Global Citizenship Education

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Catch up on what’s happening in the world of global citizenship education.

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Educating young boys and girls – key to prevent violent extremism 2018-04-05 New York: On April 3, 2018, UNESCO joined the United Nations Alliance of Civilizations (UNAOC) Group of Friends meeting, and reaffirmed UNESCO’s commitment to preventing violent extremism through education, media, and intercultural dialogue. UNAOC hosted a Group of Friends meeting at United Nations Headquarters on April 3, 2018, under the theme of “Preventing Violent Extremism and Sustaining Peace”. In his opening remarks, H.E. Mr. Nassir Abdulaziz Al-Nasser, High Representative for UNAOC, underscored that collective efforts must be redoubled to attack the root causes of violent extremism and terrorism in a comprehensive and balanced manner. He reviewed UNAOC’s work in forging partnerships with religious leaders, youth, academia, media, civil society, and businesses to promote inclusion and dialogues. Mr. High Representative and Ms. Nihal Saad, his Chief of Cabinet, also introduced UNAOC’s upcoming activities, programmes, and initiatives in 2018/2019. On behalf of the two co-sponsors, H.E. Mr. Feridun Hadi Sinirlioǧlu, Permanent Representative of Turkey to the UN, and H.E. Mr. Jorge Moragas, Permanent Representative of Spain to the UN, both delivered remarks. Ambassador Sinirlioǧlu commended UNAOC’s significant contribution to redefining UN’s approach to sustaining peace, and stated that a broader vision and a prevention-based approach are needed to address the root causes of violent extremism and terrorism. Ambassador Moragas cited international collaboration, prevention, a comprehensive approach, and research as critical elements in addressing the increase in radicalization, extremism, and intolerance in the world today. He also highlighted the key role information technologies and the Internet can play in changing the narrative, preventing hate speech, and promoting dialogues and tolerance. Addressing the meeting, Ms. Marie Paule Roudil, Director of UNESCO New York Office and UNESCO Representative to the United Nations, pointed out that we experience a lack of efficient resources to address and change individual and collective behaviors. We must spare no efforts in coming up with contemporary and modern ways to prevent and tackle violent extremism, including using social media and information technologies. This is why UNESCO has been supporting and building capacity of governments, media, and other civil society actors through tools like Youth and Violent Extremism on Social Media and Terrorism and the Media: A Handbook for Journalists. Ms. Roudil went on to reaffirm UNESCO’s commitment to tackling and preventing violent extremism and terrorism through education, and called for strengthened focus on the training of educators and development of the curriculum in universities. Finally, she shared a few educational tools developed by the Organization: A teachers’ guide on managing classroom discussions in relation to PVE and radicalization; A guide for policy makers that will help prioritize, plan and implement effective and appropriate education-related actions, contributing to national PVE efforts; A youth-led guide, whose authors reached out to more than 2,000+ young people from 50+ countries culminating into 150+ concrete ideas, experiences and case studies as well as tangible recommendations; and: A policy guide on education about the Holocaust and preventing genocide, to inform broader understandings of mass violence globally, as well as highlight the value of promoting human rights, ethics, and civic engagement that bolsters human solidarity at the local, national, and global levels. Representatives of Indonesia (on behalf of MIKTA), Sweden, Philippines, Hungary, African Union, Malaysia, Jordan, Kyrgyzstan, Iraq, Oman, Bangladesh, Canada, Germany, Russian Federation, Kazakhstan, Estonia, Austria, Pakistan, Argentina, Egypt, and Morocco also took the floor during the general debate, and shared their views on the theme. Many reaffirmed that violent extremism and terrorism should not be associated with any particular religion, civilization, ethnicity, or culture; and mentioned the necessity of a comprehensive “All-of-United Nations” approach. Some highlighted the crucial role of education and gender sensitive approach to mutual understanding and sustainable peace. URL:http://www.unesco.org/new/en/unesco-liaison-office-in-new-york/about-this-office/single-view/news/educating_young_boys_and_girls_key_to_prevent_violent_ex/

