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Catch up on what’s happening in the world of global citizenship education.
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Construyendo Ciudadanía Planetaria 2019-04-24 Los días 15, 16 y 17 de abril en la ciudad de Ambato, Ecuador, se realizó el foro internacional “Construyendo Ciudadanía Planetaria” en el cual participó el presidente del Parlamento Andino, Hugo Quiroz; el secretario general, doctor Eduardo Chiliquinga y el parlamentario andino por Perú Alan Fairlie como ponentes del panel “Ciudadanía Planetaria según el Parlamento Andino”. Este evento tiene como objetivo tomar conciencia de los nuevos retos que el mundo actual enfrenta y debatir las posibles soluciones. Fue organizado por la Universidad de Ambato, con el apoyo de autoridades nacionales, sectores públicos y privados. En el foro se trataron temas como los valores y ciudadanía planetaria, la producción sustentable y sostenible, la acción educativa crítica y transformadora, el territorio social inteligente, el futuro de la energía, la ciudadanía planetaria a través de la educación, la ciudadanía planetaria desde los organismos de regulación gubernamental ecuatorianos y desde la perspectiva de la mujer y la movilidad urbana. En su intervención, el secretario general del organismo supranacional resaltó que es necesario romper paradigmas y generar desde el nacimiento la implementación de prácticas ciudadanas para la convivencia pacífica y así empoderar a futuras generaciones. El presidente Hugo Quiroz enfatizó en los grandes sectores vulnerables de América Latina que han sufrido un impacto por actividades sensibles y variaciones climáticas e hizo un llamado a los gobiernos locales y nacionales para que realicen evaluaciones de dichas afectaciones. De igual manera, el parlamentario peruano Alan Fairle recalcó que hay que invertir en la gente y en el aprendizaje permanente para afrontar la realidad del mundo y de esta forma propiciar la igualdad de género, además de la garantía de formación en cobertura universal. Igualmente, el evento contó con la participación de actores de relevancia internacional; también con autoridades nacionales, regionales y locales, sectores productivos, representantes de la academia, medios de comunicación y público en general, quienes tuvieron la oportunidad de discutir con los expertos las temáticas planteadas. URL:https://parlamentoandino.org/construyendo-ciudadania-planetaria/ 
El II Foro Internacional Construyendo Ciudadanía planetaria fue inaugurado con gran expectativa académica y científica 2019-04-16 En un impresionante escenario se realizó la inauguración del II FORO INTERNACIONAL CONSTRUYENDO CIUDADANÍA PLANETARIA. Este mega evento se desarrolló la mañana del lunes 15 de abril de 2019, en el Centro Cultural y Deportes de la Universidad Técnica de Ambato (UTA). Cientos de estudiantes, docentes, conferencistas internacionales, invitados especiales y autoridades llenaron este amplio y elegante espacio, que contó con una cobertura mediática total, tanto local, nacional y mundial a través de las redes sociales y las transmisiones en vivo. En la mesa de honor estuvieron el Dr. Galo Naranjo, Rector de la Universidad Técnica de Ambato; Sara Jaramillo, Directora de la Organización de Estados Iberoamericanos; José Antonio Romero, Gobernador de Tungurahua; Ing. Luis Amoroso, Alcalde de Ambato; Ing. Fernando Naranjo, Prefecto; Dr. Paúl Ocaña, Presidente de la Corte Provincial de Justicia; Dra. Adriana Reinoso, Vicerrectora Académica; y el Ing. Jorge León, Vicerrector Administrativo. El Alcalde Amoroso resaltó la importancia mundial de este Foro, declaró huéspedes de honor a los disertantes nacionales e internacionales y dispuso que todas las unidades municipales apoyaran a este evento. El Prefecto Fernando Naranjo destacó la importancia de la participación ciudadana y la unión de esfuerzos en la solución de los grandes problemas sociales, como ocurrió con el Nuevo Modelo de Gestión. Sara Jaramillo anunció el reforzamiento iberoamericano de los valores de ciudadanía, democracia, igualdad y derechos humanos. Todo esto a través de la educación inclusiva para mejorar la vida de los seres humanos. Finalmente, al Dr. Galo Naranjo, Rector de la UTA, le correspondió inaugurar el II FORO INTERNACIONAL, con un discurso muy re exivo y apasionante. “La Academia está unida para lograr las grandes transformaciones. El Cambio Climático, según los cientí cos, está causando más daños y muertes por cáncer que las bombas nucleares detonadas en Japón en 1945. Por eso este Foro se propone concienciar y analizar profundamente qué estamos haciendo por la vida planetaria, por el ser humano, la naturaleza y la educación. No estamos re exionando sobre los problemas concretos que afectan la existencia del hombre y de la mujer. De ahí que, en este evento, nos declaramos comprometidos con la causa de la vida” ANTECEDENTES El II FORO INTERNACIONAL CONSTRUYENDO CIUDADANÍA PLANETARIA es la continuación del “FORO CONSTRUYENDO CIUDADANÍA PLANETARIA”, que se realizó del 19 al 21 de abril de 2018. En esa ocasión ya se re exionó sobre la necesidad de lograr un cambio en la