Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,721 Results found
Educational Policies for Attention to Cultural Diversity: Brazil, Chile, Colombia, Mexico and Peru; volume 1 Year of publication: 2005 Author: Carolina Hirmas R. | Ricardo Hevia R. | Ernesto Treviño | Pablo Marambio V. Corporate author: UNESCO Santiago This publication consists of three volumes. The first is an analysis of how the educational policies of five countries in the region -Brazil, Chile, Colombia, Mexico and Peru- address the issue of cultural diversity, both through its legislation and its curricular policies. teacher training and institutional management. The second presents a set of ethnographic studies conducted in these same countries in order to show how the phenomenon of "cultural discrimination" occurs in the daily life of the school, the opposite side of the "cultural pluralism" that the school is called to build. The third volume is a compendium of educational materials on five relevant topics about cultural diversity to be worked with teachers and students in schools. Políticas educativas de atención a la diversidad cultural: Brasil, Chile, Colombia, México y Perú; volumen 1 Year of publication: 2005 Author: Carolina Hirmas R. | Ricardo Hevia R. | Ernesto Treviño | Pablo Marambio V. Corporate author: UNESCO Santiago Esta publicación consta de tres volúmenes. El primero da cuenta de un análisis de cómo las políticas educativas de cinco países de la región –Brasil, Chile, Colombia, México y Perú- abordan el tema de la diversidad cultural, tanto a través de su legislación como de sus políticas curriculares, de formación de maestros y de gestión institucional.El segundo presenta un conjunto de estudios etnográficos realizados en estos mismos países con el fin de mostrar cómo se da en la vida cotidiana de la escuela el fenómeno de la “discriminación cultural”, la cara opuesta del “pluralismo cultural” que la escuela está llamada a construir. El tercer volumen es un compendio de materiales educativos sobre cinco temas relevantes acerca de la diversidad cultural para ser trabajados con docentes y estudiantes en los centros educativos. 
Prévenir la radicalisation des jeunes Year of publication: 2015 Corporate author: Ministère de l'Education nationale, de l'Enseignement supérieur et de la Recherche This booklet is a tool to prevent youth radicalizationtargetting school administrators and other educational staff. It characterizes radicalization and guides on the identification of number of its identifiable signs. Finally, it indicates what should be done when these signs are observed. Prévenir la radicalisation des jeunes Year of publication: 2015 Corporate author: Ministère de l'Education nationale, de l'Enseignement supérieur et de la Recherche Cette brochure est un outil de prévention de la radicalisation des jeunes, principalement destiné aux directeurs des écoles et au personnel éducatif. Il apporte une définition de la radicalisation et explique comment reconnaître les signes distinctifs. Enfin, il apporte des renseignements sur ce qui doit être fait lorsque certains de ces signes sont observés. 
Lifelong Learning in Transformation: Promising Practices in Southeast Asia Year of publication: 2017 Author: Rika Yorozu Corporate author: UNESCO Institute for Lifelong Learning (UIL) This report is an outcome of a project on building a lifelong learning agenda in Southeast Asian countries, which aims to address the region’s remaining educational challenges in ensuring ‘inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all’ (Goal 4 of the 2030 Agenda for Sustainable Development). By sharing promising policies and practices in implementing integrated lifelong learning from different perspectives, countries can learn from one another and move their visions for lifelong learning fully into practice. The publication documents a variety of promising practices from 11 countries, focusing particularly on the features critical to the promotion of lifelong learning for all; namely, inclusive and gender-responsive teaching and learning practices, recognition of learning outcomes from non-formal and informal learning, collaboration between social and economic development sectors and coherent national government policies and strategies. The report comprises three main sections: a reflection on lifelong learning in international and national documents, a collection of good practice drawn from their national reports, and a set of recommendations for policies and programmes promoting lifelong learning. It is hoped that these recommendations will stimulate discussion and new developments, in both policy and practice, in the region. 
Inclusion at the University of Meritorious Students in Situations of Social Vulnerability Year of publication: 2015 Author: Marcela Orellana | Karla Moreno | Francisco Javier Gil Corporate author: UNESCO Santiago | UNESCO Chair on Inclusion in Higher Education The first edition of this work was published by the OREALC / UNESCO Santiago for its dissemination among those attending the Education for All Ministerial Meeting in Latin America and the Caribbean: Balance and Challenges post 2015, within the framework of the Regional Education Project for America Latin America and the Caribbean (PRELAC), held in Lima, Peru on October 30 and 31, 2014. In this second edition, we are pleased to add other inclusion mechanisms that arise from the commitment of the UNESCO Chair in Inclusion in Higher Education, the valuable support from non-profit private foundations and the support of OREALC / UNESCO Santiago. The generation of these alliances constitutes a fundamental contribution to the collection of relevant information for the design of public policy proposals aimed at reducing the inequality gaps in higher education, guaranteeing the right to a quality education and to collaborate in the construction of societies with greater social justice. Inclusión a la universidad de estudiantes meritorios en situación de vulnerabilidad social Year of publication: 2015 Author: Marcela Orellana | Karla Moreno | Francisco Javier Gil Corporate author: UNESCO Santiago | UNESCO Chair on Inclusion in Higher Education La primera edición de este trabajo fue publicada por la OREALC/UNESCO Santiago para su difusión entre los asistentes a la Reunión Ministerial Educación para Todos en América Latina y el Caribe: Balance y desafíos post 2015, en el marco del Proyecto Regional de Educación para América Latina y el Caribe (PRELAC), realizada en Lima, Perú el 30 y 31 de octubre de 2014. En esta segunda edición, nos complace sumar otros mecanismos de inclusión que surgen del compromiso de la Cátedra UNESCO de Inclusión en la Educación Superior, el valioso apoyo de fundaciones privadas sin fin de lucro y el apoyo de la OREALC/UNESCO Santiago. La generación de estas alianzas constituye un aporte fundamental para el levantamiento de información relevante para el diseño de propuestas de políticas públicas tendientes a disminuir las brechas de desigualdad en la educación superior, a garantizar el derecho a una educación de calidad y a colaborar a la construcción de sociedades con mayor justicia social. 
