News

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

245 results found

ⓒ Buenos Aires Ciudad Una Ciudadanía Global en Virtual Educa 2018-09-18 El Ministerio de Educación e Innovación, a través del Programa Ciudadanía Global, participó del XX Encuentro Internacional Virtual Educa, donde también compartió un espacio de debate con Naciones Unidas. En el marco del XX Encuentro Internacional Virtual Educa, que tuvo lugar en la Ciudad de Buenos Aires los días 10-14 de septiembre en el Centro de Exposiciones y Convenciones de la Ciudad, se promovieron distintas instancias de formación. Con más de 12 mil asistentes, 243 ponencias, 12 plenarias, 268 talleres, 105 expertos de 15 países, el evento demostró ser un entorno de aprendizaje y espacio estratégico para pensar, compartir y construir una educación digital de calidad ética, inclusiva y participativa en la región. ¿En qué consiste Ciudadanía Global? El Ministerio de Educación e Innovación de la Ciudad, en asociación con Fundación Werthein y con el apoyo de Naciones Unidas Argentina, promueve una educación de calidad que contribuya a la formación de una ciudadanía global, mediada por tecnologías digitales, para la construcción de un futuro más justo, equitativo y sustentable. Con este fin se encuentra desarrollando Ciudadanía Global, un programa educativo que busca integrar la currícula en procesos de enseñanza y aprendizajes creativos y significativos para las niñas y niños del Siglo XXI. ¿Cómo accedo? Hoy la plataforma educativa se encuentra en construcción, pero pueden dejar sus datos en el siguiente formulario y les enviaremos información cuando esté online.El Programa participó de diversas instancias, entre los talleres y los paneles de debate. Taller “Diseño de personajes: Un proceso creativo para el desarrollo de habilidades globales” Espacio destinado a integrar el diseño de personajes en la práctica educativa como herramienta pedagógica potente para acercar contenidos curriculares desde lenguajes significativos para los niños. Con un público activo se promovieron experiencias creativas para un abordaje integral de lo contenidos que habilitan la producción y construcción de mensajes originales. “Educar para una ciudadanía global” Con el objetivo de compartir el enfoque de Ciudadanía Global y el trabajo a partir de proyectos transversales que incluyen una mirada digital dentro de cada propuesta, un panel de referentes compartió sus saberes y experiencias. En un primer momento Tamar Hahn, Directora del Centro de Información de Naciones Unidas resumió la importancia de trabajar en una Agenda 2030 y el cumplimiento de las metas de los 17 Objetivos de Desarrollo Sostenible (ODS) y la profunda responsabilidad de trabajar desde la escuela mejorando la calidad educativa para futuros ciudadanos globales. Desde el Ministerio de Educación e Innovación de la Ciudad, Angie Gómez Pizarro, titular de la Unidad de Proyectos Especiales - Educación para la Sustentabilidad, introdujo la apuesta del Programa Educativo Ciudadanía Global en promover una educación de calidad desde propuestas transversales que contribuyan a la formación de una ciudadanía mediada por tecnologías digitales, para la construcción de un futuro más justo, equitativo y sustentable. Por último, Diego Portillo, Asesor pedagógico Digital de INTEC, Miriam Alves, docente de la escuela Escuela Nº 21 DE 04, y seis alumnos de la Escuela Nº 27 de 04, compartieron sus experiencias y aprendizajes de esta primera instancia como “Escuelas precursoras de Ciudadanía Global”. Niñas y niños fueron los verdaderos protagonistas de este encuentro. "Ideatón” Diseñamos videojuegos de forma colaborativa. Más de 40 participantes del Ideatón crearon juegos educativos que permitieron trabajar con problemáticas reales de forma colaborativa. Cada equipo diseñó su propio juego transitando por las distintas etapas de producción de juegos: definición del objetivo del juego, historia, personajes, mecánicas y dinámicas. Finalmente cada equipo desarrolló una maqueta del juego y presentó su prototipo al resto del grupo. Diseño de personajes: un proceso creativo para el desarrollo de habilidades globales Taller destinado a integrar el diseño de personajes en la práctica educativa como herramienta pedagógica potente para acercar contenidos curriculares desde lenguajes significativos para los niños. Con un público activo se promovieron experiencias creativas para un abordaje integral de lo contenidos que habilitan la producción y construcción de mensajes originales. Ciudadanía Global: Una experiencia educativa digital y sustentable. A partir de una experiencia práctica, cada grupo de asistentes diseñó una actividad intercurricular teniendo como desafío integrar principios éticos, habilidades del siglo XXI y Objetivos de Desarrollo Sostenible (ODS). Con ello se buscó ampliar las fronteras curriculares desde la integración de los enfoques de educación digital y para la sustentabilidad en propuestas educativas significativas. URL:https://www.buenosaires.gob.ar/escuelasverdes/noticias/una-ciudadania-global-en-virtual-educa © UN Photo On the passing of Kofi Annan: the world loses a great defender of peace and modern multilateralism 