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UNESCO rallies international organizations, civil society and private sector partners in a broad Coalition to ensure #LearningNeverStops 2020-04-01 At a time of when 87% of the world’s student population is affected by COVID-19 school closures, UNESCO is launching a global education coalition to support countries in scaling up their best distance learning practices and reaching children and youth who are most at risk. Over 1.5 billion learners in 165 countries are affected by COVID-19 school closures. “Never before have we witnessed educational disruption on such a scale,” said UNESCO Director-General Audrey Azoulay. “Partnership is the only way forward. This Coalition is a call for coordinated and innovative action to unlock solutions that will not only support learners and teachers now, but through the recovery process, with a principle focus on inclusion and equity.” Since closing schools to contain the COVID-19 pandemic, governments have been deploying distance learning solutions and grappling with the complexity of provisioning education remotely, from delivering content and supporting teachers to providing guidance to families and addressing connectivity challenges. Equity is the paramount concern because closures disproportionately hurt vulnerable and disadvantaged students who rely on schools for a range of social services, including health and nutrition. “We must speed up the ways we share experience, and help the most vulnerable, whether or not they have internet access”, said Angelina Jolie, UN High Commission for Refugees Special Envoy, who partnered with UNESCO in the establishment of the Coalition. UN Deputy Secretary General Amina Mohamed expressed the UN’s full commitment to the Coalition, warning that “for millions of children and youth from disadvantaged backgrounds, school closures could mean the loss of a vital safety net – of nutrition, protection and emotional support.” She added, “This is not a time to deepen inequalities. It is a time to invest in education’s power to transform. As we embark on the decade of action of the 2030 Sustainable Development Agenda, our responsibility as a global community is to leave absolutely no one behind.” Multilateral partners, including the International Labor Organization, the UN High Commission for Refugees, The United Nations Children’s Fund (UNICEF), the World Health Organization, the World Bank, the World Food Programme and the International Telecommunication Union, as well as the Global Partnership for Education, Education Cannot Wait, the OIF (Organisation Internationale de la Francophonie) the Organization for Economic Cooperation and Development, and the Asian Development Bank have joined the Coalition, stressing the need for swift and coordinated support to countries in order to mitigate the adverse impacts of school closures, in particular for the most disadvantaged. The private sector, including, Microsoft, GSMA, Weidong, Google, Facebook, Zoom, KPMG and Coursera have also joined the Coalition, contributing resources and their expertise around technology, notably connectivity, and capacity strengthening. Companies using learner and educational data have committed to uphold ethical standards. Philanthropic and non-profit organizations, including Khan Academy, Dubai Cares, Profuturo and Sesame Street are also part of the Coalition, mobilizing their resources and services to support schools, teachers, parents and learners during this time of unparalleled educational disruption. Media outlets are also invited to join the Coalition, as has done the BBC World Service as part of its commitment to supporting young people in lockdown across the globe. The BBC will be producing advice, stories, and media education materials to help isolated young people understand how the Coronavirus may affect them. With its emphasis on equity and gender equality, the Global Education Coalition will respond to countries’ specific needs, as envisaged during the meetings of Education Ministers convened by UNESCO. It will endeavor to match needs with free and secure solutions, bringing partners together to address connectivity and content challenges among others. It will provide digital tools and learning management solutions to upload national digitized educational resources, and curate resources for distance learning and strengthen technical expertise using a with a mix of technology and community approaches, depending on local contexts. In all interventions, special attention will be placed on ensuring data security and protecting the privacy of learners and teachers. Specifically, the Coalition aims to: Help countries in mobilizing resources and implementing innovative and context-appropriate solutions to provide education remotely, leveraging hi-tech, low-tech and no-tech approaches Seek equitable solutions and universal access Ensure coordinated responses and avoid overlapping efforts Facilitate the return of students to school when they reopen to avoid an upsurge in dropout rates “We are working together to find a way to make sure that children everywhere can continue their education, with special care to the most vulnerable and disadvantaged communities,” said Tedros Adhanom Ghebreyesus, Director-General of the World Health Organization, in a video message marking the Coalition’s launch, together with UNESCO Director-General and other personalities. **** Media contact: Clare O’Hagan, UNESCO Press Service, c.o-hagan@unesco.org+33 01456 81729 URL:https://en.unesco.org/news/unesco-rallies-international-organizations-civil-society-and-private-sector-partners-broad 
Distance learning solutions 2020-03-27 The list of educational applications, platforms and resources below aim to help parents, teachers, schools and school administrators facilitate student learning and provide social care and interaction during periods of school closure. Most of the solutions curated are free and many cater to multiple languages. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have a wide reach, a strong user-base and evidence of impact. They are categorized based on distance learning needs, but most of them offer functionalities across multiple categories. Digital learning management systems Blackboard – Resources and tools to transition and deliver quality teaching and learning online. CenturyTech – Personal learning pathways with micro-lessons to address gaps in knowledge, challenge students and promote long-term memory retention. ClassDojo – Connects teachers with students and parents to build classroom communities. Edmodo – Tools and resources to manage classrooms and engage students remotely. Edraak (link is external) – Arabic language online education with resources for school learners and teachers. EkStep (link is external) – Open learning platform with a collection of learning resources to support literacy and numeracy. Google Classroom (link is external) – Helps classes connect remotely, communicate and stay-organized. Moodle (link is external) – Community-driven and globally-supported open learning platform. Nafham (link is external) – Arabic language online learning platform hosting educational video lessons that correspond with Egyptian and Syrian curricula. Schoology (link is external) – Tools to support instruction, learning, grading, collaboration and assessment. Seesaw (link is external) – Enables the creation of collaborative and sharable digital learning portfolios and learning resources. Skooler (link is external) – Tools to turn Microsoft Office software into an education platform. Study Sapuri (link is external) – Japanese language online learning platform for middle school students. Systems purpose-built for mobile phones Cell-Ed (link is external) – Learner-centered, skills-based learning platform with offline options. Eneza Education (link is external) - Revision and learning materials for basic feature phones. Funzi (link is external) – Mobile learning service that supports teaching and training for large groups. KaiOS (link is external) – Software that gives smartphone capabilities to inexpensive mobile phones and helps open portals to learning opportunities. Ubongo (link is external) – Uses entertainment, mass media, and the connectivity of mobile devices to deliver localized learning to African families at low cost and scale. Ustad Mobile (link is external) – Access and share educational content offline. Systems with strong offline functionality Can’t wait to Learn (link is external) – Gaming technology to deliver quality education to children, including those in conflict contexts. Kolibri (link is external) – Learning application to support universal education. Rumie (link is external) – Education tools and content to enable lifelong learning for underserved communities. Ustad Mobile (link is external) – Access and share educational content offline. Massive Open Online Course (MOOC) Platforms Alison (link is external) – Online courses from experts. Canvas (link is external)– Lifelong learning and professional development for educators. Coursera (link is external) – Online courses taught by instructors from well-recognized universities and companies. EdX (link is external) – Online courses from leading educational institutions. University of the People (link is external) - Online university with open access to higher education. Icourses (link is external) – Chinese language courses for university students. Future Learn (link is external) – Online courses to help learners study, build professional skills and connect with experts. Self-directed learning content Byju’s (link is external) – Learning application with large repositories of educational content tailored for different grades and learning levels. Discovery Education (link is external) – Free educational resources and lessons about viruses and outbreaks for different grade levels. Geekie (link is external) – Portuguese language web-based platform that provides personalized educational content using adaptive learning technology. Khan Academy (link is external) – Free online lessons and practice in math, sciences and humanities, as well as free tools for parents and teachers to track student progress. Available in 40+ languages, and aligned to national curriculum for over 10 countries. KitKit School (link is external) - Tablet-based learning suite with a comprehensive curriculum spanning early childhood through early primary levels. LabXchange (link is external) – Curated and user-created digital learning content delivered on an online platform that enables educational and research experiences. Mindspark (link is external) – Adaptive online tutoring system that helps students practice and learn mathematics. Mosoteach (link is external) – Chinese language application hosting cloud classes. OneCourse (link is external) – Child-focused application to deliver reading, writing and numeracy education. Quizlet (link is external) – Learning flashcards and games to support learning in multiple subjects. Siyavula (link is external) – Mathematics and physical sciences education aligned with South African curriculum. YouTube (link is external) – Huge repository of educational videos and learning channels. Mobile reading applications African Storybook (link is external) - Open access to picture storybooks in African languages. Global Digital Library (link is external) – Digital storybooks and other reading materials easily accessible from mobile phones or computers. Lezioni sul sofà – A collection of Italian language books for children, complemented with read-aloud features as well as videos discussing books and art. StoryWeaver (link is external) – Digital repository of multilingual stories for children. Worldreader (link is external) – Digital books and stories accessible from mobile devices and functionality to support reading instruction. Collaboration platforms that support live-video communication Dingtalk (link is external) – Communication platform that supports video conferencing, task and calendar management, attendance tracking and instant messaging. Lark (link is external) – Collaboration suite of interconnected tools, including chat, calendar, creation and cloud storage. Hangouts Meet (link is external) – Video calls integrated with other Google’s G-Suite tools. Teams (link is external) – Chat, meet, call and collaboration features integrated with Microsoft Office software. Skype (link is external) – Video and audio calls with talk, chat and collaboration features. Zoom (link is external) – Cloud platform for video and audio conferencing, collaboration, chat and webinars. Tools to create of digital learning content Thinglink (link is external) – Tools to create interactive images, videos and other multimedia resources. Buncee (link is external) – Supports the creation and sharing visual representations of learning content, including media-rich lessons, reports, newsletters and presentations. EdPuzzle (link is external) – Video lesson creation software. Kaltura (link is external) – Video management and creation tools with integration options for various learning management systems. Nearpod (link is external) – Software to create lessons with informative and interactive assessment activities. Pear Deck (link is external) – Facilitates the design of engaging instructional content with various integration features. Squigl (link is external) – Content creation platform that transforms speech or text into animated videos. URL:https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions 
