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One year into COVID, UNESCO convenes global meeting of education ministers to ensure learning continuity 2021-03-30 UNESCO maps national plans to vaccinate teachers One year into the COVID-19 pandemic, 85 education ministers highlighted measures to keep schools open, address learning losses and adapt their education systems at an event convened by UNESCO on 29 March 2021. Close to half the world’s students are still affected by partial or full school closures and over 100 million additional children will fall below the minimum proficiency level in reading as a result of the pandemic. In the face of a prolonged crisis, we must redouble our mobilization and target the right priorities, those that will allow us to truly make education a common good, a fundamental right. The first of our principles is that schools are irreplaceable, as the pandemic has shown. The second is that more than ever we need resilient and innovative school systems to face present and future shocks. The third is that no screen can ever replace a teacher.-- Audrey Azoulay, UNESCO Director-General While the protection of teachers is essential for schools to reopen safely, a survey conducted by UNESCO and the International Task Force on Teachers for Education 2030 finds that only 17 countries out of 149 prioritize teachers in the first phase of vaccination efforts. Another 20 countries include teachers as a priority group for the 2nd phase of vaccinations. Meanwhile 56 countries do not prioritize teachers in national vaccine rollout plans. Stronger support to protect and train teachers was highlighted across the three parallel sessions of the conference. In the first roundtable on keeping schools open and supporting teachers, ministers emphasized the need for schools to become more resilient and flexible. They described measures in place for prevention and control, including testing within schools, teacher vaccination plans, investments in mental health and the importance of stronger partnerships with ministries of health. In the second roundtable on mitigating school and university dropout and learning loss, ministers stressed the focus on equity, a redoubling of investments in remedial education, strengthening social services, prioritizing the youngest children and funding formulas to reach the farthest behind. In the third roundtable on digital transformation and the future of education, ministers highlighted the importance of teacher training and professional development; public-private partnerships and societal engagement to promote 21stcentury skills and youth employability. In his message at the event, echoing the themes of the conference, UN Secretary-General Antonio Guterrres said, “At this pivotal moment, I am calling on all countries (to) use the recovery to narrow education divides, expand digital connectivity and reimagine education.” The Director-General of the World Health Organization Tedros Adhanom Ghebreyesus warned that “Without universal access to education and health services, the inequalities which have expended even further during the pandemic will continue to grow. WHO recognizes the central role schools play in safeguarding student health and well-being,” a theme underlined during the conference. The Africa Union’s Commissioner for Education, Science, Technology and Innovation, Professor Sara Anyang Agbor, Commissioner for Education, Science and Technology emphasized that “The consequences of COVID 19 have reinforced the importance of transforming Africa’s education systems through digital transformation, referring to the AU’s framework encompassing online learning, teachers, skills, school connectivity and on and offline safety.” To support national strategies, UNESCO, UNICEF & World Bank announced a joint mission “Recovering Education 2021” focusing on three priorities: ensuring all children and youth are back in school and receiving comprehensive support including health, nutrition and psycho-social support; accelerating learning and breaking down the digital learning divide; and preparing and empowering all teachers. Map 1: Interactive and static maps showing school closures Map 2: Prioritization of teachers in COVID-19 vaccine rollout (unesco.org) URL:https://en.unesco.org/news/one-year-covid-unesco-convenes-global-meeting-education-ministers-ensure-learning-continuity 