2018-08-20 "I am deeply saddened to learn of the sudden death of former United Nations Secretary-General and Nobel Peace Prize laureate Kofi Annan," said Audrey Azoulay, Director-General of UNESCO. "A great defender of peace, he was the very embodiment of peace and of a resolutely modern vision of the United Nations. His conviction that a culture of peace should be developed was fully in line with the mandate and daily commitment of UNESCO. I remember his kindness, his determination and his absolute elegance. I would like to extend my sincere condolences to his family and friends, to his fellow Ghanaians and join the international community in saluting his tireless efforts for a better world and lasting peace through international cooperation.” In 2011, writing for a UNESCO publication, he said : “We need to act at a deeper level for the prevention of violent conflicts before they arise. We need a culture of peace. The first and fundamental principle of such a culture must be tolerance. This means welcoming and celebrating the differences that make our planet such a varied and richly textured place.” On 8 December 1998, he took part in UNESCO's celebration of the fiftieth anniversary of the Universal Declaration of Human Rights. He recalled that "United Nations action on human rights is one and indivisible. ‘All human rights for all’ is our common goal.” It is in this spirit that he has embarked on a vast reform of the United Nations. As we prepare to celebrate the 70th anniversary of the Universal Declaration of Human Rights, its committed vision of multilateralism and the central role of the United Nations remains as relevant as ever. URL:https://en.unesco.org/news/deces-kofi-annan-monde-perd-grand-defenseur-pon-passing-kofi-annan-world-loses-great-defender © UNESCO/Emily Bruser Town and country exchange on traditional sustainable development in Jordan 2018-08-12 An idea to transform people's views on rural people and traditional charity methods has grown into a ground-breaking initiative in Jordan. Zikra for Popular Learning, one of three winners of the UNESCO Japan Prize on Education for Sustainable Development (ESD) in 2017, is now looking at ways to expand its highly popular programme which brings people from urban settings to rural villages to learn first-hand about sustainable development. Co-founded by social entrepreneurs Rabee Zureika and fellow Jordanian Lama Khatieb, Zikra promotes 'exchange tourism' offering alternative learning to reconnect people with local knowledge. "I began to think about giving back using a model that did not impose the 'hero-victim' relationship on the recipient. Instead we work to get people inspired – both Jordanians and visitors from other countries – by encouraging them to stop considering rural people as simply ‘poor’ and to motivate positive behaviour changes in participants,” says Rabee. Zikra began in Ghor Al-Mazara'a, a village 100km south-bet of Jordan's capital Amman and in one of the country's poorest regions where the inhabitants are discriminated against because of their dark skin colour. To enhance the livelihoods of the villagers Zikra has supported them to welcome visitors who come to learn and engage with the local community. They pay a small amount to spend time in the village learning about food production, culture, and how best to use natural resources. "One of Zikra's most successful outcomes are the relationships and networks constructed between rural and urban community members," said Lama. The visitors do more than observe craftsmen like Khaled Nawasrah who builds artistic and intricate models of cars using wire, they get to try their hand at the skills too. The project has also established the School of Jameed drawing on local women's expertise in making a range of dairy products including the yoghurt traditionally produced in the area called Jameed. The women demonstrate the production of the yoghurt to visitors while teaching them about the wild plants and herbs special to the area that are used in its making. Despite challenges including accessing the very rural settings for the scheme and often fighting against slow bureaucracy Rabee and Lama are full of enthusiasm and ideas for the future. Since winning the Prize, Zikra has further developed an embroidery project working with female Syrian refugees who stitch storyboards based on local knowledge and stories from their hometown onto products such as bags which they then sell. They also plan a programme for architecture students to learn techniques used in the villages to build houses, roofing and ventilation systems using mud bricks. "We have found here that everyone has something to offer," says Rabee. The winners of this year's award, the 2018 UNESCO-Japan Prize on ESD, will be announced in September with an award ceremony to be held in Paris in October. The Prize, funded by the Government of Japan, consists of three annual awards of USD 50,000 for each recipient. It was awarded for the first time by the Director-General of UNESCO in 2015. The Prize and award winners recognize the role of education in connecting the social, economic, cultural and environmental dimensions of sustainable development.  