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Catch up on what’s happening in the world of global citizenship education.
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Netherlands renews commitment to support UNESCO World Heritage projects 2023-12-12 1 December 2023 at 19:00 On 14 November 2023, UNESCO and the Ministry of Education, Culture and Science of the Netherlands signed a new four-year (2023-2026) Funds-in-Trust Agreement for the Implementation of the World Heritage Convention, for a total amount of 1.5 million Euros.The Netherlands Funds-in-Trust (NFiT) at the UNESCO World Heritage Centre started in 2001 and is one of the longest and continued FiT cooperations at UNESCO having contributed over USD 10 million and supported over 200 projects in all regions of the World. H.E Ms Monique Van Daalen Ambassador Extraordinary and Plenipotentiary,Permanent Delegate of the Kingdom of the Netherlandsto UNESCO signed the agreement with Mr Lazare Eloundou Assomo,Director of World Heritage at UNESCO. The NFiT’s unique and flexible approaches are appreciated by beneficiaries and stakeholders all over the world. The five Strategic Objectives of the 1972 World Heritage Convention (Credibility, Conservation, Capacity Building, Communication and Communities) together with the Policy for World Heritage and Sustainable Development (2015) and the UN 2030 Agenda will continue to serve as a general framework for the selection of projects and allocation of funding. “Our World Heritage Goals 2012-2022”, UNESCO’s Global Priorities (Africa and Gender Equality) and Priority Groups (Youth and SIDS) will be also taken into account. The flexibility of responding to a variety of needs is considered as a strength of the NFiT, thus further areas of potential cooperation to support World Heritage will emerge in the agreement timeframe. https://whc.unesco.org/en/news/2633 
New toolkit underway for climate action in UNESCO World Heritage sites – call for case studies 2023-12-12 8 November 2023 The UNESCO World Heritage Centre and the three Advisory Bodies – ICCROM, ICOMOS and IUCN – are developing their first joint toolkit on climate action for World Heritage. Developed with initial funding from the Australian Government, the toolkit will support States Parties and site managers to integrate climate change in the management strategies of UNESCO World Heritage sites. A call for case studies to help build the toolkit is open until end of 2023. In the last decade, climate change has become the fastest growing threat to UNESCO World Heritage sites, undermining their protection and affecting people that depend on these sites for their wellbeing. One third of natural World Heritage sites and one in six cultural sites are estimated to already experience the impacts of climate change, such as increasingly severe weather events.To help World Heritage sites overcome these challenges, the UNESCO World Heritage Centre and the three advisory bodies – the International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM), the International Council on Monuments and Sites (ICOMOS), and the International Union for Conservation of Nature (IUCN) – are developing a new guidance and toolkit.Through its contribution to the World Heritage Leadership programme, the Australian Government has generously committed 510,000 AUD to support the first phase of the project.A research team is currently undertaking a baseline assessment of existing tools and guidance, followed by a series of consultation workshops to draft the new resource. The toolkit will be tested in a diversity of cultural, natural and mixed UNESCO World Heritage sites in partnership with management authorities having to deal with climate change and disaster risk at the site level. Once complete, it will be published under the series of Resource Manuals on World Heritage.The toolkit will feature case studies on key topics, such as climate adaptation, and include examples of solutions that World Heritage sites may provide to help tackle climate change, for example through local and indigenous knowledge linked with sites, ecosystem services such as carbon storage, or action to reduce carbon footprint of management operations.Actors and sites interested to share their experiences and case studies on actions to address climate change in UNESCO World Heritage sites are invited to contact the World Heritage Centre at wh-nature@unesco.org, by the end of December 2023. https://whc.unesco.org/en/news/2624 
Preserving the past to build the future: UNESCO Transcultura debated on the sustainability of natural and cultural heritage in the Caribbean 2023-12-08 5 December 2023 Heritage managers in the Caribbean and Europe discussed sustainability strategies at an online event to identify opportunities for culture-based development. Heritage is a crucial asset for economic development. Monuments, archaeological sites, cultural landscapes and nature reserves are not only sources of local pride but also attract visitors who wish to experience their beauty and historical significance. However, global warming, uncontrolled consumption patterns or degradation of the territories where heritage sites are located threaten communities' livelihoods and biological and cultural diversities. To discuss and promote strategies for the sustainability of this heritage, the UNESCO programme Transcultura: Integrating Cuba, the Caribbean and the European Union through Culture and Creativity, funded by the European Union, held an online debate on Tapping the Ecological Profit: Initiatives for the Sustainability of Natural Resources and Heritage, Cultural Landscapes and Archaeological Sites on 5 December 