forma de actuar de los ciudadanos, en todos los aspectos de la vida para que sea posible avanzar hacia la sostenibilidad. Un cambio con la aplicación de un modelo de vida que entienda la libertad desde la responsabilidad, el entendimiento político desde una democracia participativa y la comunidad como una forma de proyectarse hacia la globalidad. Todo esto será posible con una Educación Ciudadana Planetaria. Como resultado de este primer encuentro se suscribió la DECLARACIÓN DE AMBATO, en la que se mani esta haber comprendido el momento especial que vive el planeta, e invita a realizar una re exión colectiva que oriente a una acción proactiva para enraizar una conciencia planetaria. URL:http://construyendociudadania.uta.edu.ec/index.php/component/content/article/79-blog/105-el-ii-foro-internacional-construyendo-ciudadania-planetaria-fue-inaugurado-con-gran-expectativa-academica-y-cientifica 
Promover oportunidades de aprendizaje intercultural 2019-04-05 Con el foco puesto en el desarrollo de competencias esenciales para un mundo más conectado, sustentable y respetuoso de las diferencias interculturales se desarrolló el “II Simposio de Educación Global, viajar, aprender impactar”. Este encuentro desarrollado por la Organización AFS Programas Interculturales contó con la participación del Secretario de Gestión Educativa, Oscar Ghillione, y el Director Nacional de Cooperación Internacional, Francisco Miguens, ambos del Ministerio de Educación, Cultura, Ciencia y Tecnología de la Nación (MECCyT). Durante el Simposio, al que asistieron expertos; docentes; directores de escuelas de gestión estatal y privada; diplomáticos; directores de recursos humanos; directores de institutos de idiomas; voluntarios; autoridades educativas; y organizaciones civiles, se discutió acerca de la educación para la ciudadanía global bajo el lema “La movilidad internacional como vehículo clave para el desarrollo de competencias globales”. Experiencias educativas internacionales Luego de que en 2018 se haya realizado el “Primer Simposio de Educación Global: reparando la globalización a través de la educación”, en esta segunda edición se intercambiaron experiencias, ideas, oportunidades y mejores prácticas.Por ejemplo, ¿cuáles son las estrategias para incorporar la educación para la ciudadanía global en los planes de estudios? ¿Cómo prepararse para actuar y adquirir herramientas básicas que promuevan el aprendizaje intercultural? En la apertura oficial de la jornada Oscar Ghillione señaló la necesidad de comprender la interdependencia en un mundo cada vez más global y destacó la importancia de los valores comunes y el trabajo colectivo. Además, señaló que parte de la responsabilidad de los líderes es dar la oportunidad a otros. Por su parte, Francisco Miguens estuvo a cargo del panel “La movilidad internacional en el mundo”, que compartió con representantes de Brasil, Nueva Zelanda, Australia y la Unión Europea. En este contexto expuso la experiencia que se está desarrollando con el Campus Global, la plataforma digital desarrollada por el MECCyT para acceder a la oferta de becas internacionales disponibles actualmente. En su intervención Miguens destacó la importancia de conectar al sistema educativo argentino con el mundo: "el aprendizaje no se agota en nuestras fronteras, sino que se amplía a partir del intercambio con otros países". Y aseguró que se está trabajando “para crear condiciones propicias y vencer las barreras que obstaculizan la movilidad académica internacional, porque creemos que esta última tiene un rol transformador en la vida de las personas". Trabajar en el campo de la educación, la juventud y el diálogo intercultural AFS Programas Interculturales es una ONG internacional dedicada a formar ciudadanos globales, con presencia en 60 países del mundo y 45 representaciones locales en Argentina y Uruguay. En 2015 la UNESCO incorporó a AFS como socio oficial reconociendo su trabajo en el campo de la educación, la juventud y el diálogo intercultural. Y este año el Simposio organizado por AFS fue declarado de interés por Presidencia de la Nación. URL:https://www.argentina.gob.ar/noticias/promover-oportunidades-de-aprendizaje-intercultural 
教育如何推动法治？ 2019-03-24 Public trust in institutions is in decline, and institutions need to grow out of their traditional roles and forge a new engagement model that puts people at the centre, according to the Edelman Trust Barometer. The new joint publication by UNESCO and UNODC Strengthening the Rule of Law through Education: A Guide for Policymakers explores the role that education institutions can play in promoting the rule of law and building new forms of engagement based on global citizenship, human rights and inclusion -- all of which are vital to take forward the Sustainable Development Goal 4 on education, at the heart of the 2030 Agenda for Sustainable Development. Why is it important to promote the rule of law through global citizenship education? Education institutions have an important role to play in forging this new engagement model with young people and in cultivating a sense of shared responsibility for our common future. This is why a key pillar of