Read the full story about Zikra for Popular learning.  URL:https://en.unesco.org/news/town-and-country-exchange-traditional-sustainable-development-jordan UNESCO/Eugenia Paz Ministers of Latin America and the Caribbean adopt Roadmap for moving towards quality, inclusive, equitable education 2018-08-01 -The Cochabamba Agreements: Regional Solidarity for Achieving SDG4-E2030 in Latin America and the Caribbean was approved at the II Regional Meeting of Ministers of Education of Latin America and the Caribbean, “Transforming Education: A Joint Response from Latin America and the Caribbean for Achieving SDG4-E2030.” -Among other things, the document establishes the adoption of the Regional Roadmap for the Implementation of SDG4-E2030 in Latin America and the Caribbean, an instrument that will support the countries’ efforts to achieve the targets of Sustainable Development Goal 4, which refers to lifelong quality, inclusive, equitable education. Education ministers and high-ranking officials from Latin America and the Caribbean approved the Cochabamba Agreements and the Regional Roadmap for the Implementation of SDG4-E2030 in Latin America and the Caribbean on 26 July 2018. The latter establishes a regional mechanism for moving towards Sustainable Development Goal 4 –Education 2030 together. The Roadmap is a frame of reference for the design and execution of regional actions in education and contains recommendations for the national implementation of public policy on this issue. It also supports coordinated and coherent progress on priority issues for the countries of the region such as the quality of education, equity and inclusion, teachers and education personnel and lifelong learning. The document was prepared collectively during two technical meetings following the I Regional Meeting of Ministers of Education of Latin America and the Caribbean (Buenos Aires, January 2017). Representatives of the countries of Latin America and the Caribbean on the SDG-E2030 Global Steering Committee (Argentina, Brazil and Bolivia), one Caribbean nation selected by GRULAC, the Group of Latin American and Caribbean Countries in the United Nations (Granada), UNESCO and UNICEF, sub-regional and regional organizations (CARICOM, CECC-SICA, the OAS and OEI) and representatives of civil society (CLADE and Education International) also participated in these meetings. A Commitment to Educational Integration The Cochabamba Agreements were endorsed by the representatives of the countries that attended the regional meeting in Bolivia. They are based on the Buenos Aires Declaration (2017), the first milestone in the regionalization of SDG4-E2030 that allowed the countries to contextualize the global decisions adopted in the Incheon Declaration emanating from the World Education Forum in May 2015 from this continent. The Buenos Aires Declaration provided a shared vision of the 2030 Education Agenda from Latin America and the Caribbean and was aimed at generating strategies and programs that seek to achieve these targets at the national and regional levels for 2017-2030. The countries agreed in Bolivia to create a mechanism for implementing the Roadmap. The executive secretariat will be the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago). This mechanism consists of a Regional Steering Committee with two representatives from South America, two from Central America and Mexico, and three from the Caribbean, all of whom will be elected by the member states. UNESCO and UNICEF will serve as the permanent coordinating agencies of the committee and will receive support from regional inter-governmental organizations and two civil society organizations. The Regional Steering Committee shall establish four working groups that will drive specific actions in review, monitoring and reporting; policy and strategies; advocacy and communication; and finance and governance. The groups may seek the support of technical experts whenever necessary. In the agreements, the authorities committed to strengthen intersectoral collaboration and to explore opportunities for the participation of young people and adults in regional coordination mechanisms. They also agreed to meet every two or three years and to entrust OREALC/UNESCO Santiago with organizing regional meetings in coordination with the Regional Steering Committee and the hosting country. Roberto Aguilar, Minister of Education of the Plurinational State of Bolivia, thanked the people who made the event possible for their efforts. “It has been very important for us to give continuity to this shared effort, which has also allowed an historic participation of the Caribbean, resulting in complete integration of our region. I would like to thank you for your participation on behalf of the Bolivian people and our President, Evo Morales.” Claudia Uribe, Director of the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago), highlighted the efforts made by regional authorities to build these collaborative mechanisms and said that, “As the executive secretariat, we are highly committed to further strengthening collaboration among countries so that the Roadmap effectively supports the