How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures 2020-03-27 By Gwang-Chol Chang and Satoko Yano, UNESCO’s Section of Education Policy Close to 80% of the world’s student population – 1.3 billion children and youth – is affected by school closures in 138 countries. Taken as a measure to contain the spread of the Covid-19 pandemic, some of these closures are recent, in others they have already been in place for months. In all cases, closures are placing unprecedented challenges on governments to ensure learning continuity, and on teachers, students, caregivers and parents. Image: Ivan Flores UNESCO has been monitoring school closures since early March and documenting national responses, including through virtual ministerial meetings and webinars bringing together a community of practice. This blog provides a snapshot of some of the measures taken by countries to address their immediate challenges. The information is based on various sources, including government announcements, official documents, decrees, circulars and guidelines available online, as well as media reports. As education is decentralized in many of the countries reviewed, the examples presented below may be implemented locally and not nation-wide – they are by no means exhaustive. Countries have focused on ensuring continuation of learning For all countries, avoiding the disruption of learning to the extent possible is the first priority. All countries are introducing or scaling up existing distance education modalities based on different mixes of technology. Most countries are using the internet, providing online platforms for continued learning (e.g., Argentina, Croatia, China, Cyprus, Egypt, France, Greece, Italy, Japan, Mexico, Portugal, Republic of Korea, Saudi Arabia, United Arab Emirates and United States). In almost all countries, teachers and school administrators are encouraged to use applications to support communication with learners and parents as well as deliver live lesson or record massive open online course (MOOC) styled lessons. Learning content is also delivered through TV and other media (e.g., Argentina, Croatia, China, Costa Rica, France, Islamic Republic of Iran, Republic of Korea, Mexico, Rwanda, Saudi Arabia, Senegal, Spain, Peru, Thailand, and Viet Nam). Existing apps are being employed to maintain communication between teachers and learners (e.g., Costa Rica, Islamic Republic of Iran and Thailand). To communicate the plan of distance learning programmes and mobilize all stakeholders, government agencies are launching awareness campaigns or communication strategies on distance education for all targeted groups, including parents, students, teachers and administrators (e.g., United Arab Emirates). Saudi Arabia uses its official Twitter account to regularly disseminate the information on online learning. Equity in access to ICT-based learning is a major concern, as learners from under-privileged backgrounds tend to have less access to computers and other devices outside the schools. In some cases, they live in areas with no electricity and poor or no internet connectivity. Various actions are taken to address this challenge. For instance, China is providing computers to students from low-income families and offering mobile data packages and telecommunication subsidies for students. In France, efforts are being made to lend devices and provide printed assignments to the 5% of learners who do not have access to the internet or computers. To ease the disruption, the United Arab Emirates created a hotline for teachers and students to seek technical support if they face any difficulties. In Washington State, United States, the schools are not encouraged to provide online learning services unless equitable access is ensured. In Portugal, to tackle the fact that not all students may have access to internet at home, the government suggested a partnership with the post office services to deliver working sheets to be done at home. Adjusting the school and exam calendar is a priority Prolonged school closures are significantly affecting the school calendar in certain countries, in several cases coinciding with the period of university entrance exams. Several have rescheduled examinations and assessments for all levels of schooling, including universities (e.g., Chile, China, France, Japan, Spain and Viet Nam). China also provided some exams online. When exam dates cannot be changed, special arrangements (e.g., limited number of students who can take the exam at one time) have been introduced to ensure the safety of the exam-takers (e.g., Japan and Thailand). The school calendar is also being adjusted to accommodate lost days of learning (e.g., Spain, Republic of Korea and Viet Nam). In some cases in the United States all state testing has been cancelled for the 2019-2020 school year (e.g. Florida and Washington). The school closure is also affecting the schedule for teacher training and teacher licensing. China has made some teacher training courses available online. In Japan, temporary teacher licenses are being issued, on a case-by-case basis, for teachers who could not participate in the license renewal training. In China, teacher qualification exams have been postponed. Administrative and teaching staff in the United Arab Emirates started receiving continuous specialized training remotely, using a new technological system for the first time. Chile has also adopted this initiative, sharing good practices with teaching staff and organizing webinars on teaching and administration online to those who most require digital skills training. Ensuring access to nutritious meals is a major concern Many children and youth, especially those coming from disadvantaged backgrounds, rely on free or discounted school meals for healthy nutrition. In Japan, families are receiving a refund for school fees while closures are underway and school lunches are being delivered to families in several school districts. Argentina and Washington State (United States) have also taken measures to continue school meal programmes despite closures. California (United States) has allowed schools to provide meals on a “pick-up and go” basis, and some districts are allowing families to pick up meals in bulk so they don’t have to return daily. In China, measures are taken to guarantee continued food supply for students staying or under isolation at school. The Autonomous Community of Catalonia (Spain) is ensuring nutritious meals for vulnerable children by issuing redeemable credit cards for any commercial food establishment. Alleviating the burden on parents and caregivers has emerged as a challenge Distance and home learning invariably places a heavy burden on parents and caregivers. Many are struggling to support children in their new learning environment, often juggling between supervision, their own work and house chores. In China, online pedagogical support is provided to parents/caregivers. Italy is also offering them online courses on how to manage the relationship with learners during confinement. Similarly, in Spain diverse communication platforms and apps are available (e.g. Edugestio) through which teachers and parents/caregivers share and co-build the learning process. Some countries, like