Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,462 Results found
El Modelo de la oficina de sostenibilidad: construyendo unas universidades más sostenibles Year of publication: 2016 Author: Roman Lehnhof | Cathy Nolan Corporate author: UNESCO ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.The rootAbility, a social enterprise, is planned by four students at Maastricht University, aiming to spread Green Office Model across Europe. The Green Office can effectively drive a dynamic sustainability process in universities and other institutions of higher education by collaboratively working with students and university staff and integrating sustainability into university’s teaching and research Le Modèle du bureau vert: faire des universités des lieux de développement plus durable Year of publication: 2016 Author: Roman Lehnhof | Cathy Nolan Corporate author: UNESCO ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.The rootAbility, a social enterprise, is planned by four students at Maastricht University, aiming to spread Green Office Model across Europe. The Green Office can effectively drive a dynamic sustainability process in universities and other institutions of higher education by collaboratively working with students and university staff and integrating sustainability into university’s teaching and research The Green office model: making universities more sustainable Year of publication: 2016 Author: Roman Lehnhof | Cathy Nolan Corporate author: UNESCO ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.The rootAbility, a social enterprise, is planned by four students at Maastricht University, aiming to spread Green Office Model across Europe. The Green Office can effectively drive a dynamic sustainability process in universities and other institutions of higher education by collaboratively working with students and university staffs and integrating sustainability into university’s teaching and research. 
Call Me When He Tries to Kill You: State Response to Domestic Violence in Kyrgyzstan Year of publication: 2015 Corporate author: Human Rights Watch This report documents the government of Kyrgyzstan’s failure to provide survivors of domestic violence with adequate services, protection, and legal remedies. It is based on Human Rights Watch research conducted in November and December 2014 in three cities in Kyrgyzstan: Bishkek and Naryn in the north and Osh in the south. Additional meetings and interviews were conducted in Bishkek in May 2015. The report also contains a number of recommendations to the government of Kyrgyzstan. Вызывайте, когда будет убивать: Реагирование государства на семейное насилие в Кыргызстане Year of publication: 2015 Corporate author: Human Rights Watch В этом докладе документировано необеспечение правительством Кыргызстана надлежащих услуг, защиты и средств правовой защиты пережившим семейное насилие. Доклад основан на материалах исследований, проводившихся Хьюман Райтс Вотч в ноябре – декабре 2014 г. в трех городах: Бишкеке и Нарыне на севере и Оше на юге страны. Дополнительные встречи и интервью проводились в Бишкеке в мае 2015 г. Отчет также содержит ряд рекомендаций правительству Кыргызстана. 
Equity in School Education in Europe: Structures, Policies and Student Performance; Eurydice Report Year of publication: 2020 Author: Teodora Parveva | Anna Horváth | Anita Krémó | Emmanuel Sigalas | Christian Monseur Corporate author: European Commission | Education, Audiovisual and Culture Executive Agency (EACEA) | Eurydice This report provides an overview of education structures and policies that influence equity in school education. It connects these system-level features to student performance in international student assessment surveys (PISA, PIRLS and TIMSS). Looking at 42 European education systems, the report identifies which policies and structures are associated with higher levels of equity in student performance. The report examines the following education system features: participation in early childhood education and care, school funding, differentiation and school types, school choice, admissions policies, tracking systems, grade repetition, school autonomy, school accountability, support for disadvantaged schools, support for low-achieving students and the opportunity to learn. 
Reviews of National Policies for Education: Kazakhstan, Kyrgyz Republic and Tajikistan 2009; Students With Special Needs and Disabilities Year of publication: 2009 Corporate author: OECD This OECD publication provides an overview of current education policies for children with special educational needs and disabilities in Kazakhstan, the Kyrgyz Republic and Tajikistan. Provides an idea of the socio-historical context, education systems and the corresponding legislation, critically analyzes the adopted views on access to education for the most vulnerable group of children in these countries. Particular attention is paid to political measures, aimed at ensuring inclusive education, procedures identification and assessment, overall coordination of educational service delivery, integration into the general education system, as well as best practices and the role of NGOs and community donors. Oбзор национальной политики в области образования: Казахстан, Кыргызская Pеспублика и Таджикистан 2009; Учащиеся с особыми потребностями и ограниченными возможностями Year of publication: 2009 Corporate author: OECD В данной публикации ОЭСР предлагается обзор текущей образовательной политики в отношении детей с с особыми образовательными потребностями и ограниченными возможностями в Казахстане, Кыргызской Республике и Таджикистане. Дается представление о социальноисторическом контексте, системах образования и соответствующего законодательства, критически анализируются принятые взгляды на доступ к образованию для самой уязвимой группы детского населения в данных странах. Особое внимание уделяется политическим мерам, направленным на обеспечения инклюзивности образования, процедурам идентификации и оценки, общей координации предоставления образовательных услуг, интеграции в общеобразовательную систему, а также наиболее успешным практикам и роли НПO и общественных доноров. 
Ensuring Lifelong Learning for All in Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan: Country Evidence and Policy Recommendations Year of publication: 2020 Author: Arne Carlsen Corporate author: UNESCO Lifelong Learning is at the heart of the 2030 Agenda for Sustainable Development and its 17 goals. More speci¬cally, Sustainable Development Goal 4 is devoted to ensuring quality education and lifelong learning opportunities for all. As the lead agency for education, UNESCO is mandated to support Member States in implementing SDG 4 through the Education 2030 Framework for Action. Central Asian countries – Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan – have all shown their commitment to achieving the SDGs by 2030, including SDG 4, and have taken several actions in this regard. This sub-regional study aims to provide a broader picture of lifelong learning in Central Asia, supported by evidence and policy recommendations in order to propose a systemic approach for future education reforms. Обеспечение возможности обучения на протяжении всей жизни для всех в Казахстане, Кыргызстане, Таджикистане и Узбекистане: Опыт отдельных стран и рекомендации по вопросам политики Year of publication: 2020 Author: Arne Carlsen Corporate author: UNESCO Обучение на протяжении всей жизни лежит в основе Глобальной программы устойчивого развития, состоящей из 17 целей. Суть Цели 4 в области устойчивого развития заключается в «Обеспечении всеохватного и справедливого качественного образования и поощрение возможности обучения на протяжении всей жизни для всех». ЮНЕСКО, как специализированному учреждению ООН по вопросам образования, было поручено оказывать государствам-членам содействие в достижении ЦУР 4 через выполнение Рамочной программы действий в области образования до 2030 года.Страны Центральной Азии – Казахстан, Кыргызстан, Таджикистан и Узбекистан – выразили заинтересованность в достижении к 2030 году всех ЦУР, включая ЦУР 4, и уже предприняли ряд действий в этом направлении. Цель настоящего субрегионального исследования состоит в предоставлении более точной картины положения дел в области обучения на протяжении всей жизни в Центральной Азии, подкрепленной фактическим материалом и рекомендациями по вопросам политики, для подготовки предложений по системному подходу к будущим реформам образования.