global citizenship education is learning about the rule of law. The rule of law is essential to develop trustworthy institutions and relationship of mutual trust in institutions, by ensuring they are held accountable, transparent and accessible to all. Promoting the rule of law requires systems, such as governance and justice that safeguard human rights and also citizens that are empowered to participate and engage constructively in society. Education systems that uphold and promote respect for the rule of law, in adherence with international human rights and fundamental freedoms, nurture mutual trust between learners and public institutions. Moreover, education that adheres to the principles of the rule of law can help develop learners’ ability to critically understand essential elements of accountability, equality and fairness. For instance, schools can model a culture of transparency by having a policy of sharing school data with the public (open school data). Promoting the rule of law through education also helps learners acquire the knowledge, skills, values and attitudes they need to contribute constructively to society. It allows them to positively shape public institutions and their policies, thereby encouraging non-violent and peaceful avenues of civic engagement. How can the UNESCO/UNODC guide help policymakers and educators? Strengthening the Rule of Law through Education: A Guide for Policymakers is intended for education policymakers and other professionals working in the formal education sector, within and outside Ministries of Education, and who are seeking to promote the rule of law and a culture of lawfulness. The guide may also be of interest to professionals working in non-formal education settings or other sectors – namely the justice, social and health sectors - in the area of crime and violence prevention, who are seeking to work more closely with the education sector. In particular, the guide offers: An explanation of key concepts, such as the rule of law and a culture of lawfulness, as well as outlining the role of education in upholding and promoting the rule of law; Guidance on how the education sector is able to strengthen and promote the rule of law, for instance, by speaking to the real learning needs of children and youth, and by ensuring that places of learning “practice what they preach”; A map of the necessary support systems needed to strengthen the rule of law at the school and classroom levels and outside formal education settings, including curricular support, classroom pedagogies, teacher training and development and school-family-community partnerships. To address the needs of this diverse mix of education stakeholders and professionals, the guide blends both theory and practice, and draws on examples from around the world. A unique partnership that adds value By combining their resources and expertise, UNESCO and UNODC are seeking to build the capacities of educators, teachers and policymakers to plan and undertake educational activities that empower learners to take constructive and ethically responsible decisions and actions in their daily lives that support justice, human rights and strong institutions to defend them. The policy guide will be released as part of the WISE@Paris Forum on “Education Futures: Fostering Learning Societies. The WISE@Paris Forum brings together teachers, policymakers, and influential experts from all sectors to build the future of education through empowerment and partnership. In the framework of the WISE@Paris events, UNESCO, UNODC and WISE have joined forces in organizing a panel session at UNESCO on Global Citizenship Education for Peaceful and Inclusive Societies, held on 20 February 2019 (4pm-5.30pm) at UNESCO headquarters. The session brings together a range of perspectives, to explore how education can foster ethically responsible citizens that actively contribute to building peaceful and inclusive societies. Speakers include H.E. Mrs Erlinda Hándal Vega, Deputy Minister of Science and Technology, Ministry of Education, Science and Technology from the Republic of El Salvador, Professor Fethi Mansouri, Founding Director of the Alfred Deakin Institute for Citizenship and Globalisation at Deakin University, Australia and UNESCO Chair on Cultural Diversity and Social Justice as well as Ms. Onyinye Ough, Executive Director, Step Up for Social Development & Empowerment in Nigeria. The event is organised in the context of the UNESCO/UNODC partnership, which aims to contribute to advancing the implementation of the 2030 Agenda for Sustainable Development, in particular Sustainable Development Goals 4 and 16, which call for quality education and the building of peace, justice and strong institutions. URL:https://en.unesco.org/news/how-education-can-strengthen-rule-law 