2023, in collaboration with the Natural Spaces Services Management (GSEN) of the Provincial Council of Barcelona (Spain). "Our habitats are the most complete definition of what we are as a society. We need to ensure that our interaction with the natural environment is based on principles of conservation, economic responsibility and on an adequate balance between addressing the social needs of wellbeing and renewing the material sources of this wellbeing." - Alessandra BorchiTranscultura Programme Coordinator - During the event, experts from the Caribbean and Europe discussed how to connect natural resources and heritage, as well as cultural landscapes and archaeological sites, to cultural economy value chains and shared resilience strategies and income-generating initiatives based on the sustainable use of these resources. "As managers of protected natural spaces, we recognize the interconnectedness of human health and the health of the planet. By partnering with local and regional stakeholders, we aim to foster a harmonious relationship between people and nature. This will not only provide accessible opportunities for health restoration but also cultivate a deeper appreciation for the environment, ultimately contributing to a sustainable economy." - Xavier RogetTourism and Culture Advisor of the Natural Parks Network of the Provincial Council of Barcelona, Spain - The panellists also stressed that sustainable income generation means ensuring that natural resources and heritage are used in a way that does not compromise their availability for future generations, so it is vital to find ways of making economic benefits without depleting these resources or damaging the environment. "Thinking about our future as small island nations, means understanding that we are disproportionately vulnerable to the negative effects of climate change even though we emit less than 10% of global greenhouse gas emissions. Our heritage has long been seen as a hindrance to development, when the reality is that it offers untapped resources which could be one of our main strengths to weather the storms yet to come." - Kara RoopsinghSenior Heritage Preservation and Research Officer at National Trust, Trinidad and Tobago - The event was also the occasion to identify opportunities for collaboration between Caribbean and European stakeholders associated with natural resource and heritage management. Through this initiative, the Transcultura programme promotes regional integration, knowledge sharing and networking to boost career opportunities for young cultural professionals from 17 Caribbean countries. https://www.unesco.org/en/articles/preserving-past-build-future-unesco-transcultura-debated-sustainability-natural-and-cultural?hub=701 
Koh Ker highlighted as a model of cultural heritage management for peacebuilding at the Naples Conference on Cultural Heritage in the 21st Century 2023-12-08 7 December 2023 To ensure comprehensive and inclusive exchanges, the conference gathered a diverse array of global cultural stakeholders, renowned thinkers, and community leaders. The Naples Conference on Cultural Heritage in the 21st Century took place from 27-29 November 2023 in Naples, Italy, with the objective of exploring the synergies between the 1972 World Heritage Convention, which celebrated its 50th anniversary last year, and the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage, marking its 20th anniversary this year. The Conference was hosted by Italy and organized by UNESCO in cooperation with the Italian Ministry of Foreign Affairs and International Cooperation and the Italian Ministry of Culture and received support from the City of Naples.As the first major event bringing together the World Heritage and Living Heritage Conventions following MONDIACULT in 2022, the Naples Conference celebrated heritage in its diverse forms, fostering enhanced and new forms of safeguarding through active participations of communities. Reflecting on the achievements of the two Conventions, discussions centered around the potential of heritage as a driver of sustainable development, peace, and stability.To ensure comprehensive and inclusive exchanges, the conference gathered a diverse array of global cultural stakeholders, renowned thinkers, and community leaders. Their perspectives inspired an innovative approach to heritage that considered the close relationships between nature and culture, tangible and intangible heritage, as well as heritage and creativity.During Session 5 on "Cultural Heritage in Times of Conflict: Fostering Prevention & Peacebuilding", His Excellency Mr. Kong Puthikar, Director-General of the National Authority for Preah Vihear in Cambodia, joined other panelists, including Mr. Omar Mohammed (Iraq), Historian and founder of the "Mosul Eye" Initiative, Ms. Annie Tohme-Tabet (Lebanon) Anthropologist, Professor at Saint Joseph University in Beirut, and Ms. Oluwatoyin Sogbesan (Nigeria), Director of the Àsà Heritage Africa Foundation, to discuss the impact of conflicts on cultural heritage. The session, moderated by Ms. Krista Pikkat, Director of the UNESCO Culture and Emergencies Entity, aimed to shed light on the role of culture and heritage in conflict prevention, peacebuilding, and community resilience.In his presentation, Mr. Puthikar emphasized the long-term effects of the civil war on the Koh Ker cultural heritage site and the challenges faced in combatting looting and illicit trafficking of cultural heritage. He highlighted Koh Ker as an exemplary case of resilience and "building back better" from the impact of conflict. Mr. Puthikar stated, "Culture is a powerful tool that not only brings people together but