Towards Resilient Education Systems in Fragile Contexts 2018-04-02 The damaging impact of crisis on education is overwhelming. Despite education being a human right, over 13 million children and youth in the Arab Region are not going to school due to conflict. For this reason, there is critical need to strengthen education systems and invest in the capacity of governments to handle shocks, to build their resilience, and mainstream/integrate national commitments to SDG4-Education 2030 and their realisation.Education systems have traditionally been reactive to crisis, with little preventative measures in place to ensure continuous provision of education opportunities as early as possible during a crisis. A lack of consistent, timely and disaggregated data has further made programming and prioritization difficult, presenting a challenge also to proper planning, budgeting, monitoring and evaluation. Recent years have seen UNESCO support conflict-affected countries in the region to enhance the resilience of education systems and ensure more efficient and effective preparedness of response. Central to this approach has been support for the generation and utilization of evidence, through quality research, data collection and management, principally using an Education Management Information System (EMIS). UNESCO’s support in this area is a key component of the newly launched Regional Strategic Framework for Education in Emergencies which focuses, among other things, on responsive and resilient national education systems. It is against this backdrop that UNESCO hosted a high-level technical meeting bringing together senior technical officials from the conflict-affected countries of Iraq, Jordan and Syria, as well as representation from the United Nations Relief and Works Agency, who itself works across 5 Fields of operation covering Syria, Jordan, Lebanon, Gaza and the West Bank. Each of these representatives has been developing EMIS within emergency contexts. The meeting was arranged with the objective of better understanding and advocating for effective and functional EMIS in emergency contexts and discuss its role in enabling and better informing planning and management of national education systems affected by crisis; but also, the role of EMIS in building the resilience of member states to realise their national commitments and concrete actions as a part of the SDG Education 2030 Agenda. Delegates from the three countries & UNRWA, as well as representatives of development partners such as the World Bank, UNICEF and independent technical experts, shared their experiences to date in development of EMIS, including lessons learnt, challenges, and innovative approaches. Focus centred on sharing technical expertise, insights and knowledge as well as formulating concrete messages on the value of EMIS in the context of conflict and fragility. Agreement was clear on the support of EMIS for the ability to deliver more efficient and effective humanitarian responses to conflict in the education sector, as well as the significant role EMIS plays in improving prediction and planning capabilities, including the significant benefits of data driven analysis informing the determination of priorities and approaches. Insights shared by high level technical officials, particularly on the value of continued investment in EMIS and the technical and procedural requirements for its successful development and utilisation will feed into and contribute to a UNESCO/GPE International Conference on EMIS to be held in Paris between the 11-13 April 2018. URL:http://www.unesco.org/new/en/beirut/single-view/news/towards_resilient_education_systems_in_fragile_contexts/

UNESCO Beirut holds a Teacher Training Workshop on Psychosocial Support 2018-04-02 The Syrian conflict, now entering its eighth year, continues to cause large-scale displacement in the region, resulting in substantial disruptions in vital social sectors in the neighbouring countries which host the fleeing Syrian civilians.According to UNHCR, the number of the Syrians impacted by the conflict is 6.5 million people, including 2.8 million children, displaced within Syria. This makes the Syrian displacement the biggest internally displaced population in the world. More than 4.8 million Syrians have sought refuge in neighbouring countries, with Lebanon hosting 1.1 million of these refugees. There is a dire need of capacity building for creating learning, inclusive and peaceful environments to welcome and encourage Syrian children to feel included, enrol in schools and to improve their educational retention. However, teachers in general and particularly those who teach in schools with significant number of Syrian children face challenges of how to deal appropriately deal with them in a classroom environment. Responding to this need, UNESCO has developed a self-learning teachers’ kits consisting of five booklets on psychosocial Support (PSS) targeting teachers working with children impacted by conflict and emergency situations. Against this backdrop, and recognizing the need to build the capacities of the teachers serving the vulnerable children in marginalised host communities, UNESCO Beirut organized on 14-16 March 2018 an induction workshop on “PSS: Teacher Kit in Emergency situation in the Arab States”. The workshop, which included 25 teachers (10 from Syria and 15 from Lebanon including UNRWA teachers), aimed to : Develop the capacity of the teachers to effectively handle conflict affected children; Promote well-being and encourage participation and development of positive behaviours; Improve teaching and learning in emergency situations and the delivery of effective responses. In his opening remarks, UNESCO Beirut director Dr Hamed Al-Hammami welcomed the participants and highlighted the commitment of UNESCO Beirut to build the capacities of teachers to allow them to teach effectively and thus improve learning and increase retention and transition rates, especially in times of crises. During the three-day workshop, participants listened to presentations by experts, and engaged in group discussions and case studies. The expert facilitator Ms Rania Ismail highlighted the importance and value of this workshop: "The PSS kit produced by UNESCO stands out as it combines both a theoretical approach and practical exercises. It first introduces teachers to the general principles and strategies of PSS, than provides them with case studies and exercises that allow them to better digest the material and make use of it. Most importantly, this PSS kit is can serve as a self-training tool for teachers who are in remote or marginalized areas and who do not have access to other material or to the new technologies of information and communication". Ms Ismail said that the workshop was a good opportunity to exchange thoughts and experiences with education practitioners on the field. URL:http://www.unesco.org/new/en/beirut/single-view/news/unesco_beirut_holds_a_teacher_training_workshop_on_psychosoc/

