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ⓒ OEI Inteligencia artificial será clave para reducir las desigualdades educativas en América Latina, apuntan expertos 2023-04-20 Para ello, es necesario desarrollar las capacidades estatales en esta tecnología y crear agencias públicas educativas especializadas, de acuerdo con un informe realizado por la Organización de Estados Iberoamericanos (OEI) y ProFuturo. Se prevé que introduzca cambios significativos en los sistemas educativos de la región, afectando más a la educación primaria y a la educación especial. La Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI) y ProFuturo, el programa de educación digital de Fundación Telefónica y la Fundación ”la Caixa”, han elaborado el informe El futuro de la inteligencia artificial en educación en América Latina, en el que se analizan las tendencias del desarrollo de esta tecnología en las aulas de la región de aquí al 2030. El informe, presentado hoy en la Casa de América de Madrid, recoge las impresiones de expertos en la materia, empresas tecnológicas y referentes de la innovación educativa de los ministerios de la región, y presenta un diagnóstico sobre el estado de la inteligencia artificial y su injerencia en las aulas latinoamericanas. Asimismo, presenta los escenarios futuros que puede suscitar la inteligencia artificial en los centros escolares en aspectos como la evaluación, la gestión escolar o el seguimiento al alumnado, al tiempo que sugiere algunas recomendaciones para su aprovechamiento oportuno. Así, el informe destaca que más de la mitad de los especialistas consultados considera que la inteligencia artificial tendrá un impacto profundo en la educación de la región, aunque solo el 40 % plantea que esta tecnología ayudará a reducir las brechas educativas que hay dentro de los países. Por su parte, si bien la inteligencia artificial cobrará un rol mayor en todos los niveles educativos, de manera paulatina y gradual, será en la educación universitaria donde tendrá más relevancia. En el ámbito de la educación básica, el nivel de primaria será el que más partido saque a los beneficios de la inteligencia artificial, lo mismo que la educación especial, que se verán potenciadas con la implementación de nuevas metodologías para el aprendizaje más allá de las escuelas. Mariano Jabonero, secretario general de la OEI, ha destacado que “la inteligencia artificial tendrá un rol significativo en la educación en aspectos que ya se están investigando en la región como “tutorías inteligentes o nuevos modelos de evaluación”, pero también en otros por explorar, como, por ejemplo, “predecir el abandono escolar o afianzar la personalización del aprendizaje”. Por su parte, Magdalena Brier, directora general de la Fundación ProFuturo, ha destacado que “la inteligencia artificial podría romper, más si cabe, las barreras entre la educación formal y la no formal o informal y podría llegar a convertirse, esta vez de forma radical y expandida, en una herramienta de ayuda para reducir la brecha digital y, por ende, la educativa”. Carme Artigas, secretaria de Estado de Digitalización e Inteligencia Artificial de España, por otro lado, ha recordado el papel fundamental de los Estados para regular y acompañar el desarrollo de estas tecnologías, al tiempo que ha apuntado que la presidencia española de la Unión Europea de este año será una oportunidad para impulsar los lazos entre España y América Latina también en materia de inteligencia artificial y “potenciar esta tecnología en lengua española”. Recomendaciones del informe El documento concluye con una serie de recomendaciones orientadas a servir de base para los Estados de la región en la inevitable incorporación de la inteligencia artificial en sus sistemas educativos. En concreto, señala la necesidad de crear agencias públicas especializadas en el desarrollo tecnológico de recursos más avanzados y que puedan trabajar supranacionalmente, es decir, en red, para la puesta en marcha, compra y distribución pública de bienes educativos digitales. También resulta clave fomentar en la comunidad docente las competencias que les ayuden a comprender los beneficios de esta tecnología en su trabajo diario, así como las limitaciones y riesgos que puede suponer. Para ello, el rol de los Estados como agentes de políticas públicas alrededor de este ámbito es fundamental, en un campo en el que el mercado privado “parece tener una gran ventaja en la propagación de un ritmo acelerado de la innovación tecnológica”, según el informe. En ese sentido, para evitar alianzas inestables entre sector público y privado, es importante que los Gobiernos se familiaricen en un nivel avanzado con las particularidades de esta tecnología, ya que, de acuerdo con el estudio, así evitarán dejar por fuera un creciente abanico de soluciones que podrán aumentar de manera exponencial el acceso al conocimiento, la enseñanza y el aprendizaje en América Latina.  