achievement of the Sustainable Development Goal 4 - E2030 targets in our region.” ************ The Regional Meeting of Ministers of Education of Latin America and the Caribbean is the second such event held following the approval of the 2030 Sustainable Development Agenda, which was agreed to in September 2015. The Roadmap responds to the mandate of the Buenos Aires Declaration (2017), which, among other things, states that education should contribute to the elimination of poverty, reduction of inequities and protection of the environment through inclusive quality education and lifelong learning. In Buenos Aires, the regional authorities also agreed to create regional coordination mechanisms to achieve the education goals. They recognized the urgent need to increase the breadth of the changes, which means reexamining education, learning, teaching, policies and actions in Latin America and the Caribbean. The II Regional Meeting of Ministers of Education of Latin America and the Caribbean follows up on these mandates, which were established in 2017.  Official website of the Cochabamba meeting Cochabamba Agreements  Press Contact:Carolina Jerez Henríquez (OREALC/UNESCO Santiago)c.jerez@uesco.org, WhatsApp (+569) 92890175 URL:http://www.unesco.org/new/en/santiago/education-2030/cochabamba-meeting-2018/press/press-release-4/ ⓒ UNESCO Advancing the right to education in Cameroon 2018-07-26 In order to align the new Sector Strategy for Education and Training (SSET) of Cameroon with the SDG 4- Education 2030 Agenda, the UNESCO Office in Yaoundé, in cooperation with the National Commission of Cameroon for UNESCO, organized from 6-8 June 2018 in Yaoundé, a National Consultation Workshop of stakeholders in education. The 3-day National Consultation Workshop brought together approximately 200 participants and commenced with an opening ceremony in the presence of Minister of Basic Education, Mrs. Youssouf Hadidja Alim. Participants included representatives of the various technical ministries involved, the parliament, technical and financial partners, representatives of civil society, NGOs, opinion leaders and teachers. A thematic Working Group was specifically devoted to the right to education, to discuss the legal gaps of the current national legislations and regulations inhibiting the full realization of the right to education and the achievement of SDG 4. The Working Group, chaired by Hon. Marlyse Douala Bell, member of the National Assembly and the Education and Youth Commission, provided the unique opportunity for participants to raise key issues that Cameroon faces with regard to achieving an inclusive, equitable and quality education for all. Recommendations were formulated in order to reinforce the institutional and legal framework by identifying the most urgent legal reforms that need to be undertaken. The Working Group agreed upon key steps of a Roadmap in order to follow-up on the discussions and recommendations made, with the aim to produce a country Report on the right to education to serve as a basis for future legislative reforms. This initiative in Cameroon falls within a larger scope of reviewing the legal frameworks of the countries of the Central African Region. The Nairobi Declaration and Call for Action on Education created a new momentum within Africa, with countries seeking to align their legal framework with SDG 4 Education 2030 commitments. UNESCO stands ready to provide technical assistance and strengthening of national capacities.  Right to education  URL:https://en.unesco.org/news/advancing-right-education-cameroon Educar, educar, educar 2018-07-23 La evidencia mundial, en sociedades de sur y de norte, en diversidad de contextos y con desafíos múltiples, nos indica que un efectivo proceso de cambio educativo requiere claridad, contundencia y detalle en el para qué y qué educar, como la brújula de toda iniciativa y acción que se emprenda. Desde EDUY21 insistimos en que debemos discutir y acordar en conceptos que sin los mismos, los sistemas educativos quedan huérfanos de agendas, ruteros críticos y estrategias sobre los cuales construir, progresar y evidenciar impactos. La historia comparada de la educación es sabia en señalarnos que son las ideas las que tienen una fuerza enorme en mover a las sociedades hacia el logro de mayores niveles de progreso y bienestar. Si el esfuerzo de una sociedad por más y mejor educación no se sustenta en una propuesta educativa sólida, apropiada por el sistema educativo y político, así como demandada y respaldada por la ciudadanía, ningún guarismo de gasto e inversión hace magia y genera procesos y resultados educativos de calidad.Detengámonos en qué educar. EDUY21 propone que el sistema educativo en su diversidad de modalidades, públicas y privadas, se articule en torno a cuatro bloques de conocimientos y competencias en un continuo de formación compacta que va de los 3 a los 18 años. Se integra por una educación básica de 3 a 14, y una educación media superior de 15 a 18, que aborda de manera integral las expectativas y necesidades de desarrollo de los alumnos asociados a ciclos etarios. La idea de fondo es que el sistema educativo se organice de forma