Guatemala, are providing teaching guidelines and learning materials to parents/caregivers to ensure the continuation of learning offline. Countries are keeping a small number of schools open to accommodate children who cannot be cared for at home (e.g., France, Japan, and Republic of Korea). In countries where citizens are not put under home-based confinement, regular visits by teachers to families are also organized to monitor the progress and well-being of students and to advise parents/caregivers (e.g., Japan and Thailand). Social isolation of children needs to be addressed Schools are hubs of social activity and human interaction. When schools close, many children and youth miss out on social contact that is essential to learning and development. Online communication apps (e.g., WhatsApp) are used to ensure communication between teachers and students as well as among students in many countries (e.g., Thailand). Interactive online classes also provide opportunities for social interaction. In many countries, such as China, Japan, Spain and the United States, psychological assistance is provided for those in need, including a 24h hotline and monitoring calls to avoid the isolation feeling. What’s next? With the situation evolving day by day, countries are employing a multiplicity of approaches to minimize the impact of the pandemic on learning. As this snapshot illustrates, policies go beyond rolling out distance learning modalities. They encompass measures to address the social dimensions of this crisis, which is affecting the lives of children in a myriad of ways. Due to prolonged confinement, children are being separated from their peers and teachers and deprived of socializing activities, including sports. As the confinement continues, it is critical to protect their well-being and mental health, and to increase support to families, teachers and caregivers. UNESCO will continue collecting, analyzing, and sharing policy measures being taken by countries but also encouraging and advising others who are less prepared for this exceptional period. Such cooperation will support Member States in making critical decisions to ensure learning continuity, guided by principles of equity and inclusion. URL:https://gemreportunesco.wordpress.com/2020/03/24/how-are-countries-addressing-the-covid-19-challenges-in-education-a-snapshot-of-policy-measures/ 
COVID-19 : UNESCO convenes Education Webinar on equity in schooling 2020-03-27 It takes a village to educate a child, and even more so in times of distance learning, when schooling goes virtual. A whole community approach and stronger partnerships are needed to make distance learning inclusive: this was one of the key takeaways from UNESCO’s first webinar on the educational response to Covid-19, which drew government officials, practitioners and experts from over 50 countries on 20 March 2020. “Scientific knowledge and global collaboration are evolving more rapidly than we have ever seen,” said Ms Catherine Kane from the World Health Organization (WHO) who set the stage for the webinar. “We cannot emphasize enough the importance of partnerships, especially between education, labour and health to keep our population healthy, educated and active.” To address equity challenges, she recommended learning from approaches used in emergency situations, including measures to ensure that students who rely on school meals do not go hungry when schools close. Restore a sense of communityIn light of the gravity of the situation, Italy’s advisor to the Minister of Education, Professor Alberto Melloni, highlighted the importance of a whole community approach. “We are working with a real tragedy. Teachers are the ones who can connect online and offline to restore a sense of community”. With over 8 million students out of school, the country is using a mix of approaches to leave no one behind and support families. To ensure that learning continues for all, the Ministry of Education announced an 85 million euro investment to deliver e-learning devices to the most disadvantaged students. In Rwanda, where schools have been closed for a week, the Government is grappling with the surge in demand for e-learning platforms and connectivity problems. “We are dealing with issues of equity and have introduced zero-rate bandwidth fees so parents don’t have to pay,” said Ms. Christine Niyizamwiyitira, Head of Department of ICT in Education at the Rwanda Education Board. “We are also using different tools, from on-line platforms to radio and television broadcasting, including on STEM subjects.” The Board is developing learning guides to support students, parents, and teachers. No substitute for a good teacherThe teacher’s central role in guaranteeing education continuity was stressed by the Director-General of France’s National Center for Distance Education (CNED), Mr Michel Reverchon-Billot. CNED’s national digital learning platform, My Class at Home is being used across the country, while the government is also providing devices and support to the 5% of students without internet access. The role of the Ministry of Education in promoting collaboration between government, enterprises, universities, and schools was highlighted also by China’s Director-General of Department of Science and Technology, Ministry of Education, Mr Chaozi Lei, and Co-Dean of the Smart Learning Institute of Beijing Normal University, Mr Ronghuai Huang. In this regard, the Ministry of Education has worked with education companies to provide free services and online curriculum resources for K12 students, universities, and the public. Training is also provided to help teachers adapt to the new learning environment and to master online teaching skills. Through a recent study, the Ministry of Education found that 80% of teachers are ready to use more ICT s in their work going forward. Integrating different digital solutions to ensure a seamless learning experience was emphasized by Mr Hwansun Yoon from the Republic of Korea’s Education & Research Information Service (KERIS). KERIS runs a thematic e-portal that provides open educational content, an e-classroom space (E-Hakseupteo) where students receive personalized assistance, a platform for teachers to exchange on lesson plans and activities (School-On), as well as a Digital Textbook platform. Content is aligned with the national curriculum across all platforms from on-line to TV and radio. Furthermore, students are learning how to recognize fake news on the pandemic as part of their school activities via both digital and radio platforms. The role of multilateralismThe webinar series is part of UNESCO’s COVID-19 Education Response to enable peer learning and sharing of experiences among all countries. “Against a global pandemic, we all realize the value of international cooperation, and the need to come together to share best practices and lessons learnt – across the globe, in Belgium, in Finland, in the Seychelles, countries are putting in place solutions to ensure learning continuity for all. Ministers have to address very specific situation and there is no “one size fits all” approach. We all need to learn from each other, and we can build a stronger education system out of this crisis” said Ms Stefania Giannini, UNESCO Assistant Director General for Education. URL:https://en.unesco.org/news/covid-19-unesco-convenes-education-webinar-equity-schooling 