URL:https://oei.int/oficinas/secretaria-general/noticias/la-inteligencia-artificial-educacion-america-latina-oei-profuturo Una niña lee en su casa utilizando una luz de energía solar en Jaliyapalong, Cox's Bazar, Bangladés. La agenda global de educación descarrila 2023-04-13 ⓒ FARHANA SATU (UNICEF) Las metas de la ONU en materia educativa están estancadas o en abierto retroceso en los últimos años. Y no parece que la escolarización de los más vulnerables sea una prioridad de financiación para los países donantes ni para los receptores En la nación más joven del mundo, el futuro está gripado. Poco más de una década después de la cruenta independencia del país, 7 de cada 10 niños sursudaneses permanecen todavía sin escolarizar. La mayoría de quienes disfrutan ese privilegio lo hacen en escuelas desplegadas bajo los árboles o en chamizos temporales donde el calor y los insectos conspiran con la malnutrición, atrapando a las nuevas generaciones en niveles medievales de pobreza e ignorancia. Solo un tercio de sus maestros ha recibido algún tipo de capacitación formal y el desarrollo del curso se ve interrumpido regularmente por las embestidas violentas de las milicias y el clima, que fuerzan el desplazamiento temporal o definitivo de las comunidades. Sudán del Sur es un reflejo de la carrera de obstáculos en la que se ha convertido el Objetivo de Desarrollo Sostenible (ODS) número cuatro de la ONU, que promete “garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todos”. Cuando las delegaciones del mundo entero se den cita en Nueva York el próximo mes de septiembre para evaluar la Agenda 2030 a medio camino, este sector debería hacer saltar las alarmas. Los principales indicadores de educación –como el acceso universal a la formación primaria y secundaria, la educación preescolar o la capacitación técnica– se han estancado o incluso han retrocedido desde el nacimiento de los ODS, hace ya ocho años. Sarah Seluwa habla con sus hijos antes de llevarlos a la escuela en Juba (Sudán del Sur) tras la reapertura de las aulas después de la pandemia de covid-19. ㅇㅇⓒ ANDREEA CAMPEANU (GETTY IMAGES) Una crisis agudizada por la pandemia La covid-19 ha obligado a reconsiderar planes, recursos y aspiraciones, también los educativos. El aldabonazo súbito de la pandemia dejó en abril de 2020 a 1.600 millones de niños y niñas fuera de la escuela y a 369 millones sin acceso a los comedores escolares de los que dependía su alimentación básica. Los datos más recientes de la agencia de la ONU para la educación (Unesco) –recogidos en un estudio de la consultora McKinsey– muestran una pérdida media de 12 meses de aprendizaje en Asia del Sur y América Latina y el Caribe, y algo menos de la mitad en Asia del Este, Oriente Próximo y África. La crisis se ha cebado de manera desigual en las poblaciones con menos recursos, en las regiones rurales y en los colectivos que ya estaban varios pasos atrás en sus niveles de educación, como las mujeres. Según el mismo estudio, la pérdida acumulada anual que la economía internacional asumirá en 2040 si no se corrige este salto atrás será de casi un punto porcentual del PIB global (1,46 billones de euros). Pero sería una ingenuidad peligrosa asumir que los problemas empezaron con la pandemia. Un arranque de siglo espoleado por avances constantes en escolarización fue seguido por años de recortes y de castigos a programas tan esenciales como el de la educación preescolar. Justo antes de la crisis sanitaria, cerca de 300 millones de niños y niñas se encontraban ya fuera de la escuela y sin perspectivas de entrar en ella. En julio de 2019, los responsables de la Unesco alertaban sobre el estancamiento del ODS 4 y la posibilidad de terminar esta década como la empezamos. La propia Comisión Internacional para la Educación –liderada por el ex primer ministro británico Gordon Brown y formada por expertos de todo el planeta– pronosticaba en 2016 el fracaso de la comunidad internacional y la posibilidad de que 825 millones de jóvenes se incorporasen a la edad adulta en 2030 sin las competencias lectoras, matemáticas y digitales más elementales. "Un arranque de siglo espoleado por avances constantes en escolarización fue seguido por años de recortes y de castigos a programas tan esenciales como el de la educación preescolar" El análisis de los datos sugiere un mapa de la educación global cuarteado por una doble brecha: la que divide a los países más pobres de los más prósperos; y la que establece diferencias fundamentales en la calidad de la educación y en los