tal de asegurar continuidad y progresión en los aprendizajes sin rupturas y des- coordinaciones entre los niveles inicial, primario y medio. Cuando los sistemas funcionan fragmentariamente, sus principales víctimas son los alumnos.Los cuatros bloques son entendidos como mane- ras complementarias de formar en voluntad personal, conocimientos, habi-lidades, valores y actitu- des para responder competentemente a desafíos que enfrentamos como personas, ciudadanos, emprendedores, trabajadores y miembros de diferentes comunidades. La competencia como tal no es solo la intencionalidad o la elaboración de una respuesta frente a un desafío, sino su concreción en un ac-tuar competente específico. Veamos cada uno de estos bloques.El primero de ellos tiene que ver con las alfabetizaciones fundamentales, esto es, el conjunto de habilidades requeridas para la vida cotidiana y que sustentan todo tipo de aprendizaje. Otrora se definían en términos de los aprendizajes en lengua materna y matemática. Estos siguen siendo pilares de toda propuesta educativa pero se han ampliado y diversificado para atender otros requerimientos.Nos referimos a: (i) las lenguas en un sentido amplio incluyendo el inglés y otras lenguas extranjeras, así como el lenguaje de la programación; (ii) la integración de ciencias y artes (por su sigla en inglés STEAM que abarca Ciencia, Tecnología, Ingeniería, Arte y Matemática); (iii) la educación para la ciudadanía que incluye los asuntos de la historia, de la política y de la democracia, y del ejercicio de los derechos y las responsabilidades como ciudadano -educación cívica- así como de los temas candentes de la sociedad, en aspectos de convivencia y en aprender a vivir con otros -educación civil-; (iv) la alfabetización ambiental que tiene que ver con asumir con determinación y sustentado en evidencias la sostenibilidad del planeta; (v) la alfabetización financiera que sirva para tomar decisiones sobre finanzas y consumos; y (vi) la alfabetización en recreación y deportes como base ineludible de un desarrollo feliz y balanceado de las personas.El segundo bloque aborda las maneras de pensar, actuar y trabajar. Se aspira a formar en las herramientas y procesos que coadyuven al estudiante en la búsqueda de renovados enfoques, soluciones originales y perspectivas diversas a la luz de responder a desafíos cambiantes y transversales a distintos saberes. Comprende: resolución de problemas complejos, pensamiento crítico, creatividad e innovación, colaboración, comunicación y negociación con los otros, formación de opinión y toma de decisiones, flexibilidad cognitiva -capacidad de adaptarse a situaciones cambiantes e inesperadas- y aprender a aprender.El tercer bloque se relaciona con el autocuidado, la autonomía y la responsabilidad. Tiene que ver con las capacidades de hacer y ser responsable que contribuyan al desarrollo de estilos de vida autónomos, solidarios, saludables y sostenibles. Comprende las competencias vinculadas a cuidarse a sí mismo, a vincularse, a administrar su propia vida, a planificar y proyectar la vida diaria y futura, a las expectativas personales de estudio y trabajo, a desempeñarse en sociedad con sentido de iniciativa y espíritu emprendedor, a adaptarse críticamente a los cambios, a ejercer el liderazgo en diferentes aspectos de la vida y a una orientación de servicio.El cuarto bloque implica asumir la doble condición de ciudadanía global y local. Se refiere a valores, actitudes y comportamientos que son la base del desarrollo de una conciencia ciudadana democrática y participativa, y del devenir ciudadano en la aldea global con sensibilidad y actuación local. Comprende la concientización y convergencia en valores y derechos humanos universales, respetuosos de las diversidades de género, identidades y afiliaciones, poder apreciar las diferencias entre y al interior de las sociedades y estar preparado para interactuar en la diversidad y vincularse con los otros.Al finalizar la educación 3-18, el estudiante habrá logrado desarrollar, progresar y evidenciar los saberes y las competencias que le permitan enfrentar los desafíos de un mundo que cambia a ritmos exponenciales, sin avisar y afectando transversalmente la existencia humana en diversos planos de la vida.El destino individual de cada alumno y de la sociedad en su conjunto, estriba en tener las formaciones requeridas para transformar el mundo de cambios disruptivos en una ventana de oportunidades para reforzar lazos de justicia, solidaridad y desarrollo entre uruguayas y uruguayos. URL:https://www.elpais.com.uy/opinion/columnistas/renato-opertti/educar-educar-educar.html Transforming education in Latin America and the Caribbean: countries in the region will review their policies and cooperation mechanisms at a ministerial meeting in Cochabamba 2018-07-19 -The II Regional Meeting of Ministers of Education of Latin America and the Caribbean “Transforming education: a joint response from Latin America and the Caribbean to achieve SDG4-E2030” — organized by the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) and the Ministry of Education of the Plurinational State of Bolivia — will follow up on the commitments made in the