also bridges the gap of misunderstanding and contributes to mitigating conflict and war, bringing out the idea of peace."The presentation showcased the journey of Koh Ker, from the years of conflict to achieving UNESCO World Heritage status in September 2023, including with the support of the Heritage Emergency Fund. The HEF-funded project implemented at Koh Ker included demining operations, community-based workshops for the prevention of cultural property theft, and activities to strengthen disaster risk resilience at the site, addressing risks posed by both human activities and natural hazards.On December 29, 2023, the conference proceedings concluded with the adoption of the Call for Action, known as the "Spirit of Naples". This Call for Action encompassed guiding principles and recommendations addressed to all UNESCO Member States and stakeholders, for the protection of cultural heritage, both tangible and intangible, and natural heritage of communities worldwide. For more information about the conference and the Call for Action, please visit the following links: Conference website: Naples Conference on Cultural Heritage in the 21st Century | UNESCO Call for Action, "The Spirit of Naples": UNESCO Call for Action Watch the video on the project “De-mining and Preventing Illicit Trafficking of Cultural Properties in Koh Ker, Cambodia”, funded by the UNESCO Heritage Emergency Fund (HEF) click here https://www.unesco.org/en/articles/koh-ker-highlighted-model-cultural-heritage-management-peacebuilding-naples-conference-cultural?hub=701 
Mozambican Mapiko traditional dance joins UNESCO Intangible Cultural Heritage List 2023-12-08 7 December 2023 During the 18th session of the Intergovernmental Committee for the Safeguarding of Intangible Cultural Heritage, running from 4 to 9 December 2023 in Kasane, Botswana, UNESCO declared Mapiko an intangible cultural heritage in need of urgent safeguarding. UNESCO has declared Mapiko, Mozambique’s traditional dance, an intangible cultural heritage in need of urgent safeguarding. The announcement was made during the 18th session of the Intergovernmental Committee for the Safeguarding of Intangible Cultural Heritage, running from 4 to 9 December 2023 in Kasane, Botswana.Mozambique submitted Mapiko dance's candidacy to UNESCO in March 2022, to urgently mitigate the risk of extinction, due to terrorist attacks affecting the province of Cabo Delgado, and environmental risks including cyclones.The Mozambican Government accepted the nomination and the Minister of Culture and Tourism, Eldevina Materula, who is attending the conference, expressed hope that the nomination would unite various ethnic groups around the world. "We hope that this recognition will reinforce social and territorial cohesion between the different peoples that make up the ethnic mosaic of Cabo Delgado if not Mozambique and the world. The principle that guided this candidacy is authenticity, inclusion and peculiar historical, aesthetic and artistic relevance for humanity," said Minister Materula. Mozambican Mapiko traditional dancers About Mapiko DanceMapiko, or Ingoma ya Mapiko, as used by the community that practices it, originally takes place on the Makonde plateau comprising the districts of Muenda, Nangade and Muidumbe, in the province of Cabo Delgado, in northern Mozambique. Mapiko is a celebratory dance practiced by the Makonde people of Mozambique. A part of the traditional rite of passage from puberty to adulthood, the dance is performed in an enclosure, usually under mango trees, with dancers, musicians and the public coming together to celebrate the initiation rite. The dance may also be performed for the funeral of a group member or for entertainment. It is a theatrical performance involving several dancers who perform alone or as a group, wearing masks that represent animals or people. They are accompanied by drums and a choir of women and men standing opposite each other. In between the dances, the choir also dances and sings provocative songs, challenging and provoking the masked men and people from neighbouring villages. The mapiko dance is transmitted during initiation rites. It symbolizes human spirit, harmony with the cosmos, and the fight between good and evil, and is viewed as a means of overcoming fear. It also seeks to restore a balance between the masculine and the feminine. For the practicing communities, mapiko is a means of transmitting ancestral values, beliefs and customs and of helping youth familiarize themselves with the transformations of their bodies as they reach maturity. https://www.unesco.org/en/articles/mozambican-mapiko-traditional-dance-joins-unesco-intangible-cultural-heritage-list?hub=701 
UNESCO adopts landmark guidance on education's cross-cutting role in promoting peace 2023-12-05 21 November 2023 Last update: 27 November 2023 On 20 November 2023, the 194 UNESCO Member States adopted the Recommendation on Education for Peace, Human Rights and Sustainable Development at UNESCO's General Conference. This is the only global standard-setting instrument that lays out how education should be used to bring about lasting peace and foster human development through 14 guiding principles.The Recommendation is unique in bringing together all dimensions of education and linking different thematic areas, from digital technologies and climate change to gender issues and fundamental freedoms. The newly adopted text updates the "1974" Recommendation that almost 50 years ago united Member States in positioning education as a key driver of peace and international understanding. For the past two years, UNESCO has been revising this visionary tool to ensure it responds