Mother language day 2020: Celebrating cross-border languages for peaceful dialogue 2020-03-25 UNESCO is celebrating ‘Languages without borders’ for International Mother Language Day 2020 on 21 February. Local, cross-border languages can promote peaceful dialogue and help to preserve indigenous heritage. Cultural and linguistic diversity are key for sustainable societies and help preserve the differences in cultures and languages that foster tolerance and respect for others. Around the world, some local languages, rather than vanishing, are in fact flourishing. Many of these fast-evolving languages are cross-border languages. For example, both regional variants of Maori – spoken in New Zealand, in the Cook Islands, and Sami, spoken across Northern Europe, have benefitted from efforts on the part of governments to revitalize these languages, which started in the 1980s. Borders in many parts of the world have been artificially imposed. From sub-Saharan Africa, to the Middle East to Latin America, many borders were negotiated and drawn arbitrarily splitting communities, which had existed for centuries. This process has contributed to conflict all over the world. Linguists specializing in cross border languages have pointed out that for such communities very often official borders do not ‘exist’. They continue to trade, share cultural practices and communicate in a common local language. Cross-border languages are naturally dynamic because they are cross-fertilized by people from two or more countries. Among many other cross-border languages, Kiswahili is one such example. This sub-Saharan African language is spoken by 120 to 150 million people. It is a hybrid tongue composed of linguistic elements from Southern Africa, Arabia, Europe and India. Its evolution tells a rich story of migration, trade, slavery, colonialism. Today, it is both sub-Saharan Africa’s most important lingua franca, and an enabling force promoting African unity and diplomacy. It is a national and official language in the United Republic of Tanzania, a national language in Kenya and in the Democratic Republic of Congo. It is a cross-border lingua franca in Uganda, Rwanda, Burundi, northern Mozambique and southern Somalia, and to a lesser extent, Malawi, Zambia and southern Sudan. Quechua is another example. The language of the ancient Incan Empire has now evolved to become a family of related indigenous languages, spoken by some 8 to 10 million people in Peru, Bolivia, Ecuador, Chile, Colombia and Argentina. The dynamism of cross-border languages means that they can provide space for indigenous culture and traditions to thrive. In the right circumstances, they can also be powerful tools for the promotion of peace between neighbouring countries. Bonds of empathy and shared heritage on either side of a border and among several countries in a region increase solidarity among neighbouring peoples and allow people to celebrate the complexity of their multi-layered identities. The development of Multilingual Education based on Mother Tongue Instruction, not only improves learning outcomes, but also helps to maintain linguistic diversity and multilingualism, a key element of inclusion. Cross-border languages have the potential to foster powerful emotional and cultural ties between neighbouring communities often living on either side of international borders. International Mother Language Day Learn more about UNESCO’s work in languages URL:https://en.unesco.org/news/mother-language-day-2020-celebrating-cross-border-languages-peaceful-dialogue 
Sexuality education is about respect and equality 2020-03-20 Comprehensive sexuality education (CSE) goes beyond education about reproduction, risks and disease, also teaching about love and relationships based on mutual respect and equality. This was the message from the Zentano family from Santiago, Chile, who spoke to UNESCO about their experiences of sexuality education for the Foundation of Life and Love campaign. Sebastian Zentano told UNESCO that responsible CSE should include messages about respect, and equality. His mother, Maria Valeska Gatica, said she had tried to impart this to her sons from an early age. “I believe comprehensive sexuality education is a very important component of human development,” she said. “It promotes a world that is more peaceful, happier, more integrated, and more of a human community.” The Foundation of Life and Love campaign highlights intergenerational stories from families across the world to show why it is so important for young people to learn about health, relationships, gender, sex and sexuality. It also includes interviews from Ghana, Thailand, China, and the UK. CSE is based on universal human rights, including the rights of all people to health, education, information equality and non-discrimination. Through CSE, young people are able to recognise their own rights, to respect the rights of others, and help those whose rights are violated. It also respects a young person’s right to a high standard of health, including safe, responsible and respectful sexual choices. Débora Solis Martinez, Director of the Chilean Association for the Protection of the Family, who was also interviewed for the Foundation of Life and Love campaign, said all young people should have access to quality CSE. “We do not want young girls getting pregnant, we do not want young people affected by sexually transmitted infections or with HIV, but in order to achieve that, young people need to be able to obtain the information needed to make the right choice,” she said. “Beyond that, one of the greatest strengths of comprehensive sexuality education is that girls learn from the beginning that the condition of being a woman does not imply a relationship of subordination with man,” she said. Join the conversation at #CSEandMe. More on Education for health and well-being URL:https://en.unesco.org/news/sexuality-education-about-respect-and-equality 
