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À l'horizon | Un réservoir intarissable : la diversité culturelle au service de l'avenir que nous voulons 2021-08-16 Culture, in all its diversity, is an infinite reservoir from which we gain our knowledge of the world and which we tap into to find solutions to contemporary issues. Ever since the emergence of Homo Sapiens, human progress has evolved thanks to cultural diversity, through the exchange between human groups of discoveries and innovations, institutional experience and knowledge. Culture is in constant flux, evolving across time and space, adapting to the circumstances of the day. Each culture is therefore rich with insights provided by this vast accumulation of knowledge. Our cultural diversity is our greatest strength. It is the ultimate renewable resource for humankind and societies. As such, valuing diversity and protecting and promoting cultures as asset for societies is imperative. The world is still not on track to attain sustainable development. Furthermore, the recent United Nations Sustainable Development Goal Report noted that “the pandemic has already had a very significant impact in a number of areas, undermining decades of development efforts.” Countries where inequality has grown are home to more than two thirds of the world population, according to the 2020 World Social Report. The UN Office of the High Commissioner for Human Rights frequently sounds the alarm on the rise of racism and xenophobia, with culture itself being instrumentalised to divide societies and communities in many parts of the world, as highlighted by a 2018 Report of the Special Rapporteur in the field of cultural rights. Moreover, the future of our planet is at stake: the climate crisis is upon us with 2021 being described as “a make-or-break year for people and planet” by UN Secretary-General, Antonio Guterres. In addition, new technologies have critical implications as to how we interact with the world and each other, with huge ethical implications for the future of humankind. Today's societies are resolutely multilingual and multicultural, many of them home to a large number of cultures and ethnic groups. This diversity has been nourished throughout the ages due to trade and migration. Colonialism, slavery and the displacement of populations due to conflict have also altered the social fabric of societies, leading to a loss of critical knowledge. Diversity not only refers to differences due to the presence of different cultural or ethnic communities, but also different life experiences due to gender, sexual orientation, disability or age. Cultures transcend national boundaries and digital technologies have also put people in contact in an unprecedented way, creating new communities across borders. Confronted by the diversity of codes and outlooks, States sometimes find themselves at a loss to know how to respond and harness cultural diversity for the common interest. Now, in the wake of the COVID-19 pandemic, States are recalibrating longer term policy choices among many seemingly competing priorities – be it health, infrastructure or employment. Where does culture fit in this panoply of public policies? History has shown us that following trauma, societies and peoples have turned to culture to find responses. UNESCO itself was created due to the conviction that rebuilding societies following the Second World War could not only be done through political and economic means but also a renewal of ideas and new solidarity, through our “fruitful diversity”. “Development without culture is growth without a soul”Traditional development policies, tethered to economic growth, were initially guided by the belief that an increase in prosperity would increase human well-being and reduce poverty. By the 1990s, it was clear that a purely growth-oriented approach had deepened economic and social divides within and between countries, thereby jeopardizing social inclusion and the evolution of peaceful and sustainable societies. Burgeoning ecological destruction was leading to worse natural catastrophes and increased global uncertainty. There was a conscious shift towards “human development”, based on the work of Amartya Sen, placing emphasis on widening individuals’ choices and expanding freedoms. Within the United Nations system, the Human Development Index was introduced to take into account dimensions such as health and education. Yet, individuals are not isolated atoms; they work together, cooperate and interact in many ways. It is culture that connects them with one another and makes the development of the individual possible. It is also culture that defines how people relate to the natural environment. It is in this sense that all forms of development, including human development, ultimately are determined by cultural factors. When culture is thus understood as the basis of development, the very notion of cultural policy has to be considerably broadened. Any policy for development must be profoundly sensitive to and inspired by culture itself. Far from being confined to arts and heritage, participants at the 1982 World Conference on Cultural Policies, Mondiacult, defined culture as: “the whole complex of distinctive spiritual, material, intellectual and emotional features that characterize a society or social group, not limited to the arts and letters, and including modes of life, the fundamental rights of the human being, value systems, traditions and beliefs.” Our Creative Diversity, a report produced by the World Commission on Culture and Development in 1995, stated that “if the communities of the world are to improve their human development options they must first be empowered to define their futures in terms of who they have been, what they are today and what they ultimately want to be.” Twenty years later, the 2030 Agenda whose, motto is "the future we want" would echo this spirit. Culture is “the whole complex of distinctive spiritual, material, intellectual and emotional features that characterize a society or social group, not limited to the arts and letters, and including modes of life, the fundamental rights of the human being, value systems, traditions and beliefs.” -- World Conference on Cultural Policies, Mondiacult, 1982 Whilst reaffirming a broad definition of culture, the 2001 UNESCO Declaration on Cultural Diversity gave policy direction to such cultural pluralism for the flourishing of creative capacities that sustain public life. It stated that “policies for the inclusion and participation of all citizens are guarantees of social cohesion, the vitality of civil society and peace” and that this was best achieved within a democratic framework. Indeed, “cultural diversity should be defined as the capacity to maintain the dynamic of change in all of us, whether individuals or group” posited the UNESCO 2009 World Report: Investing in Cultural Diversity and Intercultural Dialogue, adding a key dimension to the value of pluralism for resilience. Differences between cultures should therefore not be regarded as something to be feared, but as a fundamental trait which enriches us and which should prompt us to engage with the breadth of "spiritual, material, intellectual and emotional features" of the world. The UN 2030 Agenda for Sustainable Development, an inspirational agenda "for the people by the people" adopted in 2015, reflects the evolution of development models that aim to place social considerations on a par with economic ones, and explicitly recognises the power of culture - the first time this role was so clearly defined in an international development agenda. Member States affirmed that “we acknowledge the natural and cultural diversity of the world and recognize that all cultures and civilizations can contribute to, and are crucial enablers of, sustainable development.” Furthermore, countries pledged to “foster intercultural understanding, tolerance, mutual respect and an ethic of global citizenship and shared responsibility”. Culture, being a fundamental trait, does not have a stand-alone goal, but a transversal role contributing to all 17 of the Sustainable Development Goals. Culture is explicitly referenced in relation to education, notably its role in creating the conditions that are conducive to an appreciation of cultural diversity, valorizing all cultures equally in the respect of human rights and fundamental