Interview: Education about the Holocaust and genocide in Argentina 2019-03-22 “Reflecting on difficult pasts allows learners to raise questions about life in Argentina today,” says Samanta Casareto, member of the Philosophy and Letters Faculty at the University of Buenos Aires. Together with Damian Szvalb and Maria Celeste Adamoli, from the Education and Memory Program of the National Ministry of Education, Maria Jose Kahn, from the ESMA Memorial Site Museum and Jonathan Karszenbaum from the Buenos Aires Holocaust Museum, she has developed a project to advance the institutionalization of education about the Holocaust and genocide in Argentina. In support of this goal, the team has organized teacher workshops and is developing educational materials on how memory sites in Argentina can contribute to teaching and learning about these important topics. The project is the outcome of the Argentinian participation in the 2017 International Conference on Education and the Holocaust (ICEH), organized by UNESCO and the U.S. Holocaust Memorial Museum (USHMM). Why is it important to teach and learn about the Holocaust and genocide in Argentina? Argentina is traditionally an immigration country. In the early 20th century, most people who lived in Argentina were not born there. Many immigrants came from European countries. Many of them had fled war and mass atrocities, including genocide. The heritage of these groups is still very present in our society today. We have shops owned by immigrants from Armenia with inscriptions that commemorate the mass atrocities committed by the Ottoman Empire during the First World War. Argentina has the largest number of Holocaust survivors in Latin America. Mass violence is also a part of Argentina’s national history. From 1976-1983, Argentina was under the control of a civic-military dictatorship under the leadership of General Videla. During this period, society was exposed to state-sponsored terrorism and forced disappearances. Many opponents of the military regime were detained and killed in one of the 340 clandestine prisons. Even though this happened 40 years ago, it remains a very contemporary issue. The fates of many victims of the military regime remain unknown. There are also about 500 children who were born in clandestine prisons and who were separated from their families. Many of these children are still unaware of their true identities. In addition to this more recent history, scholars are now beginning to question more critically the time of Spanish imperial rule and mass violence committed by the Argentinian State against native populations. All of these examples show that the experience of genocide and mass violence is very much intertwined with our national history. This is why it is very important to teach about it and to understand the drivers behind mass violence and why genocides happen. The reflection on social practices in the past also allows us to raise questions about life today and to examine topics related to societal diversity, respect and coexistence. How are education about the Holocaust and genocide currently addressed through the national education system? Given the importance of the topic in our national context, teaching and learning about the Holocaust and genocide is already quite well institutionalized in Argentina. Since 2006, Argentinian provinces are encouraged to incorporate lessons on the recent past, human rights, and the defense of the rule of law and democratic values into their school curricula as per article 91 of the National Education Law 26206. The history of the Holocaust and genocide is also included in the list of Priority Learning Subjects (NAP) taught in all provinces as well as in Resolution 80/09 and Resolution 269/15 of the Federal Council, in which all Ministers of all Argentinian provinces are represented. These lessons are included in history and social science classes, but also citizenship education classes on the secondary education level. Many universities also offer courses on memory and history that cover the Holocaust and other genocides. For example, the La Plata National University offers a Master’s program in Memory and the Tres de Febrero University built a Center of Research in Genocide Studies. Twelve years ago, 24 March was declared a federal holiday in Argentina. This day marks the beginning of the Argentinian civic-military dictatorship and commemorates its victims. Many teachers use this occasion to explain to their students why this day is important. On that day, some schools also participate in marches in commemoration of the victims. These extracurricular activities significantly contribute to learners’ understanding of their national past and the consequences of mass violence. The federal government of Argentina has been involved in this subject for many years. The Federal Ministry of Education has established an Education and Memory Program, dedicated to supporting and advancing education about violent pasts, including the Argentinian civic-military dictatorship and mass atrocities committed in other countries. The Argentinian Minister of Education is the Argentinian focal point of the UNESCO Latin American Network on Education about the Holocaust and Other Genocides and Argentina is also a member of the International Holocaust Remembrance Alliance. Through these memberships, the Argentinian government is committed to support policies, research and education in support of upholding the memory of the victims of the Holocaust