过去25年间小学入学性别差距减半 2020-03-20 UNESCO unveils a new fact sheet on girls’ education today ahead of International Women’s Day. The data is published as part of the #HerEducationOurFuture initiative which focuses on the progress achieved over the past 25 years. It shows that girls’ enrolment rates in primary and secondary education have almost doubled in low-income countries, and that the gender gap in primary enrolment has been halved. But it also shows that the pace of change is not fast enough. At the present rate, getting every girl into primary school will only happen in 2050. The fact sheet is published on the occasion of the 25th anniversary of the Fourth World Conference on Women (Beijing in 1995), which culminated with the Beijing Declaration and Platform for Action, a key global policy document on gender equality and the most ambitious roadmap for the empowerment of girls and women. “Ignoring girls’ education is akin to ignoring one of the most effective solutions for development,” said the Director-General for UNESCO, Audrey Azoulay. “When girls access quality education, it emboldens them to break the social stereotypes that hold back gender equality. It also gives them the tools to better navigate future life-altering choices on pregnancy, childbirth, and health challenges claiming millions of children’s lives around the world. We cannot achieve the world we want without the education and empowerment of all girls and women.” The Global Education Monitoring (GEM) Report at UNESCO shows that if all women completed primary education, maternal deaths would be reduced by two-thirds. If they had a secondary education, child deaths would be cut by half, saving 3 million lives, and there would be two-thirds fewer child marriages. If all girls in sub-Saharan Africa, and in South and West Asia had a secondary education, the number of pregnancies among girls younger than 17 would fall by close to 60%. But slow progress is preventing girls from reaping these benefits. As the new interactive website, https://www.education-progress.org/en/ illustrates, the primary enrolment rate of girls over the past 25 years has only increased by ten percentage points from 78% to 88%, less than half a point per year. The new fact sheet shows progress since 1995 in global commitment to girls’ right to an education through international Conventions as drawn from UNESCO’s HerAtlas, and areas where improvements are still needed. In 1995, the Beijing Platform for Action urged countries to eliminate gender discrimination in education, which is now prohibited by the constitutions of 90 countries. Since the Beijing Platform for Action, the number of States that have ratified the UNESCO Convention against Discrimination in Education (CADE) has increased from 82 to 105. However, this still means almost half have not signed it. By 1995, 150 States had ratified the UN Convention on the Elimination of All Forms of Discrimination against Women, which provides for equal rights for men and women. It has now been ratified by 189 States Parties, but 27 countries signed it with objections to particular articles on child marriage and discrimination policy. A new social media campaign, under #HerEducationOurFuture, is being launched in partnership with multiple education organizations to help advance the commitments made on education in the Beijing Declaration. The campaign calls on girls and teachers to add their voices to call for change by saying what they would want to improve for the next generation. It is launched on International Women’s Day and the Commission for the Status of Women, which will feed inputs into The Generation Equality Forum. This is a global gathering for gender equality, convened by UN Women and co-chaired by France and Mexico, with civil society as a leader and partner. The Forum will kick-off in Mexico City, Mexico, (7-8 May 2020) and be concluded over three days in Paris, France (from 7 to 10 July 2020). ****For more information and interviews, contact Kate Redman k.redman@unesco.org +33(0)671786234 URL: https://en.unesco.org/news/gender-gap-primary-school-enrolment-halved-over-past-25-years 
Предстоящее Десятилетие языков коренных народов (2022–2032 гг.) будет сосредоточено на правах носителей языков коренных народов 2020-03-09 Participants at the High-level event, “Making a decade of action for indigenous languages,” on 28 February issued a strategic roadmap for the Decade of Indigenous Languages (2022-2032) prioritizing the empowerment indigenous language users. More than 500 participants from 50 countries, including government ministers, indigenous leaders, researchers, public and private partners, and other stakeholders and experts, adopted the Los Pinos Declaration, at the end of the two-day event in Mexico City, which was organized by UNESCO and Mexico. The Declaration places indigenous peoples at the centre of its recommendations under the slogan “Nothing for us without us.” The Declaration, designed to inspire a global plan of action for the Decade, calls for the implementation of the internationally recognized rights of indigenous peoples, expressed notably in the UN Declaration on the Rights of Indigenous Peoples of 2007, the UN System-wide Action Plan (SWAP) on the Rights of Indigenous Peoples of 2017, and other standard-setting instruments such as UNESCO’s Convention against Discrimination in Education (1960),the UN’s International Convention on the Elimination of All Forms of Racial Discrimination (1965), International Covenant on Civil and Political Rights, and International Covenant on Economic, Social and Cultural Rights (1966). In its strategic recommendations for the Decade, the Los Pinos Declaration emphasizes indigenous peoples’ rights to freedom of expression, to an education in their mother tongue and to participation in public life using their languages, as prerequisites for the survival of indigenous languages many of which are currently on the verge of extinction. With regard to participation in public life, the Declaration highlights the importance of enabling the use of indigenous languages in justice systems, the media, labour and health programmes. It also points to the potential of digital technologies in supporting the use and preservation of those languages. Building on the lessons learnt during the International Year of Indigenous Languages (2019), the Declaration recognizes the importance of indigenous languages to social cohesion and inclusion, cultural rights, health and justice and highlights their relevance to sustainable development and the preservation of biodiversity as they maintain ancient and traditional knowledge that binds humanity with nature. Current data indicates that at least 40% of the 7,000 languages used worldwide are at some level of endangerment. While reliable figures are hard to come by, experts agree that indigenous languages are particularly vulnerable because many of them are not taught at school or used in the public sphere. More statistical data will become available once UNESCO’s Atlas of Languages, a database about practically all human languages, becomes available later this year. **** More about the International Year of Indigenous Languages and its outcomes URL:https://en.unesco.org/news/upcoming-decade-indigenous-languages-2022-2032-focus-indigenous-language-users-human-rights 