freedoms. Culture also contributes to sustainable tourism that is respectful of local culture, and to the protection of cultural and natural heritage to render human settlements more inclusive, safe, resilient and sustainable. Unity in DiversityThe use of culture as the main driver of national visions for development is nothing new. National cultural policies emerged in the late 18th century with the large public museums in Europe. By the 1960s, culture was a rallying call for newly independent countries and the engine of nation-building projects. For example, policies in the Arab States focused on the role of culture for creating identity and building unity. Similarly, in the Caribbean, culture became an important tool of emancipation for the majority of the population that had formerly been enslaved, as coming to terms with one's past is the only way to build the future. In Latin America, cultural priorities were shaped by the political needs of the 1980s and 1990s, when the socio-cultural effects of the transition to democracy were starting to be felt. As a result, cultural policies tended to put greater emphasis on the fight against poverty and exclusion, by reinforcing cultural rights. For many states, the protection of cultural diversity itself has long been at the heart of many states' visions for their long-term prosperity. For example, since its independence in 1949, Indonesia has adopted the national motto “Unity in Diversity” based on a 15th century Javanese mantra capturing a shared identity despite the diverse cultures and ethnicities of the 17,000 islands of the archipelago. Similarly, in the Pacific emerging from colonial rule, Samoa’s 1960 constitution is grounded on both “Christian principles and Samoan custom and tradition”, in recognition of its past. Over time, other countries have expanded their public policies to embrace the multiple identities of their population. Bolivia was perhaps the first country in 1967 to pass a law providing legal protection of its national folklore, expanding the definition of cultural law (to what we now consider to be intangible cultural heritage), while the 1987 Constitution of Haiti upgraded Haitian Creole to the status of official language alongside French in recognition of its population’s heritage. Indeed, old models of assimilation for nation-building, in which all groups were made homogenous, proved to be neither desirable nor feasible in the pursuit of more inclusive societies. Furthermore, a country’s culture is not static. On the contrary, it is dynamic and continually evolving reflecting its history, mores, institutions and attitudes, its social movements, conflicts, migrations and struggles, and the configurations of political power, internally and in the world at large. The world’s first national multicultural legislation appeared in Canada only in 1988 when the new Multiculturalism Act recognised cultural diversity as a fundamental feature of Canadian society. The act also recognizes Canada's multicultural heritage, enshrines Aboriginal rights, allows languages other than the official languages, English and French, to be used, and protects minorities' rights to enjoy their cultures. More recent national cultural policies also value the diversity of culture. For example, Jamaica’s 2003 National Cultural Policy laments that “formal processes have emphasized our European past far more than our African, Indian, Chinese and other heritage,” and states that “there is the need, especially in the intangible cultural heritage, to focus on the significance of traditional knowledge in the consolidation of communities and the wellness of the general society.” In Chile, following an unprecedented process of Indigenous Consultation carried out with the participation of the nine native peoples and Afro-descendant tribes, the Ministry of Cultures, Arts and Heritage was established in 2017. Referring to “cultures”, in the plural form, marked an important shift not only in recognizing the country’s cultural diversity but also creating policy mechanisms to ensure their flourishing. Furthermore, the country began working on a new constitution in July 2021 with a 155-member body representative of the whole country. Whilst a challenge, the diversity of the body - half of whom are women, a minimum of 17 who are indigenous and the youngest being 21 - is seen as a great strength to ensure a more just future in a country of deep inequalities. Furthermore, at the international level, there have been groundbreaking policy developments, such as the Permanent Forum on Indigenous Issues, established in 2002 as a consultative body of the UN, which was a milestone in the recognition, protection and promotion of cultural diversity, and a great achievement in cultural rights. The adoption of the UNESCO 2003 Convention for the Safeguarding of the Intangible Cultural Heritage by UNESCO Member States was equally visionary in achieving in more inclusive definition of cultural heritage. It valorised local traditions and know-how, and not just physical manifestations of heritage. Furthermore, it acknowledged that intangible cultural heritage is shared heritage, not bound to a particular territory, and that it is transformed over time. The Ministry is governed by the principles of cultural diversity, democracy and participation, cultural recognition of indigenous peoples, respect for the freedom of creation and social valuation of creators and cultural practitioners, as well as recognition of territorial cultures, respect for the rights of cultural practitioners and creators, and historical memory.-Ministry of Cultures, Arts and Heritage of Chile Culture: the dynamic for change Cultural diversity - harnessed appropriately - nurtures dialogue and mutual understanding and develops new models of citizenship, by providing access to meaningful knowledge. Local cultural codes can be a source of social cohesion and peace, including in countries that have experienced social strife. Chad’s national development plan aims to reinforce “national cohesion through cultural rehabilitation and the restoration of ancestral values”. Pakistan’s 2018 cultural policy, for example, recognises cultural diversity as a “unifying bond” to overcome inter-communal tensions. Mauritius - a kaleidoscope of ethnic and religious groups – attributes its high ranking in the Global Peace Index to respect for cultural diversity. In its 2019 Voluntary National Review (VNR), submitted to the United Nations as part of monitoring towards the Sustainable Development Goals, it states that the country “is a sovereign democratic state island of approximately 1.3 million people of different race, culture and faith, living in a spirit of unity, mutual respect and tolerance. These values have upheld the process of nation building.” As well as a vehicle for social cohesion, cultural diversity is a source for sustainable livelihoods and economic growth, drawing on unique intangible cultural heritage and a diversity of cultural expressions. Morocco’s Vision 2020, for instance, aims to consolidate cultural tourism by organizing festivals dedicated to the arts and artistic heritage expressions. Meanwhile, Panama’s initiative called “Ruta Afro”, a touristic route linking the Afro-Panamanians communities, not only gives their culture more visibility but also provides employment opportunities. Brunei Darussalam’s One Village One Product policy focuses on community-based cultural tourism through the promotion of handicrafts and intangible cultural heritage. Peru is also capitalising on cultural diversity through the recently launched Pact for Culture to boost its culture sector, aimed at protecting the country’s heritage, as well as promoting its cultural industries. Culture also defines how people relate to nature and their physical environment, to the earth and to the cosmos. The indigenous Quechua cosmovision centred on humanity as an integral part of the natural and social environment – ‘sumak kawsay’ or ‘well-being’ - was integrated into the Constitution of Ecuador in 2008, making it the first country to recognize rights to nature in its constitution. In the Pacific Small Island Developing States, cultural heritage is characterised by strong interlinkages between people and nature, which is mainly expressed through intangible cultural heritage. The Federated States of Micronesia, for example, highlights in its 2020 VNR how