اختيار سلطنة عُمان دولة مشرفة على الإستراتيجية الدولية الشاملة لمكافحة الإرهاب 2021-03-27 اختيرت سلطنة عُمان دولة مشرفة على الإستراتيجية الدولية الشاملة لمكافحة الإرهاب، خلال اجتماعات الجمعية العامة للأمم المتحدة التي عقدت في نيويورك، ومثل سلطنة عُمان السفير محمد بن عوض الحسّان مندوبها الدائم لدى منظمة الأمم المتحدة في نيويورك.ويأتي اختيار الجمعية العامة للأمم المتحدة لسلطنة عُمان للإشراف على الإستراتيجية الدولية الشاملة لمكافحة الإرهاب في ضوء النهج السياسي المعتدل الذي يقوم على نبذ التطرف والعنف ودبلوماسية السلام. URL:https://www.spa.gov.sa/viewfullstory.php?lang=ar&newsid=2207979 
مؤتمر التنمية المستدامة: تأثير جائحة كورونا على التعليم كارثي 2021-03-19 عقد برعاية سمو الشيخ صباح الخالد ومشاركة حشد تربوي وأكاديمي لمناقشة واقع التعليم وتحديات تطويره أجمع المتحدثون في مؤتمر التنمية المستدامة بالكويت، الذي عقد تحت عنوان «الواقع والطموح والتحديات والتعليم نموذجاً» على النتائج السلبية التي تركتها جائحة «كورونا» على التعليم في أنحاء العالم, ودعوا إلى معالجة الفجوة الناجمة عن تلك التداعيات. وانطلق المؤتمر، أمس الأول، برعاية رئيس مجلس الوزراء سمو الشيخ صباح الخالد، بتنظيم من جمعية «دار الخبرة للتنمية والتطوير»، و«الحمرا للاستشارات الاقتصادية»، ورعاية استراتيجية من الهيئة العامة للشباب، وبدعم من مؤسسة الكويت للتقدم العلمي، بمشاركة حشد من التربويين والأكاديميين والمختصين. بداية، تحدث رئيس مجلس إدارة «دار الخبرة»، د. أحمد العبدالله، فقال، إن «المؤتمر يهدف إلى بحث آليات تطوير الأداء المؤسسي للمنظمات الحكومية وغير الحكومية، لتحقيق أهداف التنمية المستدامة وفق رؤية 2035، وتقييم وقياس أداء منظومة التعليم لتحقيق الهدف الرابع من أهداف خطة التنمية المستدامة، وهو تحقيق تعليم جيد ومنصف وشامل ومستدام»، لافتا إلى أهمية ترسيخ مفهوم العمل المؤسسي في المؤسسات التعليمية، وتعزيز مفهوم الجودة والإسهام في تطوير برامج التعليم. بدوره، قال ممثل الأمين العام للأمم المتحدة، المنسق المقيم لدى الكويت، د. طارق الشيخ، إن «تأثير جائحة كورونا على التعليم كان كارثيا، فهناك أكثر من 1.6 مليار طالب في أكثر من 190 دولة تأثروا سلبا بهذه الجائحة»، لافتا إلى تفاوت تأثير الجائحة على الطلبة، حسب ظروف كل دولة. وأضاف أن خسائر التعليم تهدد بالتمدد إلى ما بعد هذا الجيل، وتمحو عقودا من التقدم في معظم الدول، منوها إلى أنه قد يتسرب 33.8 مليون طفل من التعليم نتيجة تأثيرات هذه الجائحة، والنتائج الاقتصادية الناجمة عنها. فجوة التحصيل من جهتها، قالت مديرة مكتب منظمة اليونسكو في الدوحة، د. آنا بوليني، «لم يكن هناك أحد في العالم لديه استعداد لهذه الجائحة، ومع اننا الآن مضى علينا أكثر من عام، ونحن نتعامل مع تبعاتها، لاسيما فيما يخص التعليم، إلا أن الوسائل التكنولوجية ساهمت في الحد من آثارها على التعليم، مضيفة «أنه علينا ألا نغفل أن التعليم الإلكتروني كان له إيجابيات، إلا أنه له بعض السلبيات، أبرزها غياب التواصل الفعال بين المعلم والمتعلم، مما يجعل هناك فجوة ونقص في التحصيل». وأضافت «بالتأكيد النظام التعليمي في كل دولة يسعى لمواصلة عملية التعليم وفق الظروف المتاحة، وكل دولة لها ظروفها، لكن على الدولة دعم توفير شبكات الإنترنت والتغطية لجميع جغرافية الدولة، وكذلك توفير الأجهزة، لأنه ليست كل الأسر لديها المقدرة المادية على شراء الأجهزة، وهذه تحديات تواجهها الدول في سبيل استمرار التعليم في ظل الجائحة». من جهته، قال مندوب الكويت لدى اليونسكو في باريس، د. آدم الملا، إن التعليم يعد من الركائز الأساسية للتنمية المستدامة، وضمان توفير فرصه للجميع، لافتا إلى أن تحقيق أهداف التعليم يرتكز على 3 أساسيات، أولها بناء المرافق التعليمية، وزيادة عدد المنح الدراسية والتعليم العالي، وزيادة عدد المعلمين المؤهلين من خلال التعاون الدولي. بدروه، قال عضو المجلس الاستشاري للجمعية، د. طارق الدويسان، إن «التعليم في الكويت بحاجة إلى تطوير وتحسين في المخرجات»، مشيرا إلى أن الكويت دائما تأتي في المراتب الأخيرة في المؤشرات الدولية فيما يخص التعليم، و»علينا ايجاد حلول وخطط لتطوير التعليم بشكل يواكب المستجدات». البنية التحتية من جهته، قال الوكيل السابق بوزارة التربية، عضو هيئة التدريس بجامعة الكويت، د. خالد الرشيد، إن «الكويت كانت سباقة في إعداد استراتيجية تعليمية متكاملة، لاسيما انها بدأت التعليم الإلكتروني بمراحل مبكرة من حيث العمل على تجهيز البنية التحتية اللازمة، التي أصبحت المنقذ للتعليم في الكويت بعد ظهور الجائحة، لافتا إلى أن «التربية» وجامعة الكويت وفرتا البنية التحتية للتعليم الإلكتروني والتعليم عن بعد، وهذا كان له أثر جيد في استئناف التعليم في ظل «كورونا». وذكر أن تم تنفيذ مشاريع الألياف الضوئية، وتطوير البوابة التعليمية، وتفعيل المركز الإقليمي لتطوير البرمجيات، وتنفيذ مشروع الكاميرات، وتطوير مشروع الفصول الذكية في المرحلة الثانوية، ومشروع الأجهزة المحمولة لطلاب الثانوية، وبهذا تكون منظومة التعليم الإلكتروني شبه متكملة، مشددا على أن وجود البنية التحتية عند وقوع الجائحة كان المنقذ للوضع. من جهتها، أكدت المديرة السابقة للجهاز الوطني للاعتماد