Conversatorio paralelo al Foro de la ONU: “Hay que educar para la ciudadanía y la democracia” 2020-01-06 During the event organized by CLADE, the challenges of education in Latin America and the Caribbean were addressed, in a context of setbacks for human rights and multilateralism, as well as of fragility of democracies. Leer + Review of SDG 4: “Quality education must be centered on people and their dignity” “One of the main challenges is to guarantee educational quality and, for that, reflect on what kind of quality we want, towards the guarantee of an education that trains people for global citizenship and the strengthening of democracy.” This was one of the reflections that were shared during the high-level discussion “Human rights at risk: impacts for education in Latin America and the Caribbean.” The meeting was held yesterday (July 10) in New York, in the context of the UN High-Level Political Forum, and as an initiative of the Latin American Campaign for the Right to Education (CLADE). The participants in the opening table of the event were: Héctor Alejandro Canto Mejía, Deputy Minister of Education of Guatemala; Naiara Costa, from the Division of the SDGs (Sustainable Development Goals), Department of Economic and Social Affairs of the United Nations (UN / DESA); Roberto Bissio, from Social Watch; and Camilla Croso, general coordinator of CLADE. During the discussion, the challenges of education in the region were addressed, in a context of setbacks for human rights and multilateralism, as well as of fragility of democracies. Cultural diversity; school coverage in primary and secondary school; teacher training; migration; respect for diversity and gender equality in education; educational financing; the increased privatization, while public systems are stigmatized; and the challenge of guaranteeing a quality lifelong education for all, were topics highlighted in the presentations. “All human rights are at risk when we do not comply with the human right to education,” said Camilla Croso at the opening of the conversation. Next, the Deputy Minister of Education of Guatemala, pointed out some challenges for the realization of the human right to education in his country. “The main challenges are guaranteeing coverage and, in parallel, advancing the rate of completion, transition from primary to secondary school, quality and equity in the education system,” he said. He added as another challenge the guarantee of quality lifelong education for all. “An education that provides training for global citizenship and democracy.” Roberto Bissio emphasized the importance of ensuring human rights and protecting the people who defend these rights beyond the achievement of the Sustainable Development Goals. “The central question is to what extent the SDGs legitimize the struggle for rights. We can not forget that in Latin America and the Caribbean human rights defenders are at constant risk,” he said. Naiara Costa addressed the role of the United Nations and multilateralism for the realization of human rights and the promotion of sustainable development. “To achieve the SDGs, it is essential to connect the global level with the local, national and regional levels”, he said. Debate Representatives from the following organizations: Argentine Campaign for the Right to Education; Bolivian Campaign for the Right to Education; Campanha Nacional pelo Direito à Educação – Brazil; Forum for the Right to Public Education in Chile; Salvadoran Network for the Right to Education; Collective of Education for All of Guatemala; Forum Honduras Honduras; Peruvian Campaign for the Right to Education (CPDE); Socio-educational Forum (Foro Socioeducativo), of the Dominican Republic; Popular Education Network among Women of Latin America and the Caribbean (REPEM); ILGALAC (International Lesbian, Gay, Bisexual, Trans and Intersex Association for Latin America and the Caribbean); Global Campaign for Education; ActionAid International; and EDUCO, among other organizations and networks, participated in the debate. Vernor Muñoz, from Global Campaign for Education, recalled, as an obstacle to education and other human rights, the criminalization of social protest, especially of students and teachers in different countries of Latin America and the Caribbean, which also operates in the symbolic field and in the media. Roberto Baeza, from ILGALAC, spoke about comprehensive sexual education and school violence against LGBTI people. “Gaps in inequality in education and other sectors are widened with the advance of fundamentalisms. The trans population does not have access to their right to education, they are who most leave the school because of experiences of discrimination,” he said. Marcela Browne, from the Argentine Campaign for the Right to Education, said that in the debate on the fulfillment of the right to education, it is necessary to ask: “What are the risks of external debt and tax fraud for educational justice in the region? New document During the event, CLADE launched the publication “Civil Society Advocacy for the Human Right to Education: Stories and Lessons Learned from Latin America and the Caribbean – Volume 3”. Read more and download the document here CLADE at the UN High-Level Political Forum Almost four years after the adoption of Sustainable Development Goal 4 (SDG 4), about education, the United Nations High-Level Political Forum (HLPF) 2019, official platform for monitoring the Sustainable Development Goals (ODS) internationally, took place from 9 to 18 July in New York. In this edition, the HLPF focuses on the revision of SDG 4, as well as goals 8 (decent work and economic growth), 10 (reduction of inequalities), 13 (climate action), 16 (peace, justice and solid institutions) and 17 (partnerships to achieve the objectives). CLADE participated in the HLPF and its side events with a delegation of 14 people from 9 countries: Argentina, Bolivia, Brazil, Chile, El Salvador, Guatemala, Honduras, Peru and the Dominican Republic. CLADE members in the countries that were reviewed by the UN this year (Guatemala and Chile) prepared reports with contributions on the status of SDG 4 at national level. In addition, CLADE members from Brazil and El Salvador prepared reports, highlighting the challenges of education in their territories, since these countries had indicated that they would participate in the review process carried out by the UN, but finally this did not happened. URL:https://redclade.org/en/noticias/conversatorio-paralelo-al-foro-de-la-onu-hay-que-educar-para-la-ciudadania-y-la-democracia/ 