to today's greatest challenges and future shocks."Today, when crises polarize our societies, when the multipolar world order continues to be the scene of violent conflicts, education must more than ever remain a defensive bulwark against the fractures of the world and a foundation for lasting peace,” said UNESCO Director-General Audrey Azoulay. “It is this same conviction that continues to drive UNESCO's action.” Helping to build more peaceful, just, equal, equitable, inclusive, democratic, healthy, and sustainable societies, the Recommendation will become a tool for all education stakeholders to achieve the Sustainable Development Goals. A vision of education for humanity and peaceThe Recommendation acknowledges that peace is built not only through international negotiations, but also on school benches, in school yards and sports fields, through arts and science education, and throughout life. Education in all its forms and dimensions, in and out of schools, shapes how we see the world and treat others, and it can, and should, be a pathway to constructing lasting peace. To realize these ambitions, the new text outlines what exactly needs to change in approaches to education and how. It defines 14 guiding principles which should shape the transformation of education systems in the decades to come.The revised text, a product of the broad consensus reached by Member States earlier this summer, was the first item discussed at the Education Commission. 194 UNESCO Member States unanimously agreed to recommend it for adoption by the 42nd session of the UNESCO General Conference. Close to forty countries took the floor to express their unwavering support for the updated Recommendation. They also praised the inclusive and participatory revision process, which created a climate of trust between countries and allowed them to finally adopt the text by consensus. "Our world needs a message of peace now more than ever. Education can nurture connections between people. In our current context, we cannot miss this opportunity to state loud and clear that – here at UNESCO – Member States agree on a vision of education serving humanity and peace. With the dedication and hard work of country delegations, we managed to shape the text into a document…that every Member State can call its own," said Prof. Charles Bosire, permanent delegate of Kenya to UNESCO and Chair of the Bureau in charge of the Revision of the 1974 Recommendation. While Member States will be responsible for its application at the national level, UNESCO will support their implementation processes and undertake regular reporting on their efforts. What is unique about the revised Recommendation? It strongly emphasizes human rights and fundamental freedoms and integrates issues deemed central to achieving lasting peace in our era, such as sustainable development, climate change, respect for diversity, gender equality, and media and information literacy. It outlines 14 guiding principles, concrete learning outcomes and priority action areas for holistically reshaping all aspects of education systems, from laws and policies to curricula development, teaching practices, learning environments and assessment. For example, it highlights that beyond critical literacy and numeracy skills, learners should acquire competencies like empathy, critical thinking, intercultural understanding and environmental stewardship. It covers educational activities in all settings and at all levels, and throughout life, connecting the dots between areas that have not been previously considered together. For example, the nexus between learners' physical and mental health and their ability to access and attain education, the impact of climate change on the education system, as well as knowledge gained outside the classroom. It can be used by all education stakeholders – from policy-makers and teachers to informal educators and tradition-bearers – as a baseline to transform their policies, practices and approaches to build empathetic and inclusive learners. For example, using this document, teachers can see how to adapt their lesson plans to integrate specific topics and activities, or local community leaders can advocate for specific changes in policies and curricula. It brings education with the times, considering how the world has changed and will continue to evolve in the decades to come. For example, it takes into account contemporary phenomena like growing online hate speech and outlines what can be done through education to foster learners' resilience. www.unesco.org/en/articles/unesco-adopts-landmark-guidance-educations-cross-cutting-role-promoting-peace 
Artificial Intelligence in education- Uses and impacts introduced to teachers in Bosnia and Herzegovina: UNESCO organised a webinar and workshop for teachers on the uses and impacts of AI in classrooms and how to adopt a human-centred approach 2023-12-05 28 November 2023 Last update: 29 November 2023 2023 is being marked by the explosion of generative Artificial Intelligence (AI), such as ChatGPT, which has spurred both excitement about its potential, as well as fear about its drawbacks, in particular in educational systems across the world. For UNESCO, without ethical guardrails, AI risks reproducing real world biases and discrimination, fuelling divisions and threatening fundamental human rights and freedoms. UNESCO supports the development of media and information literacy for all to enable people’s ability to think critically and click wisely. It particularly strives through its Media and Information Literacy (MIL) programme to train and equip those working in education with the skills necessary to support pupils