الأكاديمي، د. نورية العوضي، أن الجهاز محارب، وأصبح تحت الهيمنة التامة بإجراءات التعليم العالي، مشددة على أهمية ترسيخ دوره بما يضمن تحقيق الهدف الذي أنشئ من أجله، لافتة إلى أنه «في السابق تصدى للشهادات الهشة الرديئة وأصدر قرارات جريئة باستبعاد الجامعات التجارية، التي يسعى لها بعض الطلبة، وهي تفتقر إلى أبسط مقومات الجودة في التعليم». وقالت إن «الحلول المجزأة عاجزة عن تحرير مستقبل الكويت من الفساد الأكاديمي والتعليم الرديء»، مشيرة الى ضرورة التحلي بروح المسؤولية والشجاعة في تحصين مقومات الجودة الشاملة من جميع التدخلات المنفعية، مؤكدة أن هذا الأمر يفتح عهدا جديدا لإصلاح التعليم العالي. من جانبه، أكد رئيس جمعية المعلمين السابق، مراقب التعليم الثانوي بمنطقة العاصمة التعليمية، متعب العتيبي، «إننا بحاجة إلى فزعة وطنية لانتشال التعليم من الاضطرابات التي وقعت خلال فترة كورونا»، مشيرا إلى «اننا مقبلون على مرحلة أخطر واصعب بسبب الضعف التراكمي الذي طال جميع الطلبة في مختلف مراحلهم». ولفت إلى أن التجاذبات السياسية التي حصلت في فترة «كورونا» عطلت القرار التعليمي، وأخرجت الخطط التربوية، مشددا على أهمية عودة الطلاب إلى المدارس في ظل الظروف الراهنة، وفق نظام التعليم المدمج. مؤتمر بحث آليات تطوير الأداء المؤسسي لتحقيق أهداف رؤية 2035 العبدالله أكثر من 1.6 مليار طالب في 190 دولة تأثروا سلباً بهذه الجائحة طارق الشيخ التعليم من الركائز الأساسية للتنمية المستدامة وضمان توفير فرصة للأفراد آدم المل URL:https://www.aljarida.com/articles/1615903804885310700/ 
Mathematics for a Better World, UNESCO marks International Day of Mathematics, 14 March 2021-03-15 14 March, proclaimed by UNESCO as International Day of Mathematics (IDM), will be held under the theme “Mathematics for a Better World". Celebrating the beauty and relevance of mathematics, the Day highlights the essential role played by this discipline in reaching the United Nations Sustainable Development Goals. Organized by the International Mathematics Union, IDM will feature a mixture of virtual and face-to-face celebrations, notably in classrooms. Celebrations are scheduled in more than 70 countries with over 410 individual events. Mathematics, with its many technical applications, now underpins all areas of our lives. Together with algorithms, mathematics plays a key role in artificial intelligence and technological disruptions – and, as we address global issues such as the COVID-19 pandemic and climate change, we are reminded of the importance of mathematics in responding to the challenges of our time. -- Audrey Azoulay, UNESCO Director-General The new feature of IDM 2021 is the Poster Challenge to which more than 2,100 schools and organizations responded, producing their own IDM poster to illustrate one facet of the theme of “Mathematics for a Better World”. The posters will be made available to all under an open licence. IDM 2021 is celebrated on all continents. From Madagascar to Gambia, from Panama to Chile, from Albania to Malaysia, from Bangladesh to Australia, people all over the world are organizing festivities. An international live celebration in English, French and Spanish will take place on 14 March, 2 to 6pm, UTC. Also, 48 hours of live coverage on the IDM website will start at 00:00 New Zealand time and end at 24:00 Pacific time. The international celebration is complemented by national and local competitions, conferences, exhibitions, and talks, organized by mathematical societies, research institutes, museums, schools, universities, etc. In Algeria, many events will take place all over the country to show how mathematics helps improve our world. They consist in the organization of webinars, national mathematics competitions, recreational mathematics, and classroom activities. A special event involving blind pupils shows that mathematics is a universal language. Celebrations are in partnership with the public television El Maarifa channel (TV7) which will report on the different events to promote them to the wider population. -- Djamel Eddine Cheriet, Vice-President of the Algerian Mathematical Society In a joint project with the Simons Foundation, the mathematical societies of Algeria, Senegal, and the Republic of Congo will organize online and on site activities on mathematics and artificial intelligence, as well as mathematical games, for a large audience in French, Arabic, and English. They will also offer special training programmes for teachers and educators in Africa and the Arab region. The IDM is an opportunity to share the knowledge that men and women have developed throughout