Declaration of the World People‘s Conference for a World without Walls towards Universal Citizenship 2020-01-03 The social movements and citizens of the world gathered in Tiquipaya, Bolivia, on June 20 and 21, 2017, after hearing the testimonies of migrants and refugees, and collectively debated from our historic memory and the plurality of our identities, adopt the following Declaration, in order to state our vision and proposals before the States and the International Community regarding the so-called migratory crisis. The peoples of the world are aware of the need to continue to push more strongly a new world order, whose characteristics are: The establishment of relations of complementarity, equity and solidarity between persons and peoples; the recognition and universalization of access to basic services as fundamental rights, which cannot be object of profit and speculation by private groups. The widest citizen participation in the elaboration and implementation of public policies transcending oligarchies, dynasties, monarchies and other forms of political hierarchies. A new international financial architecture, with no multilateral organizations at the service of transnational capital and to guarantee the social ownership of natural resources. Harmonious coexistence with Mother Earth and respect for her rights; assuming that nature can live without humans, but human beings cannot live apart from it, violating her rights and destroying the habitat. The construction of true peace, which is not only the absence of armed conflicts, but also the overcoming of structural violence that result in equitable access to wealth and development opportunities. We have verified as the main causes of this crisis, war armed conflicts and military interventions, climate change and huge economic asymmetries between and within States. These destructive situations have their origin in the dominant world order, which in its excessive greed for profit and appropriation of the common goods generates violence, promotes inequalities and destroys Mother Earth. The migratory crisis is one of the manifestations of the integral crisis of neoliberal globalization. Human mobility is a right rooted in the essential equality of human beings. However, in most cases, it does not respond to a voluntary decision of people but to situations of necessity that reach the extremes of forced migration. The pain associated to uprooting is accompanied by situations of injustice, exclusion, discrimination and exploitation suffered by people in transit and in receiving countries that violate their dignity, their basic human rights, and in many cases, endanger their own lives, are a plus. Hegemonic discourses, fostered by transnational media corporations, promote a negative view of migrants, hiding the contributions they make to the host countries’ economy, demographics, society and culture. We see with concern the advance of neo-colonial, intolerant and xenophobic positions that undermine cooperation among the peoples and constitute a real threat to world peace. Paradoxically, these positions are sustained from the centers of global powers, responsible for structural violence, planetary inequity and climate change, to the detriment of the creditors of social and environmental debt: the poor. That is why, from the social grassroots, we promote the following Decalogue of proposals to tear down the walls that divide us and build a Universal Citizenship that enshrines the right of all to have and fully enjoy the same rights, for living- well of humanity. To overcome the hegemonic perspective on migration policy that proposes a “regular, orderly and safe” migration management with a humanist vision that allows to “welcome, protect, promote and integrate” migrants. To reject the criminalization of migration that covers up false approaches to security and control. In particular, we demand the elimination of “detention centers for migrants”. To demand the destruction of physical walls that separate peoples; invisible legal walls that persecute and criminalize; mental walls that use fear, discrimination and xenophobia to separate us between brothers and sisters. In the same way, we denounce the media walls that disqualify or stigmatize migrants, and we are committed to promoting the creation of alternative means of communication. To create a world ombudsman of the peoples for the rights of migrants, refugees, stateless and in political asylum persons, and victims of human trafficking and smuggling, that promotes free mobility and human rights. We ask the people and government of Bolivia to manage the creation of a coordination secretariat to enforce the resolutions of this declaration of the World People’s Conference for a World without Walls towards Universal Citizenship. To require that governments create and/or strengthen Regional Citizenships that may allow the intraregional mobility and full exercise of rights, as a bridge towards a universal citizenship. To demand that public expenditures destined to war and criminalization of migrants be used for the creation of integration programs that guarantee full exercise of the rights of migrants and their families. To promote local policies conducive to integrating cities and societies where the rights to housing, healthcare, education, and social security of migrants are made effective during their daily life, under the principles of complementarity, solidarity, brotherhood and diversity. To convene all governments of the world to fight in a jointly manner against criminal networks that smuggle human beings, and to declare human trafficking and smuggling as a crime against humanity. To update, strengthen and advance the multilateral system and its international instruments vis-à-vis migrants, refugees and their families, specially: a) The “International Convention on the Protection of Rights of all migrant workers and members of their families” since it has not been ratified by any northern country receiving migrants; b) The Convention relating to the Status of Refugees under UNHCR and add new conceptions referred to displaced persons and climate refugees. c) To actively participate in the negotiation of the Global Compact that shall take place in 2018 at the United Nations; d) To proclaim the International Decade for a World without Walls towards a Universal Citizenship at the General Assembly of United Nations; Overcome the approach of “rigid borders” with a vision that understands them as bridges of integration for the unity among peoples and the reception of migrants, and with a vision that addresses the fight against transnational organized crime in a framework of cooperation between States. Promote living well in the places of origin of migrants so that mobility is always voluntary and not forced, as an effect of poverty, violence and climate change; denounce the impact of the irresponsible actions of transnational corporations and apply sanctions to those that violate the stay of the families in their place of origin. Promote popular mobilization on a global scale so that the inalienable rights of people are recognized in intra and international instances to overcome the blockades, interventions and walls unilaterally raised by the powerful to perpetuate inequality and social injustice in the world. URL:https://fsmm2018.org/declaration-of-the-world-peoples-conference-for-a-world-without-walls-towards-universal-citizenship/?lang=en