Buenos Aires Declaration (2017), in the framework of Sustainable Development Goal 4 (quality education) and the Education 2030 Agenda. -The city of Cochabamba will receive expert and official delegations from the ministries of education who will also participate in other regional meetings taking place from July 23 to 26, 2018. Ministers of education, senior officials and experts from Latin America and the Caribbean will meet in Bolivia to discuss and validate a regional Roadmap for implementing Sustainable Development Goal 4 (quality education, SDG4-E2030*). The objective of this meeting, organized by UNESCO and the Ministry of Education of the Plurinational State of Bolivia, is to follow-up on the commitments made in the Buenos Aires Declaration, which came out of the I Regional Meeting of Ministers of Education of Latin America and the Caribbean (Argentina, 2017). The declaration confirms that the priority topics for the region are lifelong learning, quality education, equity and inclusion, and teachers. In Cochabamba, the region’s ministers will formulate recommendations for educational policies and actions with an innovative and cross-sector perspective for each of the priority topics. They will also build consensus regarding the regional cooperation mechanisms needed to finance and monitor educational programs that meet the SDG4 goals. The meeting will be an opportunity to exchange ideas, review experiences, challenges and lessons learned in order to rethink education and define innovative approaches. The results of the discussions will be compiled into the Latin America and Caribbean Roadmap for the Implementation of SDG4-E2030, the proposal for which was prepared in 2017 and 2018 by the region’s Ministries of Education representatives, United Nations agencies, regional and international multilateral institutions and civil society organizations. The Roadmap will provide a shared strategic vision for advancing the Education 2030 Agenda across the region through the formulation of policy recommendations that can be implemented at national and regional levels. Background to the II Regional Meeting of Ministers In January 2017, the Ministers of Education of Latin America and the Caribbean, the region’s education community and other allies met in Buenos Aires to establish a shared vision on education priorities. “The authorities who were present agreed on the strategic guidelines and made decisions regarding the regional cooperation mechanisms that would be needed to achieve the education 2030 goals. The commitments made by the Member States are expressed in the  Buenos Aires Declaration”, explains Claudia Uribe, director of the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago). Uribe adds that in the ministerial meeting it was also acknowledged that in order to implement the SDG4‐ Education 2030 in the region “concerted efforts by all countries is needed. With this mandate, the UNESCO Regional Bureau for Education in Latin America and the Caribbean has organized regional meetings and forums prior to the II Regional Meeting of Ministers to combine these perspectives and generate concerted actions.” The II Regional Meeting of Ministers of Education of Latin America and the Caribbean will be hosted by the Government of the Plurinational State of Bolivia. Bolivia’s Education Minister, Roberto Aguilar, said that the institutions and citizens of Bolivia, and in particular of Cochabamba, are delighted to be receiving the participating delegations, especially the ministers of Education of Latin America and the Caribbean, at the regional meetings that will take place in his country at the end of July. More information:  II Regional Meeting of Ministers of Education of Latin America and the Caribbean July 25 and 26, 2018, Cochabamba, Bolivia. UNESCO, Ministry of Education of the Plurinational State of Bolivia Annotated agenda Regional Meetings of Education of Latin America and the Caribbean July 23 to 26, 2018, Cochabamba, Bolivia.  In 2015 the UN adopted the 2030 Agenda for Sustainable Development, an opportunity for countries and their societies to embark on a new path to improve the lives for all and not leave anyone behind. When the new agenda was approved in September 2015, the international community recognized that education was essential for the success of the 17 goals. The ambitions for the field of education are reflected in an essential way in the Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Through the Incheon Declaration adopted at the World Education Forum in May 2015, UNESCO, as the United Nations’ specialized agency for education, was entrusted to lead and coordinate the Education 2030 agenda with its partners. The roadmap to achieve the ten targets of the education goal is the Education 2030 Framework for Action, adopted in November 2015, which provides guidance to governments and partners on how to turn commitments into action. ***** Media contact: Carolina Jerez HenríquezRegional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago)c.jerez@unesco.orgwww.unesco.org/santiago During the meeting in Cochabamba (July 25-26, 2018)WhatsApp (+569) 92890175 Website of the II Regional