Global Education Monitoring Report, 2016: Planet: Education for Environmental Sustainability and Green Growth Year of publication: 2016 Corporate author: UNESCO PLANET: Education for environmental sustainability and green growth, a publication taken from the full 2016 Global Education Monitoring Report, explores the knowledge and skills needed for sustainable and inclusive economic growth that does not damage our planet.This publication demonstrates how education can help people understand and respond to environmental issues and climate change. Environmental education can increase green knowledge and build sustainability practices. The publication warns that while education contributes to economic growth, education systems must be careful not to encourage unsustainable lifestyles and all learners must acquire the knowledge and skills needed to promote sustainable development.It also argues that we must continue to learn throughout our lives in order to make production and consumption sustainable, and to provide green skills for green industries. Creating green industries relies on high-skill workers with specific training, yet by 2020 there could be 40 million too few workers with tertiary education relative to demand. Higher education and research should also be oriented towards green innovation and growth; innovation depends on cooperation in higher education and investment in research and development to transform production in vast swaths of the economy.It also recognises that education must change in order to keep up with the changing face of work. Green and transferable skills should be taught in both school and the workplace. The greening of industries requires not only the production of more high-skill workers, but the continued training and education for low and medium skill workers, often on the job. “To ensure the Sustainable Development Goals are implemented, everyone involved needs to think, to work, to organise, to communicate and to report in ways that are completely different from what has been done up till now. Education truly is key to a wide appreciation not just of the SDGs but the new ways of thinking and working that are going to be necessary to fulfil them. So the challenge to all of us is to re-learn, and that does not just apply to educators, but it applies to all of us.” 
Education, Development and Citizenship in Latin America: Proposals for the Debate Year of publication: 2011 Author: Alicia Barcena | Narcis Serra Corporate author: Naciones Unidas. Comisión Económica para América Latina y el Caribe (CEPAL) | Centro de Estudios y Documentación Internacionales de Barcelona (CIDOB) Through ADI, an initiative promoted by CIDOB, the Ibero-American General Secretariat (SEGIB) and the Economic Commission for Latin America and the Caribbean (ECLAC), with the support of various sponsoring companies, it is intended to encourage academic debate along with the political debate on diverse issues crucial for the region. Through a rigorous analysis of the social, economic and political reality carried out by academics, public policymakers and other key actors in the development process in Latin America, the aim is to offer recommendations that make economic growth compatible with well-being of the majorities. This publication constitutes the fifth volume of the series and is the result of the willingness of the participating institutions to disseminate, as much as possible, the ideas and discussions that emerged in the seminar. Its reading is a fundamental element to understand the current state of education in the region, as well as the possibilities that exist in this area to continue advancing in inclusion and development. Educación, Desarrollo y Ciudadanía en América Latina: Propuestas para el Debate Year of publication: 2011 Author: Alicia Barcena | Narcis Serra Corporate author: Naciones Unidas. Comisión Económica para América Latina y el Caribe (CEPAL) | Centro de Estudios y Documentación Internacionales de Barcelona (CIDOB) Mediante la ADI, iniciativa impulsada por CIDOB, la Secretaría General Iberoamericana (SEGIB) y la Comisión Económica para América Latina y el Caribe (CEPAL), con el apoyo de diversas empresas patrocinadoras, se pretende alentar el debate académico junto con el debate político en diversos temas cruciales para la región. A través del análisis riguroso de la realidad social, económica y política realizado por los académicos, los encargados de formular políticas públicas y otros actores clave en el proceso de desarrollo de América Latina, se pretende ofrecer recomendaciones que hagan compatible el crecimiento económico y el bienestar de las mayorías. Esta publicación constituye el quinto volumen de la serie y es fruto de la voluntad de las instituciones participantes de difundir, en la mayor medida posible, las ideas y discusiones surgidas en el seminario. Su lectura supone un elemento fundamental para comprender el estado actual de la educación en la región, así como las posibilidades que existen en este ámbito para seguir avanzando en la inclusión y el desarrollo.