EQUALS Skills Coalition: addressing Gender Divides 2018-03-30 From 26 to 30 March, UNESCO organized its annual flagship information and communications technology in education conference, Mobile Learning Week, which brought together experts, practitioners and policy-makers from around the world to share ideas and best practices under the theme “Skills for a Connected World”. Recognizing the pronounced inequalities in digital skills across the world, a sub-theme of Mobile Learning Week is “closing inequalities and gender divides.” The EQUALS Skills Coalition contributed to these discussions through plenary session remarks, and a side event, on 27 March, “EQUALS in Tech: Principles for Quality and Gender-Transformative Digital Skills Training”. Co-chaired by Ms Saniye Gülser Corat, UNESCO’s Director for Gender Equality, and Ms Birgit Frank, Federal Ministry for Economic Cooperation and Development of Germany, the event aimed at drawing on the rich expertise of participants to inform and discuss the development of upcoming standards and guidance for gender-transformative digital skills training to be published by the EQUALS Skills Coalition. © UNESCO <From left to right, Mark West (UNESCO), Saniye Gülser Corat (UNESCO), Justine Sass (UNESCO), Birgit Frank (BMZ), Carla Licciardello (ITU) and Normal Schraepel (GIZ)> Led by UNESCO and the German government, the EQUALS Skills Coalition is a branch of the broader EQUALS Global Partnership, which aims to empower women and girls by supporting the development and acquisition of ICT and STEM skills that will help them become users and creators in the digital world. On 28 March, the EQUALS Skills coalition, under the co-leadership of Ms Saniye Gülser Corat, UNESCO’s Director for Gender Equality, and Mr Norman Schräepel, from the German Association for International Cooperation (GIZ), held an interagency meeting with 19 colleagues from the 15 members of the Skills Coalition present both physically and virtually. The group discussed around the draft workplan and deliverables to be achieved by the end of 2019, including the establishment of the “Principles for Quality and Gender Transformative Digital Training” to further the development of gender inclusive digital skills. © UNESCO <From left to right, Anna Polomska (ITU), Susan Schorr (ITU), Tim Unwin (Royal Holloway University), Carla Licciardello (ITU), Saniye Gülser Corat (UNESCO), Birgit Frank (BMZ), Maria Garrido (University of Washington), Justine Sass (UNESCO), Norman Schraepel (GIZ) and Chongzheng Wei (UNESCO)> The ICT sector is facing a predicted skills shortfall of at least two million jobs globally by 2020. It is estimated that 95% of all future jobs will have a digital component, and today’s girls and women can only benefit from these opportunities if they have the right skills. However, women hold only 17% of the current technology jobs and only 3% of women enrolled in higher education chose ICT fields of study. There is still a long road ahead to reaching gender equality in ICT and related fields. Including women and girls in ICT and STEM requires intentional action and deliberate policies. In order to create a more connected world and provide the necessary skills to achieve that, the gender digital divide needs to be addressed. With the support of the participants of Mobile Learning Week and the many stakeholders of the EQUALS partnership, UNESCO and ITU look forward to collaborating to develop the skills needed for a truly connected and inclusive world for all. To learn more about EQUALS, visit www.EQUALS.org URL:https://en.unesco.org/news/equals-skills-coalition-addressing-gender-divides