in the digital climate. The Antenna in Sarajevo of the UNESCO Regional Bureau for Science and Culture in Europe organised some activities for teachers in Bosnia and Herzegovina, within the Global MIL Week 2023 and as part of the EU-funded project “Building Trust in Media in South-East Europe: Support to Journalism as a Public Good”.On 26 October, a webinar on “The use of AI in classrooms and its impact on MIL - Based on UNESCO approach” represented a direct response to UNESCO's emphasis on the importance of MIL, especially in the age of AI. As AI-driven tools become commonplace in classrooms, the challenges and opportunities they present for MIL, based on UNESCO's guidelines, need to be explored. "In this new era where algorithms have the potential to become our co-teachers, we must remain the authors of our narratives, using tools like ChatGPT not as crutches but as canvases - aiding in sketching the vast panorama of human knowledge." -- Borislav Vukojević, UNESCO consultant, MIL for Western BalkansUNESCO's human-centred AI initiative is a compass that guides us toward an enlightened approach, ensuring technology serves as a bridge, not a barrier, to greater understanding and inclusivity in learning. “In a world rife with misinformation, the combination of AI and MIL can either become our strongest weapon or our Achilles' heel. The webinar delved deep into these complexities, drawing parallels to the UNESCO approach”, said Borislav Vukojević, who delivered a lecture on AI and MIL during the webinar, which gathered more than 40 participants. Among the speakers at the webinar was Dejan Klincov, a teacher in the high school “Tehnološka škola” of Banja Luka. He shared hope and concerns about AI tools and their impact on MIL. “My experience indicates that artificial intelligence tools are highly valuable to educators, as they can significantly reduce the time needed for preparing teaching materials, but they should be used with caution since they can sometimes generate incorrect data”. Klincov also highlighted that “students who are more computer-literate have been misusing AI tools for writing their final papers and for obtaining answers to questions with its help, highlighting the need for clear regulations that will assist teachers in properly evaluating work and sanctioning irregularities”. He believes that with increasingly rapid access to information via AI, education will likely shift more towards understanding the material and critical thinking among students, rather than memorising, in turn leading to faster implementation of MIL in the educational process.Dalibor Savić, Vice Dean for Scholarly Research and Publishing Affairs at the Faculty of Political Science of the University of Banja Luka, emphasised “the urgent need for institutionalising the use of artificial intelligence at all levels of education in Bosnia and Herzegovina”. Benefits of using AI in the education sector are: personalised learning, bridging the digital divide (including from intergenerational and international perspectives) and the potential for efficient implementation of participatory learning models. In this context, he adds “the use of AI tools also represents the most effective and cost-effective way to modernise the education system in Bosnia and Herzegovina”.On 30 October, a workshop on “Human-centred Approach in using AI in Education” was co-organised with the Faculty of Political Science of the University of Banja Luka. The workshop, aimed at teachers, mentors, educators and professors, put emphasis on the learners and the broader community. During the event, 30 participants had the opportunity to understand the means to put humans at the centre of AI design and implementation in education. In addition, they delved deep into the ethics of AI in classrooms and engaged with AI tools, while focusing on human aspects. "Creating policies and programmes addressed to both teachers and students for ethical use of AI would be a proper response to this new digital challenge in our education system." -- Anđela Pepić, Assistant Professor, University of Banja Luka https://www.unesco.org/en/articles/artificial-intelligence-education-uses-and-impacts-introduced-teachers-bosnia-and-herzegovina?hub=701 
Exploring Transformative Learning for Critical Empowerment through GCED: Highlights of the 8th International Conference on GCED 2023-12-05 5 December 2023 For the first time following the COVID-19 pandemic, more than 200 participants convened face-to-face to explore the challenges and possibilities of putting Global Citizenship Education (GCED) into practice at the 8th International Conference on Global Citizenship Education: Platform on Pedagogy (IConGCED) on October 18-19, 2023, in Seoul, Republic of Korea. The 8th IConGCED, co-organised by APCEIU and the Ministries of Education and Foreign Affairs of the Republic of Korea, in partnership with UNESCO, centred on the theme “Unpacking GCED: Transformative Learning for Critical Empowerment.” This year’s conference addressed topic areas such as implementing innovative pedagogical approaches and GCED competences to contribute to transformative learning and critical empowerment, adapting school and classroom GCED practices in diverse settings, and advancing a culture of peace through GCED and the necessary types of advocacies, policies, and partnerships. The conference invited GCED experts, scholars, policymakers, educators, practitioners and others to discuss and explore key issues while also sharing innovative initiatives and practices. In particular, the conference focused on the multidimensionality and interdisciplinary nature of GCED and issues around the practicality and