about migration, this feature story explores the prevalent phenomenon of migration in the context of globalization, and examines the problems and issues related to migration. 
Journalism is a Public Good: World Trends in Freedom of Expression and Media Development: Global Report 2021/2022; Highlights Year of publication: 2021 Corporate author: UNESCO This document is a report on world trends in freedom of expression and media development published by UNESCO in 2021/22 and focuses on the many challenges facing access to information since 2016, in terms of analysis of trends in media freedom, pluralism, independence and safety of journalists. 
How Youth Drive Change (The UNESCO Courier no. 3; July-September 2011) Year of publication: 2011 Corporate author: UNESCO Considering school history as a place of confrontation of discourse and knowledge from competing socialization spaces (school, family, media), we are interested in citizenship education work and challenges posed by these plural socializations. In an important context media coverage of debates on the recognition of minority memories in France and their entry into the school programs of the college in 2008, how do students appropriate the ""socially vivid issues"" of immigration, colonization, and decolonization? Fromcontent analysis of a corpus made up of around a hundred interviews semi-structured conducted between 2007 and 2010 with 3rd year college students (end of lower secondary and compulsory education), we analyze and highlight contrasting interpretations of these heritages by majority students and minority students, respectively supplied by categories of public debate and family narratives. We show, following work relating to the sociology of school curricula, which learning citizenship in the light of these historical legacies results from the confrontation of the pupils with the discourses and knowledge different spaces in which they take part. But it is above all the product oftheir position in the face of these historical legacies, according to their experiences social and the role they give to these stories in building a common identity and belonging. 
The Media: Operation Decontamination (The UNESCO Courier no. 2; July-September 2017) Year of publication: 2017 Corporate author: UNESCO The plurality of enlightened opinions is a prerequisite of the democratic development of our societies. The quality of the information disseminated by the media – traditional or new – is decisive when it comes to shaping public opinion. This is why UNESCO puts special emphasis on education about media and information, which it considers a fundamental skill for citizens in the twenty-first century.Freedom of expression and the free movement of ideas by words and images are among the constitutive principles of UNESCO and at the core of the 2030 Agenda for Sustainable Development. UNESCO supports the work of dedicated journalists and activists who defend fundamental freedoms, like the journalist Dawit Isaak, winner of the 2017 UNESCO/ Guillermo Cano World Press Freedom Prize, whose story appears in this issue of the UNESCO Courier.Over the last decade, more than 800 journalists have been victims of crimes aimed at muzzling freedom of expression. Only one murder out of ten ended with a conviction. This impunity is unacceptable and further fuels the spiral of violence in the future. This is why UNESCO is committed to putting an end to these crimes against the press, on all continents, as an indispensable condition for peaceful societies that are all the more robust for being better informed.In this “post-truth” era, the role of UNESCO is more important than ever, and this issue of the Courier is a wonderful opportunity to renew our founding commitment to support information and communication to build peace in the minds of men and women. 
Transforming Education Summit 2022: Futures of Education Briefing Notes Year of publication: 2022 Corporate author: UNESCO National consultations that aim at developing a shared vision, commitment, and alignment of action across constituencies are one of the key TES workstreams. The Reimagining our futures together report is proposed as a framework for examining how education systems need to change to better serve learners and societies into the future.A series of briefing notes have been prepared in alignment with the summit's five action tracks:o Inclusive, equitable, safe and healthy schoolso Learning and skills for life, work and sustainable developmento Teachers, teaching and the teaching professiono Digital learning and transformationo Financing of education 
Violence and Bullying in Educational Settings: The Experience of Children and Young People With Disabilities Year of publication: 2021 Corporate author: UNESCO Learners with disabilities are disproportionately affected by school violence and bullying at all ages and in all learning settings. This has significant adverse impacts on their education, health and well-being. This document aims to raise awareness of the problem and encourage action to ensure that children and young people with disabilities have access to a safe learning environment.