history. It is also a space to create, share, motivate and inspire future generations with mathematics. It is a day to remember that mathematics empowers us, sets us free, and makes us better citizens. -- Laura Vanessa Gomez Bermeo (Colombia) Through the gloom of the pandemic, IDM is an opportunity for exciting and challenging activities in schools. Students can explore how mathematics helps to understand the spread of an epidemic and how the theory of fair division allows for more equitable policies. -- Christiane Rousseau, University of Montreal, initiator for the IMU of the IDM project The date of 14 March is already known as Pi Day and celebrated in many countries. It is named after the important number π, the ratio between the circumference and diameter of a circle, approximately equal to 3.14. The IDM celebration expands Pi Day to include the whole spectrum of mathematics. In view of the pandemic, the 2021 theme of “Mathematics for a Better World” reminds us that athematics and statistics are essential tools for decision-makers in that they enable us to predict the evolution of the disease and optimizemitigation strategies with limited resources. But the role of mathematics in building a better world goes well beyond the pandemic response, and schools are invited to explore the mathematics of fair division, which has so many applications in designing economic and social policies. The IDM website is the main hub for the International Day of Mathematics. It hosts information material to be used by press and organizers (including logos and flyers in different languages) as well as proposals for activities related to the theme for everyone interested in hosting an event. All the official material provided through the website is under an open license, which means it can be freely shared, translated, and adapted. Partners: The United Nations Educational, Scientific, and Cultural Organization (UNESCO), is headquartered in Paris. As the United Nations’ “House of Peace,” UNESCO serves to develop mutual understanding and the strengthening of bonds among nations through international cooperation in education, the sciences, culture and communication. More information At the 40th session of its General Conference, UNESCO proclaimed 14 March of every year International Day of Mathematics. More information The International Mathematical Union (IMU) is an international non-governmental and non-profit scientific organization, with the purpose of promoting international cooperation in mathematics. IDM is communicated and supported by the IDM website, which is hosted by IMAGINARY, a non-profit organization dedicated to communication about modern mathematics. Sponsors: The Klaus Tschira Foundation (which supports natural sciences, mathematics, and computer science in Germany) sponsor of the IDM website and communication. The Simons Foundation sponsor of the special IDM celebrations in Africa. The Canadian Commission for UNESCO sponsor of the 2021 IDM Poster Challenge. Contacts for further information: Helge Holden, Secretary General of the International Mathematical Union, secretary@mathunion.org Christiane Rousseau, Chair of the IDM Governing Board, idm@mathunion.org, +1 514 9156081 Andreas Matt, Managing Director of IMAGINARY and of the IDM website, andreas.matt@imaginary.org, +49 151 51836352 The International Mathematical Union, Hausvogteiplatz 11A, D-10117 Berlin, Germany, imu.info@mathunion.org Pictures: The logo and all pictures below can be used freely for articles about the International Day of Mathematics. Please find high-resolution versions via the “Download Link”. The pictures are from locally organized events (exhibitions, workshops, festivals) celebrating mathematics. Logo of the International Day of Mathematics Press Kit page with images and press releases URL:https://en.unesco.org/news/mathematics-better-world-unesco-marks-international-day-mathematics-14-march 