this sense of guardianship of some of the richest biodiversity in the world, coupled with strong and diverse traditions, positions the country to conserve both natural heritage and social heritage simultaneously. Hungary too, in its 2012 Constitution, couples culture and the environment, aiming for the “preservation and protection of material, intellectual and natural resources” for future generations: one of only a few documents around the world that articulates the principles of the rights of future generations to this legacy. Local and indigenous knowledge is, in fact, increasingly vital to tackle climate change and biodiversity loss, as the cultures of the world’s 350 million indigenous peoples worldwide are inextricably linked to the natural world. Indigenous knowledge, although relatively new to climate science, has been long recognized as a key source of information and insight in domains such as agroforestry, traditional medicine, biodiversity conservation, impact assessment, and natural disaster preparedness and response. Both the 1992 Convention on Biodiversity and the 2015 Paris Climate Change Agreement call upon states to respect, preserve, maintain and draw upon traditional and indigenous knowledge for relevant socio-economic and environmental policies. Furthermore, a large percentage of the world’s 7,000 language are indigenous, each of which reflects a unique world view and knowledge system. The objective of the Decade of Indigenous Languages 2022-2023 is to protect and promote these languages. In recognition that indigenous peoples hold a rich diversity of living heritage, including practices, representations, expressions, knowledge and skills, the UNESCO 2003 Convention for the Safeguarding of the Intangible Cultural Heritage provides an in-road for indigenous peoples to shape the international heritage discourse and ensure that their experiences are taken into account. Cities, museums and media: hubs for cultural diversity and global citizenship Cities, museums and media help shape and expand new knowledge but also enhance ways of living together. They are privileged spaces for the appreciation of cultural diversity. By 2050, 70% of the global population will live in cities, where the greatest diversity can be found. The mixing of lifestyles and forms of expression can be both a source of creation and innovation. Consolidating social integration with respect for ethnic and cultural diversity, and yet encouraging them to blossom, is a major public policy challenge. Mirroring global development trends, throughout the 1980s, in Western Europe and North America, urban cultural policies were designed to serve mainly economic objectives. The UN-endorsed 2016 New Urban Agenda fully acknowledges that “culture and cultural diversity are sources of enrichment for humankind and provide an important contribution to the sustainable development of cities, human settlements and citizens, empowering them to play an active and unique role in development initiatives.” In fact, culture, creativity, heritage and pluralism are referred to some 35 times in the Agenda. The diversity of the urban context has led to the burgeoning of new actors, particularly in civil society. It has opened up new cultural spaces and opportunities to celebrate cultural diversity, for example, through festivals. Furthermore, new ideas, concepts and tools - such as Creative Cities and the Historic Urban Landscape - have emerged, enriching approaches for more liveable places. It is also culture that defines a city as what the ancient Romans called the "civitas" - a coherent social complex, the collective body of citizens, as suggested in UNESCO’s 2016 publication Culture: Urban Future. Physical cultural heritage provides multiple layers of meaning whilst cultural expressions provide vehicles for collective identity. The 2011 UNESCO Recommendation on the Historic Urban Landscape encourages local decision-makers to adopt participatory planning and stakeholder consultations on what values to protect for transmission to future generations and to determine the attributes that carry these values. The UNESCO Creative Cities Network – through its seven creative fields – reinforces the dialogue that is indispensable for development. The Creative Cities are searching for innovative solutions to meet the needs of the most vulnerable populations, including housing, mobility, access to public space and cultural life. For example, in the Medina of Tunis - a World Heritage site, and a Creative City of Crafts and Folk Art – the Association for the Protection of the Tunis Medina has co-designed with the local authorities an ambitious programme to reclaim slum housing and restore historical buildings. The annual Crafts Fair and the Medina Festival also attract tens of thousands of visitors per year in celebration of the medina’s cultural diversity. Furthermore, “public spaces can create the environment to dispel the myths and destructive stereotypes associated with migration by fostering public debate about the varied and overwhelmingly positive contributions of migrants to the local communities,” as noted in the 2016 Barcelona Declaration on Public Spaces. A cultural approach to urban planning renews notions of the ‘right to the city’ for the common good. To tackle racism, racial discrimination and xenophobia and other societal ills resulting from social transformations including rapid urbanization, human mobility, and rising inequalities, UNESCO launched the International Coalition of Inclusive and Sustainable Cities in 2004. The seven reginal and national coalitions collaborate to advance inclusive urban development free from all forms of discrimination through policymaking, capacity-building to awareness-raising activities. An example of an event that brings people together in the public space is UN Jazz Day, initiated by UNESCO, which celebrates jazz and its origins in the battle for human rights and civil rights in US, as well as its roots in Africa and the Caribbean. The world’s 104,000 museums are also of “great importance for all societies, for intercultural dialogue among peoples, for social cohesion, and for sustainable development, society and as a factor in social integration and cohesion”, as highlighted in the UNESCO 2015 Recommendation concerning the protection and promotion of museums and collections, their diversity and their role in society. Yet, some studies suggest that they are not always welcoming to diverse populations due to ethnicity, gender, sexual orientation and identity, socioeconomic background, education level, physical ability, political affiliation and religious beliefs. For example, a 2017 study in the US found that racially and ethnically diverse visitors, as well as young people, were more likely to believe that cultural organizations were “not for people like me”. Many museums can invest more in their potential to promote cultural diversity and in valorising the diversity of cultures. Some museums around the world are coming up with innovative ways to reach marginalised populations, fulfilling their role as public spaces for reflection and debate on historical, social, cultural and scientific issues. A project in Edo Museum of West African Art, in Benin City in Southern Nigeria, due to open in 2025, intends to develop a shared understanding of the cultural heritage of the sub-region, contributing to the continent’s “cultural renaissance”. Opened in 1982, the National Museum of Popular Cultures in Mexico’s stated purpose is to be “an open door to the cultural diversity of ancestral traditions and new proposals of cultural manifestations… that promote respect for the cultural pluralism that characterizes our country.” Meanwhile, France has developed a model of mobile and low-cost digital museums called ‘micro-folies’ to improve social accessibility, whilst the Norway National Museum Network for Minorities and Cultural Diversity brings together over 20 museums to organize travelling exhibitions or the training of people of minority backgrounds to increase access to culture and inclusion of minorities in the respective institutions. Media and digital technologies are also vehicles for sharing cultural content. The UNESCO 2018 Re|Shaping Cultural Policies report found that watching television and listening to radio are such widespread cultural activities that they are indispensable to inform people about