and other genocides. How does your project contribute to further advance education about the Holocaust and genocide in Argentina? In October and November 2018, we implemented three intensive workshops with secondary school teachers in three Argentinian provinces: Cordoba, Tucuman and Ciudad de Buenos Aires. The workshops focused on how memory sites, such as museums and memorials, can contribute to education about the Holocaust and genocide in Argentina. We particularly focused on education about the Holocaust as a tool to introduce lessons about state-sponsored mass violence in Argentina. Each workshop was attended by 60 social science teachers who had been selected in cooperation with the respective provincial Ministries of Education. During each workshop, we worked with a local memory site of a former clandestine detention center: ESMA in Buenos Aires, La Perla in Córdoba, and Escuelita de Famaillá in Tucuman. Through our project, we try to connect these memorial sites with teachers and schools and show them how they can profit from one another. Traces of memory can be found in many places in Argentina. They do not always refer to the same history. Many clandestine centers from the time of the State-sponsored terrorism period have been turned into memorials and there are also Holocaust museums. All of these can provide valuable learning environments. Which tools and methods have you introduce to the educators that have attended your workshops? What has been their general feedback? All workshops were structured similarly. In the first session, we provided participants with a detailed overview of the history of the Holocaust and looked at several other historical examples of genocide and mass violence. We wanted to ensure that teachers were familiar with the processes that can lead to mass violence and understood how this knowledge can help to prevent future genocides. We also used images and testimonies in these sessions. In the second session, we asked the teachers to share their personal experiences with teaching about these topics. Many teachers supported the idea that teaching about the past is of high relevance to help students understand and respond to contemporary challenges in Argentina, such as police violence, discrimination against the economically disadvantaged or immigrants, the rise of far-right political parties in Latin America and violence against women. Students are exposed to these problems every day. Participating teachers reported that their students frequently reproduce violent language and practices that they witness, while others are themselves victims of discrimination. Teachers also mentioned denial as a common theme, including Holocaust denial and distortion and the denial of the crimes committed during the Argentinian military dictatorship. In response to this, we hope to provide teachers with tools to support their efforts in countering these worrisome tendencies. An essential part of the workshop was the visit to a former local clandestine prison. For each workshop, we organized a session with the people working in local memorials and museums who explained how these spaces could be used to teach and learn about the history of the military dictatorship and civic responsibility today. How will you build on the success of your workshops? Now that the workshops are over, we are starting to look toward the future. We would like to reach more teachers. That is why we are developing a teachers’ guide focused on the ways in which to incorporate lessons about the Holocaust and genocide into school and extracurricular activities. In cooperation with the Federal Ministry of Education, we are planning to share this guide with all provincial Ministries of Education and to publish it online. This guide will include a section that clearly outlines how education about the Holocaust and genocide can contribute to the prevention of future genocides. We are convinced that the phrase “Never Again” has to be supported by a concrete agenda and we are hoping that our guide can help frame this agenda. We also plan to further expand our project. One step will be to incorporate approaches linked to new technologies, such as social media and digital maps. We would like to create an interactive online map that provides an overview of various memorial sites in Argentina, including Holocaust memorials and museums as well as Jewish cemeteries and synagogues. In addition, we are planning to organize workshops in more provinces and to continue our cooperation with civil society. The Federal Ministry of Education has expressed their continued support of this project, including these additional workshops. How has the support of UNESCO and the USHMM been beneficial for the success of your project? The support from UNESCO and the USHMM has been very valuable from the start. During the International Conference on Education and the Holocaust (ICEH) in December 2017, we were able to meet with the social media team of the USHMM, who taught us about using online tools in support of education about the Holocaust and genocide. This triggered our idea of incorporating a social media aspect into our project. Now that we have created a foundation through our first workshops thanks to the support from UNESCO and the USHMM, we can start to make this happen. URL:https://en.unesco.org/news/interview-education-about-holocaust-and-genocide-argentina 