possibility of integrating GCED competences into innovative curricular content and pedagogical practices. The conference facilitated the sharing of ideas and experiences between in-person participants as well as over 2,500 online participants, contributing to emergent discourses around transformative education and strengthening levels of commitment, solidarity, and cooperation. On the first day, opening remarks highlighted the interconnectedness of today’s world and, thus, the interconnected and wide-ranging challenges that require critical engagement and collective action. Christopher Castle, director of the Division for Peace and Sustainable Development, UNESCO, stated, “Learners need the knowledge, skills, and values to engage critically with the world” and, therefore, “global citizenship education, like education in general, needs to be reinvigorated to be transformed.” Dr. Lim Hyun Mook, director of APCEIU, extended this sentiment with an urgent call to unite under GCED ideals while still respecting the diversity of experiences and understanding of GCED. In his keynote speech, Minister of Education and Sports of the Lao People’s Democratic Republic H.E. Phout Simmalavong shared the achievements of the Lao GCED framework, inspiring attendees to think critically about how to implement GCED-related activities in local contexts. Following the opening ceremony, the first plenary session was a moderated conversation about the multidimensionality of GCED in the face of violence and climate change. Significant topics of discussion were naming and understanding the components of empathy, the connection between climate change and other economic and social issues, and the value of using empathy education to address climate issues and promote global citizenship. Key takeaways included the positive benefits of using empathy education as a tool for violence prevention and to support the goals of climate justice, the need for new and more holistic approaches to address the climate crisis, and the importance of reframing climate change education as a community issue for global eco-citizens. In the second plenary session, presenters provided models for integrating GCED “Competences” into educational frameworks and systems for transformative learning, critical empowerment and social engagement. Participants also discussed the values, attitudes, skills, and knowledge that accompany GCED “Competences” and the challenges of getting “buy-in” from governments and countries. All panellists emphasised the need to adapt GCED frameworks to the specific local, community, regional, or country contexts going forward and that it is important to understand the various aspects of a learner when seeking to transform the curricular and assessment systems. The third plenary session was a panel-style discussion about the need to transform education and the successes and failures thus far. Ghana, for example, has been conducting an ongoing curriculum review to ensure a focus on transformative learning and develop teachers’ understanding of global citizenship. Panellists also discussed what is required to transform education, including reforming policies, raising public awareness and advocacy, developing extensive teacher training, using whole-school approaches, and engaging all actors in the transformation efforts. Panellists reiterated that the constantly changing world means learners need to be adaptable and resilient in order to be active and responsible global citizens. Crucially, panellists discussed how GCED has contributed to transformative education by highlighting the need for continuous evaluation and adaptation and showing that transforming education should be done in a holistic and comprehensive manner, tying it to broader social, political, and economic contexts. On the second day of the conference, concurrent sessions were held under various themes relating to the curricular integration of GCED, lifelong learning, tertiary and pre-service education, GCED competences for educators, youth as change agents, and rethinking GCED monitoring. The sessions included a workshop on GCED storytelling for transformative learning, as well as presentations on transformative pedagogies of empowerment, innovative teaching pedagogies and GCED resources to support teachers. To close the conference, select participants presented key takeaways from each of the concurrent sessions, including: Empathy, soft skills, and capacity building are crucial for countries to implement GCED. Engaging in community partnerships enables teachers to better implement GCED. APCEIU provides useful materials and resources to support teachers and educators in implementing GCED and transformative learning. Several adjustments should be made to improve GCED monitoring at the national, regional, and global levels, including establishing new reporting and monitoring platforms. Art and storytelling can be effective mediums to promote peace and transformative learning. Engaging and empowering youth participation is critical for promoting GCED. Closing remarks were given by Director Castle and Director Lim, who were impressed and encouraged by the stories and discussions that occurred over the two-day, in-person conference. Director Lim concluded his remarks with a reminder that UNESCO will soon adopt the revised 1974 Recommendation and expressed his belief that this will give significant momentum to convince governments, policymakers and community leaders of the necessity and power of GCED to influence change in the face of uncertain and dangerous times. The 1974 Recommendation provides a fresh view of the purpose and shared vision of education moving forward. 