© Sustainability Guides and Climate Scouts project

Teaching youth to plant for the planet and change the world from the heart of Europe 2018-03-29 A project run from a remote and beautiful part of the German countryside is transforming young people into climate scouts with a powerful message to share. The Sustainability Guides and Climate Scouts project is run from the International Meeting Centre, St. Marienthal in Ostritz in the Free State of Saxony near the border with Poland. Established in 1992, the centre conducts around 60 Education for Sustainable Development (ESD) events for more than 2,500 families, youths, adults and experts each year. The guides and scouts project started in 1998 and welcomes groups of students for intensive courses that combine study with practical outdoor activities, and make good use of its forest experience trail and nature protection station. Over 1,100 youth have taken part so far including 680 learning-disabled and socially disadvantaged young people who traditionally have very little access to ESD. Its geographical location means it is perfectly placed to bring together students from Germany, Poland and Czech Republic. And a new model project is currently underway which opens the door to ESD for refugees as well. One of the most exciting aspects of the project is the Plant for the Planet scheme where children have planted around 34 hectares of forest and undertaken more than 30 small-scale energy and water conservation initiatives. Project Manager Georg Salditt said: “Our message is really twofold: we are teaching peace and the environment. We are well placed at the very heart of Europe to bring young people together who may not normally have met and to demonstrate to them that we are all human beings and we must respect each other and the planet.” The work with refugees who come from Syria, Afghanistan and African countries and elsewhere also has a double aim. “We want to make sure that if they make their lives here they know how important it is to protect the environment, but also if they are able to return home or to another country that they carry those messages back with them,” said Georg. Not only is the centre itself a model of sustainability with its own environment management system: when children leave the course they take back with them ideas on how to transform their own schools. The centre ties all theory very tightly to practice. In some schools, environmental representatives have been appointed and students introduced permanent energy saving routines for heating and ventilation and for the reduction of paper use and waste. As part of the project young people also learn about the effects of climate change on societies in the form of soil erosion, extreme weather phenomena , rural depopulation, economies and the environment especially with regard to forest damage. They are motivated by quick feedback on successes in energy and water conservation and updates on the amount of forest planted. Crucially children also take part in communication workshops to learn how best to share and pass on what they have learned at open school days or town halls. For Georg one of the most satisfying aspects of his work is watching the transformation take place before his eyes. “It might sound silly but students do actually write to me one or two years after the course and say that these five days changed their lives not only as far as the environment is concerned but as a human experience. Some had never met anyone from another country at all. And they got to plant a tree!” And there is a new project already underway. “We are now working to introduce a project to protect bees and insects. Everyone loves honey and honeybees so we think it will be a success,” he said. More on Education for sustainable development. URL:https://en.unesco.org/news/teaching-youth-plant-planet-and-change-world-heart-europe

New Report: How to Measure Equity in Education 2018-03-29 Methodologies and indicators to reveal the inequalities facing marginalized groups A new report shows how countries can measure the education progress of the most marginalized populations to ensure no one is left behind. Sustainable Development Goal 4 (SDG 4) calls for inclusive and equitable quality education for all, spanning not only gender parity in learning but also equitable educational opportunities for persons with disabilities, indigenous peoples, disadvantaged children and others who are at risk of exclusion from education. Yet today, these groups are extremely difficult to track because they are often invisible in education data. The new Handbook on Measuring Equity in Education, produced by the UNESCO Institute for Statistics (UIS), the FHI 360 Education Policy Data Centre, Oxford Policy Management and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, provides practical guidance on the calculation and interpretation of indicators designed to target the most disadvantaged groups. It is intended for anyone involved in the measurement and monitoring of equity in education, especially those concerned with national policymaking. It addresses the current knowledge gaps and provides a conceptual framework to measure equity in learning, drawing on examples of equity measurement across 75 national education systems. The handbook explains what it means to measure equity in learning, recognising that equity itself is a political issue and cannot be isolated from political choices. It focuses on two key principles – impartiality and equality of condition. Impartiality zooms in on the idea that it is unfair to discriminate by characteristics such as gender, wealth or ethnicity when it comes to the distribution of education. Measures of impartiality quantify the extent to which an educational input or outcome differs by such characteristics. Equality of condition focuses on the dispersion of education in the population, without regard for differences between groups. While perfect equality of condition in education outcomes might not be possible or desirable, wide or growing gaps between the least and most educated are likely to be a cause for concern. The handbook introduces visualization and measurement techniques related to impartiality and equality of condition, the requirements for the use of underlying data to measure both, and the advantages and disadvantages of each technique for generating insights into the magnitude and nature of any inequality. It provides solid examples of national efforts to track progress towards equity in both educational access and learning, highlighting positive country examples and stressing the need to include a wider range of dimensions of disadvantage in education plans. Allocating education funding more equitably Finally, the handbook examines government spending on education to reveal who benefits, who misses out, and how resources could be redistributed to promote equity. It points out that in many countries, the children and young people who are the hardest to reach are often the last to benefit from government spending. It is simply more expensive to ensure their quality education, given the cost of measures to tackle the root causes of their disadvantage, from poverty to discrimination – and this should inform the distribution of resources. While equal funding means the same amount of money for each student or school, equitable funding means additional resources for the most disadvantaged children to ensure that every child can enjoy the same educational opportunities. As the handbook argues, progress towards SDG 4 demands the equitable distribution of resources within education systems, with the most disadvantaged receiving the largest share of government resources, and paying the smallest share from their own pockets. The new handbook has been inspired by the urgent need to position educational equity at the heart of global, national and local agendas to promote access and learning for all children, young people and adults. With countries under pressure to deliver data on an unprecedented scale, the handbook also recognises that no country can do this alone, making a strong case for greater cooperation and support across governments, donors and civil society. URL:http://uis.unesco.org/en/news/new-report-how-measure-equity-education