UNESCO figures show two thirds of an academic year lost on average worldwide due to Covid-19 school closures 2021-03-02 Paris, 25 January — One year into the COVID-19 pandemic, over 800 million students, more than half the world’s student population, still face significant disruptions to their education, ranging from full school closures in 31 countries to reduced or part-time academic schedules in another 48 countries, according to new data released on UNESCO’s interactive monitoring map. The map shows that globally, schools were fully closed for an average of 3.5 months (14 weeks) since the onset of the pandemic. This figure rises to 5.5 months (22 weeks) – equivalent to two-thirds of an academic year – when localized school closures are taken into account. The duration of closures varies greatly by region, from as many as 5 months (20 weeks) of complete nation-wide closures on average in Latin America and the Caribbean countries, to 2.5 months (10 weeks) in Europe, and just one month in Oceania. Similar regional variations are observed when accounting for localized closures: The duration of complete and localized closures exceeded seven months (29 weeks) on average in Latin America and the Caribbean compared to the global average of 5.5 months (22 weeks). Governments have endeavoured to minimize country-wide closures – down from 190 countries at the peak in April 2020 to 30 countries now –in favour of partial and/or local closures. Schools are now fully open in 101 countries. Prolonged and repeated closures of education institutions are taking a rising psycho-social toll on students, increasing learning losses and the risk of dropping out, disproportionately impacting the most vulnerable. Full school closures must therefore be a last resort and reopening them safely a priority. -- Audrey Azoulay, Director-General of UNESCO Data released today by UNESCO’s Global Education Monitoring Report shows that, even before the COVID-19 crisis, only 1 in 5 countries demonstrated a strong commitment to equity in education through their financing mechanisms, and there is little evidence of a strong equity angle in COVID-19 responses. We need an adequately financed recovery package to reopen schools safely, targeting those most in need and setting education back on track for the COVID-19 generation. Today, on International Day of Education, I call on countries and partners to prioritize education, a global common good, in the recovery.-- Audrey Azoulay, Director-General of UNESCO UNESCO’s celebration of International Day of Education calls for increased and better financing of education, and draws attention to the low priority allocated to education in recovery efforts. UNESCO data shows that the sector only receives an estimated 0.78% of relief packages worldwide. Additionally, aid to education looks set to decline by 12% as a result of the pandemic. According to our findings, the pandemic also stands to increase the funding gap for education by one third to as much as $200 billion annually in low and middle-income countries, representing close to 40% of total cost. Upfront investment in catch-up and remedial programmes will save money down the line reducing by 75% the cost of repairing the damage caused by COVID-19. At the Global Education Meeting convened by UNESCO in October 2020, governments and partners committed to protect education budgets and to focus the recovery on the safe and inclusive re-opening of schools, and support for teachers, skills development and connectivity for all. To enable a safe return to school, UNESCO has called for the world’s 100 million teachers and educators to be given priority in vaccination campaigns. To mark the International Day of Education, UNESCO and the Global Partnership for Education, with UN Headquarters, are co-organizing an event to stress the necessity to protect and mobilize equitable funding for education, give voice to 'community heroes' who acted to leave no learner behind during school closures, and present innovations that pave the way towards more resilient and inclusive education systems. URL:https://en.unesco.org/news/unesco-figures-show-two-thirds-academic-year-lost-average-worldwide-due-covid-19-school 
UNESCO, Ministry of Higher Education and Scientific Research and GIZ Launched a Capacity Development Programme for University Teachers to Deliver Quality E-Learning at National Higher Education Institutions 2020-11-10 Amman-9th November 2020- As a direct response to the impact of the COVID-19 on the education system the Ministry of Higher Education and Scientific Research, UNESCO and GIZ launched a capacity development programme for university teachers to deliver quality e-learning at national higher education institutions. UNESCO and the Germany Agency for International Cooperation (GIZ) signed an agreement on 10th of September 2020 to support the Ministry