resultados de la experiencia de aprendizaje, más allá del nivel de renta. China, por ejemplo, tenía en 2015 una renta per capita media similar a la de Indonesia, Sudáfrica o República Dominicana, pero su indicador de resultados educativos era entre un 40% y un 65% más alto que el de aquellos. Este gráfico refleja una fotografía estadística del arranque de la Agenda 2030: La explicación de estas y otras diferencias en el progreso educativo derivan, en parte, de variables como la existencia y calidad de las infraestructuras escolares, la formación del profesorado y la posibilidad misma de asistir y permanecer en las clases. Pero estas variables educativas están imbricadas en otros factores de los que dependen y a los que influyen. Tres destacan por encima de cualquier otro y en ninguno nos va bien: los niveles de malnutrición, la brecha de género y la protección de los menores frente a los conflictos y la explotación laboral. Los retrocesos observados en cada uno de estos ámbitos no solo dificultan la inclusión educativa de niños, niñas y jóvenes, sino que consolidan círculos viciosos en los que la falta de educación se traduce en vidas menos sanas, equitativas y seguras. El drama de los refugiados, un drama infantil Cerca de la mitad de los más de 100 millones de seres humanos que a día de hoy se han visto obligados a abandonar sus casas por causa de la violencia y los conflictos son niños y niñas en edad escolar. El drama de los refugiados es, por encima de todo, un drama infantil. Un tercio de esos chavales no pondrá jamás un pie en una escuela primaria, poco más de un tercio alcanzará la secundaria y ni siquiera el 7% recibirá educación superior. Para un sistema de asistencia global con 75 años de vida, esto es un fracaso que consume el futuro de una generación tras otra. Los niños y niñas que habitan en campamentos de refugiados saben que, en el improbable caso de que completen su ciclo escolar, difícilmente dispondrán de oportunidades laborales, ya que los campamentos confinan más que protegen. Según el Alto Comisionado de la ONU para los Refugiados (ACNUR), el 70% de los refugiados viven en países que limitan o deniegan sus derechos laborales. Para los críos que crecen en ciudades, la situación a menudo es aún peor: la necesidad de pagar por el alojamiento y la comida en un entorno frecuentemente hostil los empuja a buscar trabajos en la economía informal. "Un tercio de los niños refugiados no pondrá jamás un pie en una escuela primaria, poco más de un tercio alcanzará la secundaria y ni siquiera el 7% recibirá educación superior" La violencia es solo uno de los motivos que obligan a las personas a dejar sus tierras. Las crisis climáticas están devastando regiones a un ritmo acelerado, forzando a comunidades enteras a desplazarse en busca de alimento. La sequía que padece Somalia tras cinco años de temporadas de lluvia fallidas afecta a 2,4 millones de niños y niñas en edad escolar. El año pasado 250 escuelas tuvieron que cerrar en las zonas más castigadas por la falta de agua y cultivos. Los problemas que sufre cualquier escuela de un país pobre –infraestructuras insuficientes o inadecuadas, aulas atestadas, profesores mal pagados y a veces poco cualificados, y niños mal alimentados– se multiplican en las crisis humanitarias. La respuesta de la comunidad internacional sigue siendo insuficiente. La educación es uno de los sectores peor financiados en las intervenciones humanitarias: en 2021 solo el 22% de las necesidades para proyectos educativos presentadas por Naciones Unidas fueron cubiertas. Y tres cuartas partes de las familias refugiadas languidecen en países de renta media y baja, sin que las naciones ricas permitan que un número significativo acceda a programas de reasentamiento o a visados educativos. Alumnos en un aula para niños desplazados en la República Democrática del Congo. ⓒ JOSUE MULALA (UNICEF) La Agenda 2030 tiene un precio “Romper el círculo vicioso de menos aprendizaje, más pobreza y peor nutrición”. El desafío lo pone en palabras Kevin Watkins, exdirector del informe Unesco y de Save the Children UK, además de asesor de la Comisión para la Educación–. Para lograrlo, él y otros expertos proponen focalizarse en tres prioridades: impulsar la escolarización de los niños, incluyendo los que se encuentran desplazados; fortalecer los incentivos para mantenerlos en la escuela; y reforzar la cantidad y calidad del profesorado. Cada una de estas aspiraciones está sujeta a mayores compromisos de financiación. La primera y la segunda de las tres prioridades son dos caras de las misma moneda. Alrededor de 258 millones de niños se encuentran en este momento fuera de la escuela. La inmensa mayoría corresponden a grados de educación secundaria