diverse cultural expressions and to ensure their human right to cultural participation. Yet, there is a risk of concentration of media and a homogenization of expressions, leaving many voiceless. Therefore, it is vital to develop media pluralism, by expanding access and ensuring regulatory frameworks that help create media which are representative of evolving societies. Furthermore, promoting media literacy training and developing cultural literacy is vital, particularly for professionals to become sensitive to diversity and avoid the pitfalls of discriminating, stigmatising and stereotyping. Global internet use penetration now stands at 53.6%, which means that nearly half of the world is still unable to partake in global online conversations, particularly women and people with disabilities, undermining fundamental rights. Furthermore, there is a vast linguistic divide in cyberspace today - with 77% of the internet in just 10 languages - that will only exacerbate the digital divide, as individuals and communities are marginalized. The UNESCO 2003 Recommendation concerning the Promotion and Use of Multilingualism and Universal Access to Cyberspace proposes measures fostering universal access to digital resources and services, and facilitating the preservation of their cultural and language diversity. Through algorithms, there is also a danger that, far from expanding choices, digital technologies and artificial intelligence can lead to a homogenization of access to cultural expressions. UNESCO is leading a global discussion on how to address issues around transparency, accountability and privacy on artificial intelligence. A global framework for regulating artificial intelligence containing action-oriented policy chapters on a variety issues, including culture, is set to be adopted later this year. The positive news is that communities are also using digital platforms to share and transmit their intangible heritage, as was particularly observed during the pandemic. The ultimate renewable resource Throughout the ages, culture has been the deep reservoir of innovation and creativity: the ultimate renewable resource. Yet, now more than any other time in history, the challenges we face are interlocked, multifaceted and indisputably global. Fragmented communities, rising inequalities, contemporary complex forms of conflict, coupled with the climate crisis and technological transformation are causing such upheaval that societies will only be able to overcome global challenges through enhanced diversification and tapping into cultural diversity, which is only possible if all cultures are equally valued. In the globalised world, the modern State is resolutely and irreversibly multicultural. To ensure unity in diversity and avoid social fragmentation and tensions, public policies must build inclusive societies – embracing the diversity of all citizens regardless of race, origin and gender - while ensuring respect for human rights and fundamental freedoms in a democratic environment. Institutional developments at country-level over the past decade – including new ministries of culture and the protection of cultural diversity in legal documents, such as constitutions – bears witness to this aspiration of many societies. Therefore, it is imperative for the State to guarantee respect for cultural diversity by designing policies that valorize cultural diversity as a positive resource for progress and not instrumentalised to sow division. Harnessing cultural diversity requires for States to adapt their policy instruments and build more comprehensive policies, encompassing the wider policy spectrum. By reviewing their policy tools and instruments, countries would be better adapted to today’s multicultural societies that are knowledge-driven by creating the conditions that are conducive to mobilizing the ingenuity of all segments of society. Furthermore, this approach would provide opportunities for all citizens to engage and to contribute, building true global citizenship by equipping individuals with the capacities to make change in the society in which they live and for them to expand their development pathways. Ensuring a flourishing of culture will propel new, more human-centred, models of economies and societies that build on and invest in human capabilities. When you invest in culture, you invest in human capital. Harnessing the power of culture is not limited to economic models but across the public policy spectrum from education, health, digital development, ecological transition and employment. Greater interdependence, but also diversification, are necessary for sustainable development. The spirit of the 2030 Agenda is that one size does not fit all. Only culture can bridge the gap between global ambitions and local solutions, as culture offers new platforms for dialogue between decision-makers and citizens. 2021 marks the first steps on the road to the UN Decade of Action to boost progress toward the achievement of the SDGs. Back in 1994, The World Commission on Culture and Development decried that “our social and political imagination has not kept pace with our scientific and technological imagination.” This observation is now more pertinent than ever. Now is the time to place culture at the heart of development strategies, using our creative diversity. URL:https://en.unesco.org/news/cutting-edge-infinite-reservoir-cultural-diversity-shaping-future-we-want 
[Call for Application] 6th Global Capacity-Building Workshop on GCED 2021-08-15 APCEIU invites dedicated educators from Official Development Aid (ODA) recipient countries to its Global Capacity-Building Workshop on GCED. This Workshop will offer online-based intensive training opportunities to participants, helping them to learn about key aspects and competences of global citizenship as well as to introduce innovative ways of teaching and paradigm shift, which are posed by Covid-19. Please see the attached concept note for more information. Prerequisite Course for 6th Global Capacity-Building Workshop on GCED Online Application : https://forms.gle/err896q6CXrizQYx9 Application Period : 10 - 29 August 2021 URL:http://www.unescoapceiu.org/post/4231 
Día Internacional de los Pueblos Indígenas: una celebración inclusiva 2021-08-14 Approximately 45 million indigenous people live in Latin America and the Caribbean, accounting for 8 per cent of the population, but they speak over 500 indigenous languages and are stewards of some of the most biodiverse territories of the planet. For many indigenous peoples, cultural heritage, language, indigenous knowledge of the environment and knowing how to live well are all connected. “The Kolla people are an example of this. “For them, the hummingbird has a profound spiritual meaning that connects the people with well-being and decision-making for the future. The hummingbird must be protected and cared for. In other words, the hummingbird represents the link between the importance of knowing, respecting and caring for the environment and community-based development and being connected to Pachamama (mother earth)” asserted Serena Heckler, UNESCO’s regional programme specialist for Ecological and Earth Sciences for Latin America and the Caribbean. Marked every year on 9 August, the International Day of the World’s Indigenous Peoples is an opportunity to celebrate these communities and their knowledge. This year’s theme focuses on building a new social contract with indigenous peoples – one that is anchored in human rights and respect for their worldviews, indigenous concepts of development and good governance. UNESCO Montevideo works with indigenous peoples of Latin America and the Caribbean to amplify their voices and to increase indigenous peoples’ inclusion and participation in decision-making. In the context of the COVID-19, UNESCO worked with the Fund for the Development of the Indigenous Peoples of Latin America and the Caribbean (FILAC) to publish a policy brief on indigenous community protocols as tools for self-governance and community health during the pandemic. To amplify indigenous peoples’ voices in governance and decision-making in issues related to the environment and climate change, UNESCO is supporting working groups for social inclusion and participation in UNESCO sites. Through its Local and Indigenous Knowledge Systems (LINKS) Programme, it is supporting a series of workshops with indigenous peoples in Argentina to increase involvement of indigenous knowledge holders with international environmental assessments and processes, including the Convention on Biodiversity. It will also host a capacity-building webinar on indigenous knowledge-based fire management in the face of climate change. As vehicles for indigenous knowledge about sustainable development and living well, indigenous languages are vital elements of indigenous identity. UNESCO is proud to serve as Secretariat of the International Year of Indigenous Languages 2019 and the upcoming International Decade of Indigenous Languages. More information: Director General’s Statement United Nations International Day of the World’s Indigenous Peoples URL:https://en.unesco.org/news/international-day-worlds-indigenous-peoples-inclusive-celebration 