¿Qué hace que un aula sea buena? Nuevos datos del IEU sobre las condiciones escolares 2019-03-20 New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at? The UIS data reveal serious disparities in primary school conditions that, in turn, shed light on the global learning crisis that affects 617 million – or six out of ten – children and adolescents. The data cited below are for primary schools in 2017 (unless otherwise stated). The areas covered are: Electricity Internet Computers Adapted infrastructure and materials for students with disabilities Clean drinking water Single-sex toilets Basic handwashing facilities How many primary schools have electricity? Electricity is one of the most basic essentials for any school. Worldwide, an average of 69% of primary schools have power, falling to an average of around 34% for least developed countries. At the regional level, sub-Saharan Africa has the most limited access, at around 35%. Within the region, the lowest levels of access are found in Niger and Sierra Leone, where about 5% and 4% respectively of schools have electricity. What is the status of internet access in primary schools? Internet access in primary schools stands at just over 46% (2016) worldwide, falling to about 16% for LDCs, in stark contrast to the average for Northern America of more than 99%. The lowest percentages are found in Myanmar (0.2%) and Sierra Leone (0.3%). The data also reveal disparities between neighbouring countries, with access in Kyrgyzstan at around 42%, compared to more than 90% in Uzbekistan. How many students have access to computers at school? The global average is around 48% but hide an ever-widening and global digital divide, with entire populations of children missing out on tools that are not only vital but also seen as commonplace elsewhere. In the least developed countries, it falls to just over 23% while the averages for Northern America and Europe is well over 98%. Again, schools in Myanmar have little or no access to computers (about 1%) and Niger also faces serious challenges (just over 2%). How many primary schools have adaptations for children with disabilities? In general, such adaptations are limited. The rates vary considerably among some 40 countries with available data. Less than 5% of schools are equipped with adapted facilities for children with disabilities in some countries, including Burkina Faso, Cook Islands, Dominica, Liberia, Sierra Leone and Zambia. The rates range from about 17% to 30% in El Salvador, Latvia, Marshall Islands, Morocco, Peru and Rwanda, while countries with strong policies in place, such as Finland, have rates of 100%. How many students have access to clean drinking water? While many of the countries that provide data report rates of 100%, the global average stands at 79%, constrained by the far lower averages for least developed countries (59%) and countries in sub-Saharan Africa (44% in 2016). What is the situation of single-sex basic sanitation facilities?Single-sex basic sanitation facilities can play a vital role in the creation of a safe and supportive school environment, particularly for girls. The global average of primary schools with single-sex toilets stands at around 82%, falling to 57% for least developed countries. A closer look at the national figures reveals a number of champions in developing regions, such as Azerbaijan, Cabo Verde, Djibouti, Gambia, Ghana, India, Jamaica, Malaysia, Mauritius, Morocco, Mozambique, Rwanda, Samoa and Sri Lanka – all with 80% or more of schools equipped with single-sex toilets. But there are concerns elsewhere, such as in Eritrea (27%) and Senegal (just 9%). How many students can wash their hands at school? Handwashing facilities are essential for the health of students and teachers alike. The data reveal significant disparities: globally, 66% of primary schools have handwashing facilities, but the average in LDCs is 43% and rates are very low in some countries, such as Afghanistan (4%) and Eritrea (3%). About the UIS global education databaseThe UIS global education database provides the most comprehensive data set on education in the world. And it continues to expand. Most recently, country-level information has been added to provide a more complete and timely picture of the education situation facing children, youth and adults the world over. The data update spans all of our indicators – from pre-primary to tertiary education – and of course, the global and thematic indicators used to monitor progress towards Sustainable Development Goal 4 (SDG 4 (link is external))With the new data release, the UIS aims to ensure that all of UNESCO’s partners – including countries, donors, UN agencies, civil society groups and engaged citizens – have the latest available data to better direct policies and resources to reach every child. This is particularly timely in a year when progress towards SDG 4 will be under close scrutiny at the next High-Level Political Forum (link is external) on Sustainable Development in July 2019 URL: https://en.unesco.org/news/what-makes-good-classroom-new-uis-data-school-conditions 