Meeting of Ministers of Education of Latin America and the Caribbean URL:http://www.unesco.org/new/en/santiago/education-2030/cochabamba-meeting-2018/press/press-release-1/ © 2018, CICAP - Universidad de Costa Rica Nueva política pública en educación formará ciudadanos con conciencia en desarrollo sostenible 2018-06-27 El Ministerio de Educación Pública (MEP), la Organización de las Naciones Unidas para la Educación la Ciencia y la Cultura (UNESCO) y Centro de Investigación y Capacitación en Administración Pública de la UCR se encuentran trabajando de forma conjunta en el desarrollo de una Política de Educación para el Desarrollo Sostenible en Costa Rica. La política tiene como objetivo formar ciudadanos que aboguen por un desarrollo que conjugue los ámbitos social, económico y ambiental, para la conservación de ecosistemas y la consolidación de estilos de vida con un equilibrio entre estos tres ámbitos. Según la viceministra de educación, Alicia Vargas, desde hace 30 años se trabaja en la temática del desarrollo sostenible, pero es hasta el año pasado, con la aprobación de una nueva malla curricular, que se decidió darle un mayor impulso y construir una política pública que guíe y unifique todos los esfuerzos en esta materia.  Primer paso: un trabajo colaborativo Actualmente la iniciativa se encuentra en la fase de recolección de insumos, tarea encomendada al CICAP, por medio de la elaboración e implementación de una metodología participativa de consulta con los públicos de interés internos y externos del MEP, para la posterior elaboración la política pública. “Lo que se busca es incluir el tema del desarrollo sostenible de manera transversal en la formación que se brinda en las escuelas y colegios, para educar a  los estudiantes sobre el uso de los recursos disponibles en el presente, sin comprometer su existencia en el futuro. Para Costa Rica, formar a las nuevas generaciones en este nuevo concepto, va a permitir generar un bienestar para toda la población y tener un país con recursos para todos”, explicó Mayela Cubillo, directora del CICAP. En el proceso han participado expertos en materia de educación, más de 100 organizaciones públicas, privadas, del tercer sector y organismos internacionales, alrededor de 8400 funcionarios y autoridades del Ministerio de Educación de todo el país. Asimismo, como parte de la consulta se han aplicado cuestionarios en línea y organizado talleres en diversas Direcciones Regionales del MEP. Dos de las instituciones que han tenido un protagonismo importante en esta fase son el Instituto de Desarrollo Rural (INDER) y el Instituto de Acueductos y Alcantarillados (AyA), debido a que su quehacer está directamente relacionado con el manejo de los recursos  naturales y los entornos sociales que dependen de ellos. Para Ricardo Rodríguez, Presidente Ejecutivo del INDER, educar a la población sobre desarrollo sostenible es fundamental, pues “territorio y desarrollo sostenible van de la mano, es como si nos faltara el agua”. Nuevos ciudadanos, nuevos contenidos La política surge en el marco de una nueva malla curricular aprobada en el 2016 por el Consejo Superior de Educación del MEP, la cual se sustenta en la visión de educar para una nueva ciudadanía que se adapte a los cambios del entorno y a la realidad histórica del siglo XXI. Por lo anterior,  para la construcción de la malla se definieron 3 ejes transversales que deben incluirse en todos los niveles educativos, sin importar el contenido particular de los cursos. Estos son: ciudadanía planetaria con identidad nacional; lo que implica promover un pensamiento global desde el entorno local y concientizar sobre la incidencia de las acciones individuales en la colectividad; ciudadanía virtual con equidad social y ciudadanía para el desarrollo sostenible.  Para el MEP, estos ejes trascienden lo curricular, pues se realizó el cambio de una malla de contenidos a una por habilidades o competencias. En el caso del eje de desarrollo sostenible apuntan a trabajar aspectos relacionados con vida estudiantil, la integración de los estudiantes y la gestión de los centro educativos, entre otros factores.  URL:http://cicap.ucr.ac.cr/web/nueva-politica-publica-educacion-formara-ciudadanos-conciencia-desarrollo-sostenible/ ¿Los sistemas educativos son inclusivos con respecto a las personas LGBTI? La UNESCO se asocia a una organización de jóvenes LGTB para responder a esta pregunta 2018-06-27 A global consultation on the LGBTI vision for how to make the 2030 Sustainable Development Agenda for education and health more inclusive, is being jointly launched by UNESCO and youth organization MAG Jeunes LGBT. The inputs of lesbian, gay, bisexual, transgender, intersex (LGBTI) youth will be collected through a web-based consultation conducted by MAG Jeanes LGBT and supported by a UNESCO-led social media campaign. The results of the consultation will be presented at the 2nd biannual Equal Rights Coalition (ERC) conference in August 2018 in Vancouver, Canada. The ERC is an intergovernmental coalition of 39 countries that advances the human rights of LGBTI people and promotes inclusive development in both member and non-member countries. In advance of