UNESCO dialogues with the G20 meeting of digital ministers 2021-08-14 To build a better future, we need to raise our level of ambition and digital co-operation. This is especially important for new technologies such as Artificial Intelligence (AI), quantum computing, blockchain, Internet of Things, among others. This was the message of a high-level UNESCO delegation to the meeting of the G20 countries digital ministers in Trieste, Italy last week. The G20 is a forum of the world’s major economies, covering 60 percent of the global population and 80% of GDP. Led by Tawfik Jelassi, Assistant Director-General for Communication & Information, the UNESCO team included Gabriela Ramos, Assistant Director-General for Social and Human Sciences. In his remarks, ADG Jelassi – himself a former minister of ICT - pointed to the lessons of the Covid-19 pandemic. “Digitalization offered many of us a lifeline during the COVID-19 pandemic. However, some digital divides were highlighted, such as the unequal access to connectivity; the unequal access to reliable information and knowledge; and the unequal capacities and competencies to create value through digital technology.” -- Tawfik Jelassi, UNESCO Assistant Director-General for Communication and Information The ADG explained how UNESCO is stepping up its actions to reduce, if not eliminate, these three divides based upon the framework for digital development agreed by UNESCO Member States. The framework, he said, consists of the ROAM principles: Human Rights, Openness, Accessibility, and Multi-stakeholder governance. The ADG invited ministers to make use of the Internet Universality Indicators for assessing national digital ecosystems and guide policy decisions. He further highlighted the tools of the “ICT Competency Framework for Teachers”, and the Organization’s new curriculum on Media and Information Literacy. The G20 Ministers were also invited by Mr Jelassi to join UNESCO’s “global consultations to improve the transparency of social media platforms, around the ways they share the information they receive, including through algorithms.” Turning to the subject of AI, the ADG noted that UNESCO had just concluded an AI needs assessment of 32 countries in Africa and would soon offer to 23,000 judicial operators in 150 countries a training on AI and the rule of law. “Also, we will soon deploy AI capacity-building platforms for youth and policymakers,” he added. Gabriela Ramos, Assistant Director-General for Social and Human Sciences, who leads UNESCO’s work on the Ethics of AI, shared with the G20 ministers the potential of UNESCO’s draft Recommendation on the Ethics of Artificial Intelligence. “G20 countries, along with all UNESCO’s membership, delivered an ambitious global standard on AI Ethics,” she said of the process which will culminate at the General Conference of UNESCO in November. “The Recommendation is a compass for international consensus on the 'what' as well as the 'how' of ethical governance of AI to protect and advance human rights, human dignity, inclusion, and non-discrimination,” she stated. The UNESCO delegation held various bilateral discussions with present delegations present, including those from Saudi Arabia, Argentina, Rwanda, Turkey, Italy, Brazil, and OECD. URL:https://en.unesco.org/news/unesco-dialogues-g20-meeting-digital-ministers 
Launch event for Mainstreaming climate change and environment in Europe and Central Asia: a Technical Guidance 2021-08-13 The United Nations Inter-Agency Issue-Based Coalition (IBC) on Environment and Climate Change for Europe and Central Asia is an interagency coalition that supports UN Country Teams on environment and climate change in the region. The IBC developed guidance forto strengthening, mainstreaming and integrate integrating environment and climate change within the UN Sustainable Development Cooperation Frameworks (UNSDCFs) and UN Common Country Analysis (CCAs). Upon the request of Resident Coordinators (RCs) in Europe and Central Asia, the IBC conducted a gap analysis and developed new technical guidance on how to mainstream and integrate environment and climate change in sustainable development processes with the support of the UN’s Development Cooperation Office (DCO). The “Guidance on Integrating the Environment and Climate Change in Processes for United Nations Sustainable Development Cooperation Frameworks(link is external)” is truly an IBC-wide product, as all member agencies participated actively in its development, providing inputs and comments to the drafts. The Guidance was officially launched on 1 July 2021 with the main goal of supporting the RCs and UNCTs in integrating climate change, environment regulations and assessment in the UN programming cycle. The mainstreaming guidance provides insights on how to increase awareness, assess climate change risks and challenges through internationally used approaches and focuses on opportunities through the identification of good practices. The Guidance is structured in a way that key issues are highlighted and illustrated through specific country cases; the annexes provide examples of different approaches and tools, and illustrate the links among environment, climate change and development priorities. Prior to drafting the Guidance, a gap analysis was conducted in order to investigate whether UN Common Country Assessments (CCAs) have already integrated environment and climate change and to what extent. The gap analysis found a homogenous coverage of the topic in the 13 CCAs reviewed, and uncovered the need for additional environmental governance guidance, especially in transboundary contexts. Overall, the gap analysis showed that environmental issues are well covered in the monitoring, implementation and evaluation phases of environmental policies, but that the environment is less present as a crosscutting theme when other topics are covered. To address this shortfall, the Guidance recommends that environment and climate change to be treated as a cross-cutting element within non-environmental working groups. The launch event provided an occasion for IBC members, together with RCs and UNCTs, to discuss and collect ideas on how the IBC can support UN activities at the country level, tailoring this guidance and developing training opportunities that correspond to country needs. During the launch, the IBC discussed with RCs the idea of testing the efficacy of the guidance in specific pilot countries. The Guidance could serve as the entry point for the discussion on environmental and climate change with other coalitions, and boost the collaboration with IBCs in other geographic regions. According to Ana Luiza M. Thompson-Flores, Director of UNESCO Regional Bureau for Science and Culture in Europe, co-chair of the launch event for “Mainstreaming climate change and environment in Europe and Central Asia: a Technical Guidance”: ‘this Guidance is an excellent example of fruitful collaboration among different UN member agencies and a demonstration of the work of the IBC on Environment and Climate Change: demand-driven, timely and practical.” She added, ”It should be remembered that environmental issues ranging from biodiversity loss, air pollution and climate change are now one of the highest priorities of the UN Agenda considering the scale and severity of their upcoming impacts.” To determine the way forward for this important output, the webinar participants participated in a survey to assess their opinion on 3 diverse aspects of the guidance use. From the discussion, it emerged that the guidance will be extremely useful, notably in the CCA preparation and that specific trainings are welcomed by the RCs and UNCTs. Participants highlighted the importance that any training or guidance be tailored to subregions. The IBC on Environment and Climate Change is currently working on developing such training materials and modules in fall. Links: UN system in Europe and Central Asia strengthens the integration of the environment and climate change in country-level support Promoting measures to green the post-pandemic recovery New Issue-based Coalition on Environment and Climate Change in Europe and Central Asia Websites: Issue-based Coalition on Environment and Climate Change IBC on Environment & Climate Change (overview) Documents - Launch of Guidance on Integrating the Environment and Climate Change in Processes for UNSDCFs Mainstreaming guidance Gap Analysis Programme URL:https://en.unesco.org/news/launch-event-mainstreaming-climate-change-and-environment-europe-and-central-asia-technical 