TVET is critical to grow the economy 2018-03-27 Zimbabwe’s Ministry of Higher and Tertiary Education, Science and Technology Development (MoHTESTD) Permanent Secretary Dr. Desire Sibanda said the intention of his government is to grow the economy and Technical and Vocational Education and Training (TVET) is critical to achieve this. He was speaking at the workshop to validate Zimbabwe’s policy review report on 20th March 2018 in Harare. UNESCO in partnership with MoHTESTD hosted a one-day workshop to validate the report that took nine months to produce from June 2017. The workshop was held at the UNESCO Regional Office for Southern Africa (ROSA) in Harare. Thirty-five participants drawn from key government ministries, training institutions, some representatives of the private sector and NGOs in TVET training took part in the validation workshop. Dr. Sibanda commended UNESCO experts for producing the draft report, making some bold recommendations including developing a TVET policy to ensure coordination of the provision of TVET. Speaking at the same occasion, UNESCO Regional Director for southern Africa, Prof. Hubert Gijzen, stressed the importance of investing in TVET. He said skills are vital for poverty reduction, job creation, self-employment and supporting livelihoods of individuals, families and communities. Prof Gijzen noted that the draft report on the TVET policy and practice in the country unraveled some structural weaknesses of the current system that need to be addressed. He called for the development of strong partnerships amongst all stakeholders for the success of TVET in the country and transforming the lives of citizens. UNESCO and other UN agencies in Zimbabwe have collaborated with the government to work on the TVET policy review. Workshop delegates received findings as regards five strategic areas of policy and institutional structure of TVET; engagement of employers and industries; qualification systems and the regulatory frameworks; equity and quality of TVET; and financing and resources allocation for TVET. In broad terms, participants welcomed the main findings in the report. They called for the current initiatives such a national skills audit and revival of the development of a National Qualifications Framework (NQF) to be included in the final report. In groups, participants identified action points to take forward the recommendations towards developing a TVET policy and coordinate TVET provision in Zimbabwe. The Ministry of Higher and Tertiary Education, Science and Technology Development is working on reviving an inter-ministerial committee with technical people to produce a concept note on TVET national policy development. The Ministry looks forward to further collaboration with UNESCO and the UNCT as they develop a TVET policy. For more information contact mt.mukabeta@unesco.org. URL:http://www.unesco.org/new/en/harare/about-this-office/single-view/news/tvet_is_critical_to_grow_the_economy