of Higher Education and Scientific Research (MoHESR) through the project “Strengthening national capacities to develop and deliver quality e-Learning in higher education institutions in Jordan”. This new partnership intends to provide support to the newly established National Centre of E-Learning and Open Education Resources at the MoHESR and is a direct response to the impact of the COVID-19 on the education system. Within this partnership, a capacity development initiative was launched today, which over the next seven weeks will certify a total of 50 master trainers from 23 public and private universities in Jordan with competencies in designing and providing quality e-learning. This programme will be the foundation to build the capacities of the National Center of E-Learning and Open Education Resources as those master trainers will then cascade the same training within all universities next year. Further technical assistance will be provided to equip the center with practical guidelines to support all universities in Jordan in developing standardized and quality online programmes. Ms. Costanza Farina, UNESCO Representative to Jordan emphasizes “it is important to recall the 2030 Agenda for Sustainable Development, the Sustainable Development Goal 4, which focuses on ensuring inclusive and quality education for all and promoting lifelong learning. The new UNESCO-GIZ partnership is critically important especially in light of the current COVID-19 pandemic, when the Government of Jordan is investing on strengthening the role of e-learning in the education system”. E-learning has become an essential element globally as it has in the higher education system in Jordan. While it has raised the importance of digital skills, it has also highlighted challenges in terms of assessment as well as the quality of e-learning content, which in turn increases pressure on the academic lecturers expected to develop and manage e-learning content. This new partnership will support the MoHESR in addressing these challenges. Enhancing the relevance and quality of e-learning, as well as improving the quality of teaching at the higher education level, will likely encourage more students to join higher education institutions. It will also respond to the needs of all students who will now be able to continue their off-campus studies, especially those more acutely affected such as vulnerable students, students with disabilities and female students. GIZ Head of Education Programmes, Ms Stephanie Petrasch, highlights that “especially during current times, e-learning is becoming more and more important ensuring inclusiveness in higher education and ensuring the continuous learning of all students. Jordan needs the appropriate infrastructure to deliver consistent high-quality digital education. However, key to providing quality digital education are well-trained and engaged university staff. Therefore, GIZ would like to stress the importance of not only equipping studios for producing digital content but also training university staff to secure that all university students benefit from the services.” The partnership is fully aligned with the national policies and strategies such as the National Strategy for Human Resource Development (2016-2025) and the National Strategic Plan on Higher Education (2019-2021) with the goal of enhancing learning innovation at higher education institutions. URL:https://en.unesco.org/news/unesco-ministry-higher-education-and-scientific-research-and-giz-launched-capacity-development 
UNESCO Green Citizens showcases grassroot projects at the service of biodiversity and sustainable development 2020-10-20 Today UNESCO will launch the Green Citizens initiative to amplify the voice of some 100 local citizen projects worldwide in key domains of biodiversity and sustainable development, including the Ocean, Water/Hydrology, Education for sustainable development, Indigenous and local knowledge. UNESCO has witnessed a great increase in the number and pertinence of local citizen projects over decades of scientific research in biodiversity, oceanography and hydrology, and conservation work in its protected sites around the world (Biosphere Reserves, Geoparks, natural World Heritage sites). The Organization wishes to highlight and support local, innovative, duplicable citizen projects with a verifiable impact on their community and stimulate