‘Dialogue for the Future’ regional initiative highlights the importance of intercultural dialogue and social cohesion 2021-08-12 The results of the joint regional initiative "Dialogue for the Future: Improving Dialogue and Social Cohesion in and between Bosnia and Herzegovina, Montenegro and the Republic of Serbia" were showcased in April in a two-day Regional Dialogue Platform event, convened simultaneously in Sarajevo, Belgrade and Podgorica. The programme has been implemented over 2 years in Serbia, Bosnia and Herzegovina and Montenegro with the support of the 3 UN agencies - UNESCO, UNICEF and UNDP - and funding from the UN Peacebuilding Fund. The event summarised the results of the two-year regional programme and indicated possible directions for further development. It gathered a multitude of participants from various backgrounds such as those from the government institutions within the 3 countries, as well as representatives of numerous programmes – citizens, NGOs, youth, youth associations, educational institutions, as well as the media. The regional dialogue platform presented a perfect opportunity to exchange experiences and lessons learned through cross-border cooperation, carried out through 19 dialogue platforms, 19 cross-border projects that have facilitated 43 partnerships, 40 local projects of adolescents and youth in 33 municipalities, with a reach of more than 5,000 direct beneficiaries. “Your region has been characterised by a diverse history, ranging from conflict to peace, but it is in your hands to create the region’s journey going forward. This is both a great responsibility but also an opportunity, and the United Nations stands ready to support you with this mission.”, stressed Jayathma Wickramanayake, the UN Secretary-General’s Envoy on Youth. "As we look to recover better together from COVID-19 by strengthening peace, mutual understanding and trust, youth must not just be a target of action but a central part of the plan and decision-making.” “In this time of global crisis, we see how important it is to maintain social ties. Trust in people and institutions, respect for social rules, civic participation and volunteerism and solidarity were instrumental in responding to the pandemic.”, underlined Ingrid Macdonald, UN Resident Coordinator in Bosnia and Herzegovina. “Inclusive and resilient institutions are essential to sustainable development and peaceful societies. Building social cohesion strengthens the resilience of states and societies as they change and adapt to the challenges of the 21st century. I am pleased to know that, through this Joint Programme, we have played a role in achieving this." During the closing session, Sinisa Sesum, Head of the Antenna in Sarajevo of the UNESCO Regional Bureau for Science and Culture in Europe, recalled the very beginnings of the Dialogue for the Future (DFF) project back in 2012 and what had been learned since. He commented, “There are many definitions of social cohesion, but after 10 years we can fairly say that social cohesion is a continual dialogue and an endless interaction. And, this project has proven that only through dialogue we can move towards a better future.” Referring to the UNESCO’s mandate, Sinisa Sesum emphasised that any World Heritage site to be inscribed on the UNESCO World Heritage List must be of outstanding universal value. “Likewise, youth, education, cultural diversity, empathy, connectedness, solidarity, intergenerational solidarity, all these are of an outstanding universal value – the value of dialogue and social cohesion we promoted in the last 28 months”, he added. “I am truly proud to have the opportunity to participate in this project and jointly contribute to underlining the importance of social cohesion and even more the importance of the intercultural dialogue among people. This dialogue mustn’t stop.” Recalling the interesting statement of one of the project participants who highlighted that regardless of speaking different languages all participants understood each other. Sinisa Sesum noted, “Young people from 3 participating countries, understand each other very well, as having similar or even same problems and challenges. Therefore, we have a moral obligation, as the UN, to continue such initiatives and strengthen the connection among youth within the region.” He stressed the significance of cultural diversity and its richness especially in this region, “It is our responsibility to further promote and strengthen cultural diversity, because the cultural diversity is not an anomaly but value of every society and every country – and we must do the utmost to protect it because that is the only way forward.” Since the Programme’s launch in January 2019, 1,230 adolescents and young people have been trained in socioemotional skills, advocacy, leadership, teamwork, mobile journalism, public policy processes, media and information literacy. 221 girls and women have been empowered for social activism through educational seminars on leadership, gender equality, social cohesion. 490 teachers and librarians were trained to teach media and information literacy and civic education. 108 journalists and editors have had lectures on media and information literacy, objectivity and fair reporting. In addition to the capacity building of teachers, librarians and media professionals, UNESCO supported the implementation of 7 cross-border projects: Territory of Culture, Art of Democracy – Theatre as Dialogue, Intercultural Dialogue-Dialogue for the Future, Story of Diversity-Living Library, Interculturalism in Education, The Art of Understanding, and Education for the Sustainable Development of UNESCO Heritage. Darin Ramic Mazalovic, student at the Gymnasium SSST in Sarajevo, a participant in the Interculturalism in Education project acknowledged, “Through this workshop we addressed one universal problem through art form. This was an excellent opportunity to network with another school, to meet new friends and colleagues, and to be guided by some of the best mentors I have ever met. Several friends recommended my joining the project, seeing it as a great opportunity to volunteer and also to learn something new that we can apply throughout our lives and schooling.” The joint regional programme “Dialogue for the Future: Promoting Dialogue and Social Cohesion in and between Bosnia and Herzegovina, Montenegro and the Republic of Serbia” is implemented by UNESCO, UNICEF and UNDP, and funded by the UN Peacebuilding Fund (UN PBF). Links: Final regional dialogue platform Regional ‘Dialogue for the Future’ shows critical importance of social cohesion Videos: DFF: Fostering Dialogue and Social Cohesion in and between B&H, Montenegro, Republic of Serbia Address by Jayathma Wickramanayake, the Secretary-General's Envoy on Youth URL:https://en.unesco.org/news/dialogue-future-regional-initiative-highlights-importance-intercultural-dialogue-and-social 