Jóvenes de Bolivia se unen a la huelga global contra el cambio climático 2019-03-19 El 15 de marzo de 2019, se hizo un llamado a la acción colectiva estudiantil en todo el planeta convocando a una huelga global. Y jóvenes de Bolivia se sumaron a esta iniciativa, entre ellos los participantes del proyecto Ciudadanía Ambiental y Cambio Climático, como una muestra de su compromiso con el planeta y su decisión de reducir las acciones que están provocando daños irreversibles que ponen en riesgo el planeta y las posibilidades de vida de futuras generaciones. Los daños se hacen evidentes a través de las olas de calor, inundaciones y huracanes. El tiempo para revertir el rumbo, que es por demás desalentador, se reduce, es por eso que jóvenes estudiantes asumen este tipo de medidas para hacer un llamado a los líderes mundiales para que asuman medidas reales y responsables frente al cambio climático, la justicia, la democracia y la protección del medio ambiente. URL:http://www.ciudadaniabolivia.org/es/node/874 
اعتماد الخبراء لمبادئ أبيدجان الجديدة بشأن الحق في التعليم والجهات الفاعلة الخاصة 2019-03-18 A group of human rights experts from around the world adopted the Abidjan Principles on the right to education today, following three years of consultations, reflection, and drafting. The Abidjan Principles seek to strengthen existing efforts to ensure that everyone’s right to education is protected in the context of growing, and often unregulated private actor involvement in education. Professor Ann Skelton, chair of the Drafting Committee, and who holds the UNESCO Chair of Education Law in Africa, said: ‘Until today, those responsible for ensuring the right to education lacked clarity on what international human rights law says about private actor involvement in education, often leading to inadvertent and preventable adverse impacts.’ ‘The Abidjan Principles compile and reassert the legal obligations of states in one document. They have been developed to respond to the well-evidenced, detrimental impacts that are often the result of the commercialisation of education.’ Echoing this, Dr Kombou Boly Barry, the UN Special Rapporteur on the right to education, and one of the experts who was consulted, said: ‘The Abidjan Principles are legally rigorous and tackle the very real challenges in providing inclusive free, quality public education, making them indispensable to any state that takes the right to education seriously.’ The Abidjan Principles unpack states’ obligation to provide public education, to respect liberties and dignity in education, and to regulate private actors in education. Samuel Dembele, the chair of ANCEFA, commented, ‘The Abidjan Principles arm us with the necessary tools to tackle the issue locally, while also connecting to the larger, systemic challenges presented by the privatisation of education.’ As well as their utility for states, the Abidjan Principles will be invaluable to those striving to hold states accountable when they fail to ensure that private actors respect the right to education. The deputy mayor of Grand-Bassam, where the meeting took place, Siaka Traoré, declared: ‘Grand-Bassam is proud to have hosted this validation conference for the guiding principles for the implementation of the right to education, which will allow us to move faster towards the free quality education for all. It was a true pleasure for me to take part in the opening and closing ceremonies.’ The drafting of the Abidjan Principles was led by a drafting committee made up of nine internationally-renowned experts. A further 20 experts were present in Abidjan to review and adopt the text. Additional experts who were not able to be in Abidjan are expected to sign the text soon, which will also be open to endorsements from civil society organisations and other actors. The final text of the Abidjan Principles will be available after copy-editing around mid-March. Launch events will be organised throughout 2019. Details will be shared at www.abidjanprinciples.org Media contacts: For press releases in other languages, images, and videos www.abidjanprinciples.org/media Sylvain Aubry (FR/EN), Legal and Policy Adviser, Global Initiative for Economic, Social and Cultural Rights: +254 7 88 28 96 34 / +33 7 81 70 81 96 / sylvain@globalinitiative-escr.org Delphine Dorsi (FR/EN/ES), Director, Right to Education Initiative: delphine.dorsi@right-to-education.org Salima Namusobya (EN), Executive Director, Initiative for Social and Economic Rights: dir@iser-uganda.org Rubeena Parker (EN), Head of Research, Equal Education Law Centre: rubeena@eelawcentre.org.za Solomon Sacco (EN), Deputy Director, Law and Policy Programme, Amnesty International: solomon.sacco@amnesty.org URL: https://www.right-to-education.org/news/new-landmark-abidjan-principles-right-education-and-private-actors-adopted-experts 
