Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,640 Results found
Citizenship Education for the Tenth Grade: Public Opinion Year of publication: 2020 Author: Ramia Ghoson Corporate author: National Center for the Development of Educational Curricula The video is an educational lesson for the tenth grade in Syria in the subject of national education. The lesson focuses on the concept of public opinion and its role in local, regional and international issues. The teacher hosts a group of students and discusses with them the concept of public opinion. This episode covers all aspects of public opinion as a concept and delves into some examples of current issues. 
Some Features of the Gender Orientation of the Social Policy of the Central Asian Countries Year of publication: 2017 Author: A.D. Bekebaeva The article examines the gender-oriented social policy of Central Asian countries, its origins, features and disadvantages. Special attention is paid to the common Soviet past of the countries studied, since this period left a major imprint on the current state of gender issues in the region. 
Promoting Climate-Sensitive Early Childhood Care and Education in Emergencies Year of publication: 2023 Corporate author: Inter-agency Network for Education in Emergencies (INEE) This brief addresses a gap in climate change and education literature: young children who are affected by crises. Climate mitigation and adaptation efforts often exclude early childhood care and education (ECCE), especially in crises and emergencies. Therefore, the brief outlines multisectoral ECCE interventions that can serve as solutions to broader climate change mitigation and adaptation goals. These interventions look at long-term solutions that reduce children’s exposure to climate change risks. The aim of these long-term solutions is to create new climate-adapted ways of thinking, being, and doing by focusing on care – for each other and for the earth – and by building climate resilience among children and their supporting care systems. 
Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All Year of publication: 2016 Corporate author: UNESCO The Incheon Declaration articulates the collective vision and commitment of the international community on global education. The 2030 Framework for Action provides guidance for the implementation of Sustainable Development Goal 4. 
UNESCO 2017: Annual Report 2017 Year of publication: 2018 Corporate author: UNESCO This Annual Report takes stock of these actions and many others, undertaken during the mandate of the former Director-General, Irina Bokova, to whom I wish to pay tribute. The Report also reflects the professionalism and expertise of the Organization’s staff working across the world, and translating the 2030 Agenda for Sustainable Development’s Goals into action. The Report features UNESCO’s commitment to provide a world of justice, peace and sustainable development.Guided by the ideals of peace and progress, UNESCO represents a powerful force for transformation in the face of today’s challenges. It is also well-placed to share our wide-ranging experience and formulate the innovative ideas that the world currently needs, bearing in mind specific conditions on the ground and the need to respect local history and culture. 
Transforming Lives through Education Year of publication: 2018 Author: Anne Müller | Cristina Stanca-Mustea Corporate author: UNESCO 1945-2018: This book invites the reader on a fascinating photographic journey that highlights UNESCO’s work in promoting education across the world for more than seven decades. Above all, it testifies to the power of education to transform lives, build self-confidence, contribute to economic and social progress, and promote intercultural understanding.Through this book, the reader will discover the history of UNESCO’s work in education from its foundation to its current role as global leader for the coordination of Goal 4 of the United Nations 2030 Agenda for Sustainable Development, dedicated to education.The publication highlights the important milestones, normative advances, innovations and outstanding projects in our history, which bear witness to our humanistic vision of education. Drawing on a rich archive of photographs, some of them little known, this book illustrates the scale and diversity of UNESCO’s education programme across the globe. 
Diversity, Dialogue and Sharing: Online Resources for a More Resourceful World Year of publication: 2017 Author: Francine Saillant Corporate author: UNESCO The different societies and regions of the world are developing original perspectives on diversity, cultural rapprochement and intercultural dialogue. These perspectives arise through the complex interactions between regional structures, governmental bodies, civil society and cultural institutions. The tools available to these actors are easily identifiable on a global scale, particularly those regularly produced by UNESCO. However, other tools exist - intercultural universities, virtual libraries, training programs for urban policies, MOOCS, video conferences, virtual exhibitions, online archives, to name but a few - their visibility limited by their fragmented distribution. It is through these resources that countries and regions succeed in producing responses in support and promotion of diversity adapted to their context specific problems.This book provides a reinterpretation of the concept of intercultural dialogue rooted in regional perspectives on diversity, giving a broad panorama of the shared theoretical, practical and technical tools and online resources available.This book comprises three parts. Part 1 examines the perspectives selected for our inquiry from a conceptual and reflective standpoint. Topics covered will include the notions of diversity and dialogue, an examination of these notions, and finally our methodology. Part 2 introduces the regions (in the sense established by UNESCO), their diversity-related characteristics and issues, and the regional strategies adopted in order to promote not only diversity but also rapprochement and dialogue. Finally, Part 3 details the various actions that embody the regions’ strategies and broad orientations, with each action being presented based on its underlying aims. Parts 2 and 3 represent two different ways of approaching the shared and shareable resources in question, of which we hope to present the most promising aspects. 
Dialogue: cultural diversity and globalization, the Arab-Japanese experience; proceedings Year of publication: 2005 Corporate author: UNESCO The symposium on “Cultural Diversity and Globalization: the Arab-Japanese Experience, a Cross-Regional Dialogue”, organized on 6 - 7 May 2004 at UNESCO in Paris with the purpose of promoting dialogue and cooperation between the Arab world and Japan, gave its participants an opportunity to lay the groundwork for thinking about the key concepts enshrined in the UNESCO Universal Declaration on Cultural Diversity adopted by the General Conference at its 31st session, on 2 November 2001. 
Third collection of good practices: intercultural dialogue in support of quality education Year of publication: 2013 Corporate author: UNESCO Associated Schools Project Network (ASPnet) The UNESCO Associated Schools Project Network (ASPnet) conducts pilot projects aimed at reinforcing the humanistic and ethical principles of UNESCO in school curricula and throughout the learning process, often within the framework of UN and UNESCO International Day, Years and Decades, Promoting intercultural dialogue is thus an ASPnet priority. The initiatives presented in this Third Collection of ASPnet Good Practices were carried out by ASPnet schools and their partner institutions in the context of the International Year for the Rapprochement of Cultures (2010). The selected projects illustrate both multicultural education and intercultural education in action. 
Measurement of global citizenship education Year of publication: 2013 Author: Vegard Skirbekk | Michaela Potančoková | Marcin Stonawski Corporate author: UNESCO In this study we provide an overview of Global Citizenship Education, focusing on definitions, methodological advances and data. We present an assessment of some of the existing initiatives for the measurement Global Citizenship Education, and make suggestions for how to move towards a globally consistent measure. Although there is some disagreement over how to measure global citizenship and global citizenship education, we also find consensus on parts of the concept. We are proposing to construct a composite indicator consisting of three complementary levels – the societal level (e.g., the level of democracy; macro level indicators of openness), the supplier level (e.g., provision of education; availability of training relevant for global citizenship); and the receiver level (civic identity, values, skills and knowledge). We conclude that one potential cost-effective approach could be to integrate evidence from several nationally representative surveys, providing us with world-wide coverage. We also discuss the feasibility and benefits of this measurement approach as well as its challenges.