básica y superior, pero la friolera de 58 millones no tiene acceso a la educación primaria. En lugares como los campamentos de refugiados, la solución pasa por incrementar y adaptar los recursos educativos disponibles. El Banco Mundial estimó en tan solo 4.450 millones de euros anuales el coste de todas las necesidades educativas de primaria y secundaria de los niños y jóvenes refugiados en países de ingreso bajo y medio. Para 36 de los 65 países estudiados, el esfuerzo necesario sería de menos del 1% de su gasto anual en estos niveles de educación. Una vez escolarizados, se trata de reducir las tasas de abandono escolar, que pueden ser de hasta un 17% en África subsahariana y que afectan de manera desproporcionada a las niñas en educación secundaria, expulsadas por los matrimonios forzados, el trabajo doméstico y la inercia cultural. Frente al abandono, la experiencia demuestra la eficacia algunas intervenciones, como los comedores escolares y las transferencias de efectivo a cambio de escolarización. Estos programas tienen la virtud de atraer a nuevos alumnos, reducir las tasas de abandono y mejorar el aprendizaje, entre otros beneficios. La iniciativa Midday Meals de la India –la mayor del planeta, con 120 millones de beneficiarios– no solo ha logrado una reducción de entre el 13% y el 32% en el retraso del crecimiento por desnutrición, sino que se ha traducido en tasas más bajas de abandono escolar y en matrimonios más tardíos. A través de la iniciativa School Meals Coalition (Coalición para las Comidas Escolares), estos beneficios podrían extenderse a 73 millones de niños y niñas en algunos de los países más pobres. "La educación es uno de los sectores peor financiados en las intervenciones humanitarias" La formación y calidad del profesorado supone la tercera de las prioridades en juego. Ni el número de profesionales de la enseñanza es suficiente para hacer frente a los retos de la educación, ni su calidad está a la altura de las circunstancias en demasiadas regiones del mundo. La Unesco ha estimado en 69 millones el número de formadores adicionales imprescindible para reemplazar a los que se retirarán, expandir los servicios educativos y cumplir los objetivos de educación universal en 2030. Dos terceras partes de estos profesionales serían necesarios en la educación secundaria –lo que supone un esfuerzo añadido de formación– y uno de cada cuatro debería trabajar en África subsahariana, donde el déficit de profesionales es más acuciante. ¿Cómo pagar una factura que se ha disparado tras la covid y que compite con una larga lista de prioridades? La Comisión de Educación propuso en 2016 una Facilidad Financiera Internacional para la Educación que movilizase 10.000 millones de dólares anuales (9.170 millones de euros) para la financiación del ODS 4, lo que supone casi doblar los 12.100 millones de dólares de ayuda internacional destinados en 2021 a este sector. Este mecanismo innovador utiliza las donaciones y las garantías de los donantes para conseguir préstamos blandos dirigidos a la educación primaria y secundaria. Sin embargo, la propia Unesco eleva a 200.000 millones de dólares anuales (183.000 millones de euros) la brecha de financiación de este Objetivo de Desarrollo Sostenible tras la covid-19. Incluso considerando que este esfuerzo es una inversión antes que un gasto, la diferencia es abrumadora y las perspectivas de cerrarla antes de 2030 son escasas. Si los donantes responden muy por debajo de sus capacidades, los propios países de ingresos bajos y medios no parecen estar tampoco a la altura: frente al compromiso de la Declaración de Incheón (Corea del Sur, 2015) de dedicar al menos el 15%-20% del gasto público a la educación, el nivel real es del 3,8%. El dinero no lo es todo en el ODS 4, pero constituye un imprescindible punto de partida y un termómetro de la voluntad política. En plena escalada del gasto militar como consecuencia de la invasión rusa de Ucrania y después de haber presenciado la mayor expansión fiscal de la historia en respuesta a la pandemia, la incapacidad de los países donantes y receptores para comprometerse económicamente con la educación del planeta envía un mensaje desasosegante. Pero ni la paz ni la recuperación serán posibles en un mundo iletrado.  Gonzalo Fanjul es director de Análisis de Políticas del Instituto de Salud de Barcelona y cofundador de la Fundación porCausa. Gonzalo Sánchez-Terán es director adjunto de Programas Humanitarios del Centro por la Cooperación Humanitaria Internacional.   