Skills for a Generative AI Future of Work: Insights and Strategies 2023-11-30 27 November 2023 The fourth webinar, organized by UNESCO's Business Council on Artificial Intelligence and Ethics, was held on September 25, 2023. By: Natalia González Alarcón and Ángel Melguizo.The webinar aimed to focus on skills for the future of work, identifying the urgent need for upskilling and reskilling in a global labor market driven by Generative AI.The discussion featured insights from three private sector experts: Jorge Cella, Director of Microsoft Philanthropies for the Americas region, Natalia Mata, Global Head of the IA&Data Academy at Telefónica Tech, and Mojca Cargo, AI4I (AI for Impact) Director at the GSMA. Additionally, Ángel Melguizo, UNESCO's advisor for AI and ethics and business council coordinator, contributed closing remarks.This post aims to summarize the key points and insights from these industry leaders. UNESCO Montevideohttps://youtu.be/ycHUzNkNlJE Jorge Cella from Microsoft highlighted the evolution and the democratization of AI technology, emphasizing the increased accessibility of computational power and AI tools, contrasting it with the past exclusivity of supercomputers. He underscored the importance of critical thinking in effectively utilizing generative AI, noting that although AI provides statistically probable answers, its effectiveness hinges on the user's ability to ask the right questions and interpret results. Cella also reassured that AI, especially generative AI, would augment rather than replace human roles, enhancing productivity across various professions. Cella illustrated how AI could augment professions like teaching and software development, enhancing productivity and effectiveness – according to some analysis, generative AI can potentially augment teachers’ skills and productivity by 45%. How? By supporting the preparation of lesson planning, curriculum development, and literacy tutorials, for example. By using Co-pilot, for a junior developer, this technology may increase productivity by 20-30%, and for a senior developer, it can actually improve it by 50 - 60%. However, they would still need to know how to code to use it properly. In summary. AI can and is going to help us, but workers have to be prepared. Natalia Mata from Telefónica emphasized the need for upskilling and reskilling in organizations during the AI transformation. She identified adaptability, ethics, and a culture of lifelong learning as the critical values in this shift. Mata described Telefónica’s initiatives to promote the adaptation for the future of work, which include employee training and societal actions focused on the common good and employability. She emphasized Telefónica Foundation's employment map, which analyzes job offers in real-time to identify the most in-demand professions and digital skills across different countries. Complementing this map, a virtual assistant offers personalized guidance to users. In summary, Natalia highlighted that the key message is that Telefónica, through insights gained from its internal projects, is actively providing both its clients and the broader public with effective solutions for embracing AI. By doing so, Telefonica is fostering the development of new skills within and beyond the company, essential for navigating the dynamic era of AI we are currently experiencing. Mojca Cargo from GSMA mentioned the role of GSMA in representing the interest of mobile operators globally and beginning together all of the operators regardless of emerging or developing countries. She highlighted that GSMA founded AI for Impact in 2017 in order to bring together Partners from both the private and public sectors, to commercially scale responsible AI for a better future. GSMA's efforts are to build frameworks for responsible AI and facilitate AI use cases in collaboration with a global task force. Cargo highlighted GSMA's commitment to capacity building, offering extensive training courses to policymakers and regulators, underscoring the significance of reskilling and upskilling in adapting to AI-driven changes in the workplace. GSMA has successfully conducted over 13,000 training days, benefiting more than 100 participants from over 160 countries, achieving a satisfaction rate of over 90%. These courses focus on real-world examples to help understand the impact of various policies and regulatory approaches on the implementation of emerging technologies. Discussion on Upskilling and ReskillingThe panelists discussed best practices for creating inclusive programs for upskilling and reskilling and the responsibility of various stakeholders in their implementation. GSMA's Approach: Through the “Mobile for