the social media campaign, UNESCO Permanent Delegations of Canada and Chile, also co-chairs of ERC, are hosting a briefing meeting on 22 June 2018 at UNESCO Headquarters in Paris, sharing information about the ERC conference and UNESCO’s contribution to it, as well as the associated international consultation. “We know that a significant proportion of LGBT students experience homophobic and transphobic violence in school, a far higher prevalence than their non-LGBT peers. They are more likely to feel unsafe in school, miss classes, or even drop out; which negatively impacts their education, employment prospects and well-being,” said Christophe Cornu, Senior Programme Specialist and Team Leader in the Section of Health and Education at UNESCO. “Through this global consultation, we hope to learn more about these experiences, and in turn support Member States to provide safe and inclusive learning environments for all students. This is critical to effective learning, to meet human rights commitments, including the right to education and the other rights of the child, and to achieve the Sustainable Development Goals (SDGs), in particular SDG4.” The web-based consultation hosted by MAG Jeanes LGBT will run until 11 July 2018, and the associated social media campaign from 25 to 29 June 2018. Resources  Out in the Open Report Web-based consultation: Arabic - Chinese- English - French - Russian - Spanish UNESCO social media: @UNESCO MAG Jeanes social media: Facebook @MAG.LGBT, Twitter @mag_jeunes_lgbt School violence and bullying Homophobic and transphobic violence in education  URL:https://en.unesco.org/news/are-education-systems-lgbti-inclusive-unesco-teams-lgbt-youth-organization-find-out © UNESCO / A.Alix Preventing anti-semitism through education: UNESCO and OSCE launch first guide for education community 2018-06-06 UNESCO and the OSCE Office for Democratic Institutions and Human Rights (ODIHR) today released a joint publication, Addressing Anti-Semitism through Education – Guidelines for Policymakers, at a launch event at UNESCO Headquarters in Paris. The publication, Addressing Anti-Semitism Through Education – Guidelines for Policymakers, is the first on the subject by a United Nations agency. Produced with experts from the countries of Europe, Central Asia and North America, it examines the many and complex manifestations of anti-Semitic prejudice and discrimination and offers best practice recommendations to fight them through education. UNESCO is strongly committed to work on the prevention of violent extremism as part of its core mandate to promote global citizenship, a priority for the 2030 Sustainable Development Agenda. In this context, UNESCO promotes education systems that are able to equip learners with skills, attitudes and behaviours that allow them to assume active roles in facing and resolving global challenges, and to become proactive contributors to a more peaceful, tolerant and secure world. The publication is a new example of UNESCO’s contribution to the fight against anti-Semitism. UNESCO will organize a high-level debate on the subject within the framework of the General Assembly of the United Nations next September to mobilize the international community. “The struggle against anti-Semitism cannot be undertaken by Jewish communities alone. Fighting it means defending human rights and liberties, because racism and anti-Semitism are one and the same in that they share hate of otherness,” declared UNESCO Director-General Audrey Azoulay, at the launch ceremony. “In this fight, education is a major factor. It must be harnessed to prevent the rise in extremism and violence. It is our responsibility to support teachers and educators in their mission, those who sometimes feel helpless in facing the scope of unbridled prejudice.” ODIHR Director Ingibjörg Sólrún Gísladóttir, stressed the vital role of education in countering anti-Semitism, and all forms of intolerance: “Educators have access to a uniquely large audience of young people and have the opportunity to help them foster mutual respect and understanding, and thereby become responsible citizens. Resilience to language and ideas that incite discrimination can only be ensured by educating young people so that they are mindful of their own and others’ prejudices and capable of critical thinking, and that they feel responsible for making the societies in which they live cohesive ones.” On 22 May, UNESCO and ODIHR presented an outline of the publications to ministers responsible for education, culture, youth, media, communication and sport of the European Union’s 28 Member States, at a meeting chaired by Bulgaria. UNESCO and the Office for Democratic Institutions and Human Rights had earlier worked together on the publication of Guidelines for Educators on Countering Intolerance and Discrimination against Muslims (2011).  **** More information Download the publication Media contact: Agnès Bardon, UNESCO Media Section: 33(0)145681764 a.bardon@unesco.org Thomas Rymer, ODIHR Spokesperson: +48 609 522 266, thomas.rymer@odihr.pl URL:https://en.unesco.org/news/preventing-anti-semitism-through-education-unesco-and-osce-launch-first-guide-education