Education is key to deconstruct racial narratives 2018-03-27 The role of education at all social levels and in particular of young generations, remains one of the best ways to stop the proliferation of racist and discriminatory discourses and to foster intercultural exchanges. This is the message of experts who gathered on 21 March at UNESCO in Paris for a Round table on Deconstructing racial narratives: challenging assumptions and fostering diversity, organized in the context of the International Day for the Elimination of Racial Discrimination. The event started with a presentation by Evelyne Heyer, Professor of the National Museum of Natural History of France, who explained the scientific evidence against the notion of race, which has resulted in practices ranging from discrimination to extermination of “the other” throughout history. “Races do not exist in the sense we thought in the 19th century, but even if the word ‘race’ is removed, racism will continue to exist. The term ‘race’ has a history, so we need to use this concept, if only to deconstruct it,” said Heyer. According to the professor, the DNA of all human beings is 99.9% identical, and we all are of African origin, dating back 100,000 years. With only 0.1% of differences in the genomes of people from across the world, the notion of race is not justifiable, she says. “Racism is not just about skin color, but about discrimination against individuals who are physically, culturally or morally different,” Heyer explained, adding that our genetic diversity is the result of adaptations to environments and our geographical origins. Three key components are at the basis of the definition of racism: categorization, hierarchization and essentialization. Categorization is a mental operation that simplifies the world. People classify individuals based on their appearance, their religion, their geographical origin, etc. Hierarchization involves a value judgment based on regarding one group or category of individuals as being superior or inferior to another. Essentialization is a process by which individuals are reduced to moral characteristics, intellectual faculties or psychological traits alleged to be an immutable and inherited feature of that particular group. Victoria Tauli-Corpuz, UN Special Rapporteur on the Rights of Indigenous Peoples, described racism from the perspective of indigenous communities and movements. “Indigenous peoples have experienced racism and discrimination since colonization. Racism was used deliberately to make them feel inferior and to take the resources from their lands. The strategy was to make them forget who they are,” she said. “The good news is that indigenous peoples are waking up, asserting their identities, and using the legal framework to protect their lands and fight against discrimination.” For Rita Izsák-Ndiaye, expert member of the Committee on the Elimination of Racial Discrimination, the fight against racial discrimination starts at home, in our own families: “I am a white Roman Christian and my husband is a Black Muslim. When I look at my family, I see that, because of love and being bound by the same values, we can deal with intercultural and interreligious tensions.” Noting the spread of hateful messages and the reinforcement of stereotypes through social media, Izsák-Ndiaye says it is necessary to stimulate constructive debates. “We cannot remain quiet in the face of hatred. We need a critical mass of anti-racist people active on social media fighting against the wrong discourses,” she commented. “Everyone owns society. Education, arts, music, literature and science need to include everyone.” At the end of the panel, the discussants agreed that the only way to fight racism is through education and action. “At the early stages of education, children need to be taught that they should look at others as equal to them. Promoting intercultural exchanges is crucial for the education system to build more harmonious societies,” said Tauli-Corpuz. The event was followed by the inauguration of the abridged version of the travelling exhibition “Us and Them – From Prejudice to Racism” with welcoming remarks from André Delpuech, Director of the Musée de l’Homme. It offers a journey that deciphers the reasons for racist and discriminatory behavior during certain moments of history and sheds light on racist behavior and prejudices. Conceived by the National Museum of Natural History of France, and shown at the Musée de l’Homme from March 2017 to January 2018 under the patronage of UNESCO, the exhibition will travel to different member cities of UNESCO’s International Coalition of Inclusive and Sustainable Cities – ICCAR. Interview with Evelyne Heyer, Professor of the National Museum of Natural History of France: Click here Interview with Rita Izsák-Ndiaye, member of the Office of the United Nations High Commissioner for Human Rights (OHCHR): Click here URL:https://en.unesco.org/news/education-key-deconstruct-racial-narratives

Republic of Korea Gives Support to UNESCO’s Programme for Girls’ Education in Pakistan 2018-03-26 The Republic of Korea has brought its support to UNESCO’s Girls’ Right to Education Programme in Pakistan with the signing of an agreement between UNESCO Director-General Audrey Azoulay and the country’s Ambassador and Permanent Delegate to UNESCO, Mr Lee Byong-hyun, on 23 March 2017. The USD 3.4 million project with the Korea International Cooperation Agency will support national capacity building to realize girls’ right to education in Pakistan’s Punjab province and Gilgit-Baltistan, through interventions targeting education officials, community leaders, teachers and parents. “The Republic of Korea’s growing support to UNESCO, especially to education, is extremely valuable and a proof of trust in our Organization, which we deeply appreciate,” said the Director-General of UNESCO, Audrey Azoulay. “Your country’s success story is not only about economic development, it also shows the links between education and building a culture of peace, which is coherent with the values of UNESCO.” Ambassador Lee recalled the role that foreign assistance and education had played in rebuilding his poverty-stricken country after the Korean war. The breadth of cooperation with UNESCO, reflected in some 30 projects underway in education, science and culture, exemplifies the country’s policy to return what it received from the foreign community in the past and to accompany human development. The Ambassador and Permanent Delegate of Pakistan to UNESCO, Mr. Moin ul Haque, expressed his appreciation for the generous support, signed on his country’s national day, affirming that “girls in these areas are passionate about education. Malala is an icon there and a symbol of the fight for girls’ education.” The Government of Pakistan contributed USD 10 million to the Malala Fund for Girls Right to Education established in 2012, of which USD 7 million are earmarked for the Girls’ Right to Education programme in Pakistan, launched in 2015 to increase and improve the quality of girls’ education at primary level in four provinces and four federal areas. URL:https://en.unesco.org/news/republic-korea-gives-support-unesco-s-programme-girls-education-pakistan

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