Development” team, GSMA works with developing countries to reduce inequalities by driving innovation in digital technology. They emphasized working with small and medium-sized enterprises and supporting entrepreneurs by connecting them with big techs. They work in different components, everything from capacity-building workshops, training, and innovation funds, among others, to support the "last mile." Telefónica's Strategy: Telefónica highlighted the importance of assessing skills gaps for each community and employee to prepare training programs according to the real demands and needs. She also mentioned that is critical to take into account accessibility, diversity, and inclusion aspects in training programs to consider the unrepresented groups. Microsoft's Initiative: Microsoft Philanthropies targets vulnerable populations, aiming to transform people’s potential into productivity with technology, democratizing access to generative AI. The webinar underscored the transformative impact of generative AI on the workforce, highlighting the need for upskilling and reskilling. The insights from Microsoft, Telefónica, and GSMA, combined with UNESCO's vision, emphasize the importance of adaptability, ethical considerations, critical thinking, and lifelong learning. The discussions underscored that while AI is set to revolutionize the job market, it is not a replacement for human skills but a tool to augment them. The key takeaway is the collective responsibility of governments, private sectors, academia, and individuals to embrace this change is needed to ensure that AI serves as a tool for enhancement rather than displacement, fostering a future where technology and human capabilities coexist to create a more dynamic and inclusive workforce. https://www.unesco.org/en/articles/skills-generative-ai-future-work-insights-and-strategies?hub=701 
A digital future for indigenous languages : Insights from the Partnerships Forum 2023-11-30 28 November 2023 By 2100, it is predicted that half of the world's spoken languages will either vanish or be on the brink of extinction. In response to this alarming trend, the United Nations, Indigenous Peoples Organizations and UN indigenous mechanisms have collaboratively designated the period from 2022 to 2032 as the International Decade of Indigenous Languages. UNESCO, at the forefront of this global initiative, recently hosted a panel to explore the barriers hindering indigenous communities from accessing digital resources and to discuss the necessary steps for integrating indigenous languages into digital platforms. Today, there are over 7,000 languages, each characterized by unique Over the past three decades, the growing number of endangered languages has raised concerns among researchers, international organizations, governments and institutions.In the digital age, marked by the omnipresence of technology and the benefits of the Internet can pose a threat to linguistic diversity. Global communication often fosters a homogenous culture, reflecting the economic and cultural influence of specific actors. A 2021 study revealed that 76.9% of online languages correspond to the world's top ten most spoken languages. Recognizing this threat, UNESCO leads efforts to preserve and integrate indigenous languages into the digital world, in line with the 2003 Open Educational Resources (OER) Recommendation.A panel of experts, including Kevin Chan from Meta Platforms, Denis Rose from the Gunditj Mirring Traditional Owners Group in Australia, Kristin Solbjør, from the Royal Norwegian Ministry of Local Government and Regional Development and Juan Pablo Gutiérrez, an indigenous activist from the Yukpa Community of Colombia, discussed partnership opportunities for digital empowerment in Indigenous Languages. Juan Pablo Gutierrez stressed the need for a holistic approach to using technologies for safeguarding Indigenous languages, emphasizing their oral nature and diversity. The discussion also tackled the financial challenges, with Kristin Solbjør noting the need for "governments to fund technologies despite their lack of profitability for businesses". Kevin highlighted Meta’s efforts, including the open-source platform No Languages Left Behind aimed at facilitating language preservation.The consensus from the panel was clear – a united effort is essential to navigate the challenges and pave the way for sustainable linguistic future for indigenous community worldwide. Denis Rose, also highlighted the importance of collaboration between the public and private sectors, as well as a deeper understanding of indigenous communities’ needs. https://www.unesco.org/en/articles/digital-future-indigenous-languages-insights-partnerships-forum?hub=701