the dissemination of new change driving ideas worldwide. The project reflects the conviction that changes in our relationship with living ecosystems will only be achieved by bringing together the complementary actions of the different actors at all levels and the reinforcement of networks of committed individuals and organizations. It is also a call on decision-makers to act quickly and a reminder that it is only together that we can make the change that is needed. UNESCO Green Citizens is a collective endeavour bringing together the Klorane Botanical Foundation as a founding partner, Adveris digital agency, Passion Pictures Paris, Twitter (for Good), artists including Juan Delcan, Roxane Campoy, Desta Hailé, students and volunteers, as well as partners, dubbed Watchers such as Solar Impulse Foundation, Sparknews or ChangeNow that are critical in identifying outstanding local projects. The Initiative enriches UNESCO’s extensive and growing range of programmes and partnerships aiming to protect biodiversity. **** More information UNESCO biodiversity URL:https://en.unesco.org/news/unesco-green-citizens-showcases-grassroot-projects-service-biodiversity-and-sustainable 
“اليونسكو” تحذر من عدم عودة 11 مليون فتاة إلى المدرسة 2020-10-11 آلاء مظهر عمان- حذرت منظمة الأمم المتحدة للتربية والعلم والثقافة “اليونسكو” من عدم عودة 11 مليون فتاة إلى المدرسة، العام الحالي، بسبب اضطراب التعليم غير المسبوق نتيجة لتفشي جائحة فيروس كورونا المستجد “كوفيد 19”.واعتبرت، في بيان نشرته على صفحتها الرسمية بموقع التواصل الاجتماعي “فيسبوك” مؤخرًا، أن هذا العدد المثير للقلق، يهدد بتقويض عقود من التقدم المحرز باتجاه تحقيق المساواة بين الجنسين، بالإضافة إلى تعريض الفتيات في جميع أنحاء العالم إلى الزواج المبكر والقسري، فضلًا عن العنف، إذ تتجاوز المدرسة بالنسبة إلى العديد من الفتيات كونها مجرد مفتاح لمستقبل أفضل، فهي بالنسبة إليهنّ طوق نجاة.وأضافت “اليونسكو” أن هناك نحو 130 مليون فتاة بالأصل لا يذهبن إلى المدرسة، قبل تفشي الجائحة، مشيرة إلى أن الوقت حان لتحويل هذه الأزمة إلى فرصة لإعادة المساواة وصون حقهن في التعليم.وأوضحت أن إيقاف تعليم الفتيات قد يؤثر في عدة أجيال، ويخلف وراءه فجوة حيوية في مجتمعهن وبلدهن وفي العالم بأسره، مؤكدة أن تعليم الفتيات هو أحد أهم الاستثمارات التي يمكن أن يقدمنها إلى مستقبل دول العالم المشترك.وبينت “اليونسكو” أن تعليم الفتيات سيكون له تأثير إيجابي في تعزيز الاقتصاد، داعية الجميع، من معلمين وأولياء أمور وصحفيين وراسمي سياسات، إلى الانضمام لأعضاء التحالف العالمي للتعليم في الحملة الجديدة بشأن استمرار التعلم.ويضم التحالف العالمي للتعليم، الذي يُعتبر منصة للتعاون والتبادل لحماية حق التعليم أثناء هذا الاضطراب غير المسبوق للتعليم وما بعد انتهائه،أكثر من 140 عضوًا من أسرة الأمم المتحدة والمجتمع المدني والأوساط الأكاديمية والقطاع الخاص. URL:https://alghad.com/%D8%A7%D9%84%D9%8A%D9%88%D9%86%D8%B3%D9%83%D9%88-%D8%AA%D8%AD%D8%B0%D8%B1-%D9%85%D9%86-%D8%B9%D8%AF%D9%85-%D8%B9%D9%88%D8%AF%D8%A9-11-%D9%85%D9%84%D9%8A%D9%88%D9%86-%D9%81%D8%AA%D8%A7%D8%A9-%D8%A5/ 
11 طفلة تتنافس على لقب ملكة جمال ذوي الاحتياجات الخاصة: كلهن جميلات 2020-10-10 كتب: مها طايع مسابقة فريدة من نوعها، ساهمت في وصول 11 طفلة من المصابين بإعاقات مختلفة "متلازمة داون، وشلل دماغي، وتأخر عقلي"، إلى أعلى درجات السعادة النفسية والمعنوية، وسط احتفاء وتشجيع جماهيري، واهتمام جعلن يشعرن وكأنهم نجمات سينما، من خلال مشاركتهن في مسابقة ملكات جمال لذوي الاحتياجات الخاصة. لم يسع أصحاب الفكرة، إلا إلى إدخال السرور على قلوب الأطفال، ودعمهن وزيادة ثقتهن بأنفسهن، إذ دشنت جمعية فرسان التحدي بمنطقة وسط البلد، المسابقة لملكات الجمال بين الصغيرات من ذوي الإعاقة، إذ تقول أسماء الصاوي، مسئولة الجمعية: "الأطفال محتاجين دعم معنوي قوي، ويكون لهم حياة ومسابقات شبه حياة الأطفال الأسوياء، ففكرت في المسابقة وكانت وليدة اللحظة، واقترحت الفكرة على أمهات الأطفال، ورحبوا بيها جداً". واستمرت المسابقة لمدة أسبوعين، تقوم فيهم الأمهات باختيار ملابس الصغيرات، ووضع بعض المساحيق لإضفاء اللمسات الجمالية عليهن، وبحسب أسماء: "كل أم كانت متكفلة بطفلتها بتشتري الفستان اللي بتفضله ويليق على الطفلة في شكلها وحجم جسمها، والميك أب كان من اختيار الأطفال، وبشكل كبير الأمهات ساعدتنا عشان المسابقة تنجح". ويشارك في المسابقة أطفال بأعمار تبدأ من 5 سنوات، وتؤكد مسئولة "فرسان التحدي"، أن "مفيش شروط للمسابقة، وكل البنات اللي في الجمعية بتشارك، والهدف أنهم يفرحوا ويحسوا بأهميتهم، ونزود ثقتهم في نفسهم". التصويت على اختيار على الملكلة من بين المتسابقات، يتم على صفحة الفيسبوك للجمعية، وتحصل الفائزات الثلاث على لقب واحد "ملكة جمال المتميزون"، والأخريات تحصلن على شهادات تقدير، ودرع المسابقة، في محاولة من الجمعية حتى "تراضي كل الأطفال عشان يفرحوا، لأن ده الهدف الأساسي من المسابقة". وتؤكد أسماء الصاوي، أن المسابقة كانت مميزة ومنظمة، وخلقت نوعا من التعاون بين الأطفال، وساهمت أيضا في تكوين صدقات بينهن: "فرحوا جدا وحاسوا أنهم مميزين ووجودهم فارق، وعايزين يكرروا المسابقة تاني، ومن طيبة قلبهم بعد المسابقة، كل الأطفال اعتقدوا أنهم فائزات، وكانوا بيباركوا ويهنوا بعضهم". URL:https://alwan.elwatannews.com/news/details/4998845 