Meeting of the SDG-E2030 Regional Steering Committee for Latin America and the Caribbean 2019-02-20 The Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) organizes this meeting as the follow up to the commitments agreed within the framework of the “Cochabamba Agreements: Regional Solidarity for Achieving SDG4-E2030 in Latin America and the Caribbean” adopted at the II Regional Meeting of Ministers of Education, held in Cochabamba, Plurinational State of Bolivia, on July 2018. As a result of the ”Cochabamba Agreements”, the ministers entrusted OREALC/UNESCO Santiago to facilitate the establishment and functioning of a coordination mechanism that will promote the implementation of the Roadmap and ensure representation, coordination and communication between the Ministries of Education of the Member States and other relevant regional actors. As agreed, this regional coordination mechanism is composed of a Regional Steering Committee, four Working Groups and an Executive Secretariat, a role assigned to OREALC/UNESCO Santiago. The Regional Steering Committee’s role is to ensure strong regional coherence, coordination (within the region and between regional and global levels) and collective work, so that countries and education partners in LAC move together towards achieving the E2030 targets. The aim of the meeting is to operationalize the SDG-E2030 regional coordination mechanism, define the main lines of action for regional cooperation that will jumpstart the formation of the working groups, and formulate an action plan for 2019-2021 in the context of the Roadmap approved in the last ministerial meeting. General objectiveTo constitute the SDG-E2030 regional coordination mechanism, form working groups and formulate an action plan for the period 2019-2021 in the context of the SDG-E2030 Roadmap approved during the II Regional Meeting of Ministers of Education of Latin America and the Caribbean held in Cochabamba, Plurinational State of Bolivia, in July 2018. Specific objectives To share results and documents from the II Regional Meeting of Ministers of Education of Latin America and the Caribbean (2018). To report and assess the progress made on the coordination of the Education 2030 agenda in Latin America and the Caribbean for 2017-2018. Operationalize the committee according to its terms of reference and agree on a calendar of meetings for 2019. Analyze trends and emerging issues related to the implementation of the SDG-E2030 Agenda in the region. Initiate and define the tasks of the working groups with the identification of priority themes and actions to be implemented within the framework of the E2030 regional roadmap. Design an action plan for the period 2019-2021 within the framework of the SDG-E2030 Roadmap for Latin America and the Caribbean. URL:http://www.unesco.org/new/en/santiago/education-2030/i-meeting-sdg-e2030-regional-steering-committee/ 
UNESCO publishes new guidance tool for policy-makers on the prevention of violent extremism through education 2018-12-28 UNESCO just released its new guidance tool Preventing violent extremism through education: A guide for policy-makers. The new publication will help policy-makers within ministries of education prioritize, plan and implement effective actions for the prevention of violent extremism through education, and contribute to national prevention efforts. Member States acknowledged the importance of preventing violent extremism through education and requested UNESCO’s assistance in this endeavour. It also marks UNESCO’s effort to contribute to the implementation of the UN Secretary-General’s Plan of Action to Prevent Violent Extremism. ‘’Inclusive, equitable and quality education is one of the most powerful tools against the spread of violent extremist ideologies,” said Irina Bokova, UNESCO Director-General. “We need a specific type of education to create the conditions that can build learners resilience to hateful narratives and strengthen their commitment to non-violence and peace. This new UNESCO document offers guidance to help Member States deliver education programmes that build young people’s resilience to violent extremist messaging and foster a positive sense of identity and belonging.” Together with the Teacher’s Guide on the Prevention of Violent Extremism, this Guide for policy-makers outlines measures that can be taken within education systems to address challenges posed by violent extremism. For example, the development of inclusive education policies and non-discriminatory educational contents; the promotion of safe learning environments; the development of confident and well-trained teachers and, finally, the establishment of empowering partnerships. The document also presents modalities of implementation and includes frequently asked questions. The Guide will be shortly issued in French and then in other UN languages. Both guidance tools, A Teachers Guide on the Prevention of Violent Extremism and Preventing violent extremism through education: A guide for policy –makers, serve as a basis for UNESCO capacity building workshops on the prevention of violent extremism through education. URL:http://www.unesco.org/new/en/media-services/single-view/news/unesco_publishes_new_guidance_tool_for_policy_makers_on_the