Educators from the Asia-Pacific gathered to Become Agents of Transformation in a Challenging Time 2021-08-12 The 20th Asia-Pacific Training Workshop on EIU/GCED(APTW) was held virtually from 5-16 July this year, with the participation of 50 passionate educators from 28 UNESCO member states in the Asia-Pacific region. Under this year’s specific theme of the Workshop, “teach to transform in a challenging time”, the Workshop offered various training sessions, including a self-paced online course, interactive live lectures, webinars, and small group discussions. The sessions dealt with the thematic issues of GCED and ongoing social/educational issues in the context of Covid-19, reminding of participants of their roles and responsibilities as educators and as global citizens in the very challenging time. During the 1st week of the workshop, participants took part in an e-learning course on GCED via GCED Online Campus with the sessions on media influence and critical literacy, gender equality, human rights, and transformative education in line with global citizenship and Sustainable Development Goals (SDGs). While studying, participants have shared their own reflection and insights with the peer participants through small group discussions. During the 2nd week of the workshop, participants took part in live lectures, webinars, and discussions via various digital platforms. International experts in the field of EIU/GCED, including Dr. SoonYong Pak, Dr. Swee-Hin Toh, Mr Jefferson Plantilla, Dr. Haelim Cho, Ms LeaEspallardo and Mr Dylan Wray joined the Workshop as speaker and facilitator, providing lectures on the glocal issues around pandemic and transformative pedagogical approaches for GCED while engaging dialogues with the participants. Also, policies and practices on GCED in Korea have been introduced, providing applicable strategies and tips and soliciting approaches with the participants in their respective communities. The 2-week journey on GCED has brought lots to think over, reflect on, and eventually, act on for the key educators across the Asia-Pacific as global citizens. Ms Louise May Lim, a participant of the 20th APTW Said, “Despite of the complex problems that we face in this time of pandemic, the 50 strong participants of this APCEIU’s flagship training-workshop took the courage to see the silver linings. Now we have clearer, and more critical understanding of GCED in this challenging time and its role in achieving the SDGs. As educators who are courageously taking on the roles to envision and work to live in a more compassionate, kind, just, and peaceful world, this 20th APTW is equally a humbling and empowering opportunity for all of us. In learning, re-learning, unlearning, and rethinking the essential themes in teaching, practicing, promoting as well as protecting glocal justice, human rights, women’s rights, and creative pedagogies in the GCED perspective, made us realized our sense of belongingness to a broader community and common humanity. As APTW Alumni Batch 2021, we persevere not to lose our creativity since it comes in harmony with transformative and critical education. We need critical and creative solutions to confront our complex problems that is when learning becomes effective, and relevant. Now, it is about time to share to our local communities what we learned here. Just like the Hobbits of the Shire, who travelled all over middle earth, we became richer, and stronger in every sense of the word” APCEIU will continue to support their endeavors in paving new and innovative ways for promoting global citizenship in their own communities and regions by offering continued learning and networking opportunities. As part of this, a one-month mentorship and grant programme will be provided to those who wish to implement GCED projects, where the participants could receive guidance and advices from the GCED experts in carrying out their own GCED initiatives with the seed funds from APCEIU. It is expected that various GCED actions will be taken by the participants, which will, in turn, bring impact to their communities and beyond. URL:http://www.unescoapceiu.org/post/4221 
UNESCO partners with UN Women on a black women, men and youth social justice and development programme 2021-08-09 UNESCO has embarked on a partnership with UN Women to strengthen women-and youth owned businesses in the cultural and creative industries in the Caribbean sub-region, Latin America and Africa. The programme will also highlight Afro descendant women’s role and contribution to sustainable development through cultural exchanges, knowledge sharing and movement-building. The announcement of this initiative came as part of activities to launch UN Women’s new Global Black Women Programme where Miss Universe 2019 Zozibini Tunzi moderated a panel discussion of black women creatives, entitled ‘"Ain't I a Woman? Black Women, Creativity and Development”. It was sponsored by UN Women MCO-Caribbean, in collaboration with NYU Africa House, UNESCO, and the EU-funded UNESCO-Transcultura Programme. Representative UN Women MCO Caribbean Tonni Brodber explained the goal of the new project: “We will contribute to enhancing the economic empowerment and resilience of women-and youth owned cultural and creative MSMEs through strengthened networks and opportunities for employability and entrepreneurship in Latin America, the Caribbean and Africa; through strengthened digital transformation, financial management and basic and advanced digital technologies skills for women in the cultural and creative industries (including art, design, music, film, beauty) with particular focus on marginalized and economically disempowered groups.” "At UN Women and UNESCO, we felt the need to be even more intentional and imaginative about our work to recognise and promote justice and development. We developed a project with the goal being, that Afro-descendent and ethnic minority women, men and youth are empowered through greater voice and agency, and resilient livelihoods to live free from violence and discrimination." -- Tonni Brodber, Representative UN Women MCO Caribbean "This partnership programme aims to harness the potential of culture and creativity to empower youth, women and men to transcend borders and build communities across the Caribbean, the African Continent and the entire African diaspora." -- Saadia Sanchez-Vegas, Director and Representative of the UNESCO Cluster Office for the Caribbean Panellist, South African Carol Bouwer, Founder of Mbokodo Awards for Women in the Arts stressed that the world has not yet begun to understand that black women are a larger part of society whose creativity should be seen as creativity within the broader conversation of art, heritage and culture. "Historically, we do not look at the intersection between art and the environment, the economy, society and the cultural diversity that carries communities together… Black people in particular, not just black women, we constantly have to apologize each time we come into spaces where we choose to talk about building each other. I am hoping that this healing space, this space of beauty and vibrant art will remind us that we have to be seen, we have to be able to celebrate ourselves and we have to be able to say to the world acknowledge me." -- Carol Bouwer, Founder of Mbokodo Awards for Women in the Arts Sierre Leone and Canadian filmmaker, Ngardy Conteh said there is a huge gap in opportunities for black women to thrive. "We don’t want to just to survive, we want to thrive. We have the creativity, and our creativity can only blossom when we have the space and the resources to do so. There needs to be an increase in opportunities." -- Ngardy Conteh, filmmaker UN Women also hosted "A Force for Change"(link is external), a global art exhibition and online auction in New York City, featuring 26 women artists of African descent. Fifty percent of the proceeds will go to the artists, while the other fifty percent will support implementation of the UN Women’s Afro-descendant Women’s Programme. About UNESCO's Transcultura Programme UNESCO and the European Union promote Transcultura: Integrating Cuba, the Caribbean and the European Union through Culture and Creativity. The programme seeks to deepen cultural and economic integration between Cuba, the Caribbean and the European Union through harnessing the creative spirit and the cultural diversity of the Caribbean region with the aim of building bridges between people and cultures from different linguistic areas. The Programme is implemented with financial support of the European Union. Learn more about the programme here. Contact:Catherina SchönhammerPublic Information/Media Contactc.schonhammer@unesco.org URL:https://en.unesco.org/news/unesco-partners-women-black-women-men-and-youth-social-justice-and-development-programme 