لمديرة العامة لليونسكو تضم صوتها إلى قادة العالم في دعوتهم لتوطيد الالتزام السياسي لتحقيق المساواة بين الجنسين 2020-10-07 UNESCO Director-General Audrey Azoulay has cautioned that much remained to be done for gender equality as world leaders gathered at a High-Level Meeting during the UN General Assembly to mark the 25th anniversary of the visionary Beijing Declaration and Platform for Action (1995) that set a global agenda for the empowerment of women and girls and called for the recognition of women’s rights as human rights, "Much has been achieved since the 4th World Conference on Women took place in 1995, and yet the struggles to achieve full Gender Equality remain dire in all societies [...] I call upon women worldwide to be inspired by the extraordinary achievements of the Beijing Declaration and to take control and full leadership in every aspect of life and domain of society to build back a better future for all." --- UNESCO's Director-General, Audrey Azoulay Evidence suggests that women and girls are hit hardest by economic down-turns, violence, conflict and climate change, and the COVID-19 crisis has proved no different. The pandemic and its associated school closures and lockdowns have had a disproportionate impact on the life and wellbeing of millions of women, putting many of the Beijing Declaration’s objectives at risk. The exacerbated burden of unpaid care has further limited the time women and girls are able to dedicate to learning; more than 767 million girls were out of school due to the COVID-19 lockdowns, 11 million of whom are unlikely to return to school. According to UN-Women, the pandemic will push 47 million more women and girls below the poverty line. Gender-based violence increased dramatically during lock downs around the world. Women scientists, journalists, artists and creators found and continue to find themselves at increased risks of different forms of harassment, censorship and abuse, both online and offline. We also learned how wide the gender digital divide really was with only 54% of women connected to mobile internet. This limits the access of millions of women to information and to a diversity of information sources that is necessary to sift out disinformation. 767 million girls were out of school due to the COVID-19 lockdowns 11 million of these girls might never go back to school 47 million more women will be pushed below the poverty line Only 54% of women are connected to mobile internet Recognizing the vision of the women who made history in Beijing in 1995, UNESCO’s Director-General declared that “The Beijing Declaration and Platform for Action are the most powerful examples of how the global agenda can be written for women and by women. Twenty-five years after their launch we still owe a lot to those visionary women leaders, and we remain accountable to the new generations in ensuring that the multilateral system amplifies their voices and strives towards full equality in all societies.” With signs of an impending recession likely to have a devastating impact on the poorest and as social spending appears likely to shrink, decision makers worldwide have a collective responsibility to prioritize work on gender equality. Ambitious legislation, measures and policies to ensure gender equality are needed to avoid detrimental economic, social, cultural, political and environmental consequences that will jeopardize the achievement of the internationally agreed 2030 Agenda for Sustainable Development. UNESCO is determined to work with its partners to make gender equality, the empowerment of women and girls a central driving force in optimizing recovery from the socio-economic and cultural impact of COVID-19. Now is the time to defend and advance women and girl’s human rights. Now is the time for the Beijing Declaration and its legacy to be fully delivered. Now is the time to work toward a new Generation Equality. URL:https://en.unesco.org/news/unesco-director-general-joins-world-leaders-call-highest-political-commitment-achieve-gender