International Youth Forum "Youth Leading for Peace” 2021-08-08 On 30-31 July, 2021 the Kazakhstan National Federation of Сlubs for UNESCO with the support of the UNESCO Cluster Office in Almaty organized an International Youth Forum “Youth Leading for Peace”, dedicated to the International Year of Peace and Trust, the International Day of Action against Nuclear Tests, as well as to the 30th Anniversary of Kazakhstan's independence and the 30th Anniversary of the closure of the Semipalatinsk nuclear Test site. The forum covered 140 delegates represented by schoolchildren and students from Russia, China, Pakistan, Uzbekistan, Nepal, the Philippines, Bangladesh, Mongolia, South Korea, Romania, Tajikistan, Kyrgyzstan, Turkey, Ukraine, Belarus and Kazakhstan. Each team had the opportunity to present the strategy in the nuclear industry of their countries and took part in the practical stage of the forum to solve a hypothetical case. Participants developed solutions for the case based on international law and international documents in the field of conflict management and made their proposals from the positions of the economic, social, environmental and military committees.The forum was given a high level by experts-speakers of the theoretical part from Vienna, the Czech Republic, Russia and Kazakhstan, who shared their knowledge about the nuclear policy of different countries and international organizations in this area. The final stage of the event was the adoption of the resolution by all the delegates of the International Youth Forum “Youth Leading for Peace”, which included strategies for solving the problems of a hypothetical case.At the end, a competent jury selected 16 winning countries in such categories as “The Best video report” and “The most active delegation”.The Forum participants noted the high level of organization of the Forum and the importance of creating such platforms where young people can express their opinions on important topics, exchange knowledge and create a community of a new generation committed to the ideas of peace and tolerance. “First of all, thank you very much for organizing this event. The forum really helped to improve my analytical and communication skills. I learned a lot of interesting and useful things about nuclear weapons and energy from experts and delegates from other countries. Thank you!" - Nischal Bania, Nepal. “It was a really interesting experience that I will remember for a long time. Since it was an international conference, I met delegations from different countries. So many different people – so many different opinions. I had some expectations from this conference, and I can say with confidence that they were fulfilled. Thank you very much for creating such a wonderful opportunity for international youth”- Lee Taekyong, South Korea. You can watch the full video recordings of the forum via this link. URL:http://en.unesco.kz/international-youth-forum-youth-leading-for-peace 
Transforming education will require innovation, not just money 2021-08-08 By Alina Lipcan, Director of Impact and Innovation at the Global Schools Forum (GSF) and Modupe Adefeso-Olateju, Managing Director of Nigeria’s TEP Centre and an adviser to GSF’s Learning Labs Programme. This week’s Global Education Summit is an important moment as governments, foundations and others commit funds to support systems to recover from the educational consequences of COVID-19 and tackle the wider learning crisis. But whilst the amount of funding pledged is important, so too will be ensuring that funds are spent effectively, and that spending results in improvements to learning outcomes. In our view, a key part of that will be investing in supporting education systems to innovate. Supporting innovation is not just beneficial in the short term but can also increase resilience to future crises. Over the last year, in response to the pandemic, we’ve seen governments and educational organisations across the world problem-solve, experiment, iterate, and partner for scale. The result has been new, cost-effective models to equitably and sustainably deliver education, benefiting children across the world. In Uganda, Rwanda, and Kenya, Educate! conducted skills training with young people via SMS and conference call. Rising on Air partnered with governments in Liberia and Sierra Leone, among others, to deliver radio lessons. In Botswana, Young 1ovepartnered with district-level and national-level officials to adapt the Teaching at the Right Level curriculum for the pandemic. The benefits of supporting innovation are very high. Michael Kremer estimates that USAID’s early investments as part of the Development Innovations Venture generated a 5:1 ratio of social benefits to costs. That is, the benefits of supporting successful innovations far outweighed the costs of investing in failed innovations.We need to build on these advances and create an ecosystem which enables this resourcefulness to continue, ensuring that future crises cannot catch us unprepared. This means: More funding to de-risk innovation Despite the benefits, education innovations are underfunded overall, and are often ignored by international aid funds. The use of Official Development Assistance (ODA) for innovation is less significant than other sources of funding such as philanthropic and domestic government funding, or donations from individuals and communities. In 2017 only 11% of education innovations were funded by international aid dollars. More ODA for innovation could help amplify the benefits of existing private and domestic investments in the space and further align them with governments’ education sector goals. It could also catalyse new blended finance initiatives, multiplying the private capital invested in this space. Embedding routes to scale from the outset Globally, education innovations are more likely to originate in the non-state sector than in government. According to Brookings, 62% of innovations in the education space were initiated by NGOs, 26% by private sector companies, and only 12% by governments. Yet governments remain a key route to scale for many innovations. Without government as a trusted partner, it is nearly impossible for education innovations to achieve scale and amplify their impact. Innovators should therefore look to partner with governments to: Assess an innovation’s alignment with national education sector plans; Fund and direct international aid resources to innovation – with smaller bets for the earlier stages, and larger bets on innovations with more evidence; Incorporate a clear plan for creating and using evidence about the innovation’s effectiveness; Evaluate initial cost-effectiveness evidence, and plan for adaptation and iteration; Select the best models through which an innovation can be scaled up; Embed the innovation into public systems. This requires that innovators are aware of political agendas, build partnerships, cultivate champions, and communicate about evidence. It may also require that innovators are willing to give up their ‘brands’ as these innovations are institutionalised in government systems. Strong communities of practice using evidence on what works and what doesn’t. Innovations don’t tend to spread in education because, in part, education innovators do not often publicly share their own data about what has worked and what hasn’t, and why. Addressing this issue requires strong and active communities of practice which (i) support innovators and governments to be more evidence-driven, (ii) share evidence of successes and failure openly and in digestible formats, and (iii) encourage quick and deep learning through regular engagements and peer-learning. We strongly encourage the global education community to build on existing initiatives to support innovation to expand, deepen and sustain the impact of effective education innovations. This includes supporting knowledge exchange, evidence building, and innovative finance. At Global Schools Forum, we have long acted as a thriving community of practice for promising education innovations. With the support of Jacobs’ Foundation, we are looking forward to expanding our role as we launch a new Learning Labs initiative this autumn, which will fund and support our community to unlock and test innovations across our network. We very much look forward to sharing what works, what doesn’t and why more widely in due course. URL:https://gemreportunesco.wordpress.com/2021/07/29/transforming-education-will-require-innovation-not-just-money/