URL:https://elpais.com/planeta-futuro/red-de-expertos/2023-04-12/la-agenda-global-de-educacion-descarrila.html ⓒ UN Women/Luke Horswell Kenyan women lead peace efforts in longstanding conflicts 2022-11-11 Mary Mariach and Christine Lemuya come from two tribes that have been involved in continual clashes in Kenya's ASAL (Arid and Semi-Arid Lands) regions where resources are scarce. Photo: UN Women/Luke Horswell Across Kenya, local conflicts driven by diverse factors have one thing in common: they’re increasingly being mediated by women. From ethnic tensions to land disputes, some of these conflicts stretch back decades; remaining unresolved despite the lasting instability and violence they create among communities. So women are stepping up to end longstanding strife through local dialogues and outreach, approaches male-dominated leadership has not always been willing to take. But in order to build lasting peace, they need support from both their communities and the state—which some are receiving, and many are not. Old conflicts, new harm In the country’s western region, longstanding tensions are driving new security risks in the neighbouring counties of Kisumu and Nandi. Their predominant ethnicities mirror the tribal background of the two leading presidential candidates in this year’s election, and the border region has been identified as a hotspot for elections-related violence.   Dorothy Bonyo, treasurer of the sub-county peace committee in Muhoroni, a town in Kisumu, is witnessing the escalation first-hand: "Tension is increasing […] Our neighbours are effectively political opponents and in the marketplace we are beginning to see hate speech.”   Beneath these simmering tensions are sustained economic pressures that continue to plague the area. It once thrived from a sugar industry that employed around 20,000 people—until corruption and misappropriation of profits decimated the trade, leading to job losses and low cash flow for many families. Oscar Ochieng, secretary of the Muhoroni sub-county peace committee as well as the Kisumu and Nandi cross-border peace committee, explains that in addition to political factors, there is a historical disagreement over land:  "With low employment and little cashflow, kids drop out of school, and there’s a large number of disengaged youth. This leads to stock theft and eventually violent conflict. These companies are located right on the borders and much of the land is fallow. But it is also highly fertile and both communities feel it belongs to them."  Oscar Ochieng, 35, explaining the region's conflict dynamics in front of a near-derelict sugar mill—one of the drivers of crime and stock theft. Photo: UN Women/Luke Horswell Among Kenya’s pastoral communities, several hundred miles to the north, competition over resources also drives strife. These tribes rely almost exclusively on livestock for their livelihood: moving with their herds, communities have significantly limited access to state provisions, often reporting the highest levels of poverty in the country. Scarcity of water, food and land leads to violent conflict between the tribes—a situation being exacerbated by the current drought crisis in East Africa. Armed bandits launch attacks to steal livestock and property, with people dying in the process.   In the neighbouring communities of Turkana and Pokot, these clashes have been going on for decades. “The two tribes continually raid each other and the other seeks revenge, and it continues,” says Mary Mariach, a member of the Pokot tribe who has been the chairperson of the West Pokot County Peace Committee for 15 years. “This is the main cause of conflict between the Turkana and Pokot communities.”   Christine Lemuya, a peace activist from the Turkana community, describes how the violence spills over into the lives of uninvolved community members, including women and children: “In 2019 I was stopped during a car journey by the Pokots. They stole everything and wanted to shoot us. I persuaded them to take our phones and possessions and let us go.” But, she adds, not everyone is so lucky: “Recently, there was a shooting on the highway and a boy of 13 was killed.”  Building peace and tearing down patriarchy In Kisumu and Nandi, community action—particularly from the community’s women—has been crucial in negotiating peace. "Our women’s contribution to local peace infrastructure is what has contributed to the little peace we have enjoyed,” says Oscar. “For example, in 2014, a month-long conflict halted trade between the two communities. It was the women from both sides who met and brokered peace.”   Community dialogues, called barazas, have been effective platforms for discussing such concerns. “My recommended approach has always been consistent dialogue—plenty of meetings—to drive home that there are alternative means to resolve our differences,” says Dorothy. A recent meeting between the two communities was joined by voices young, old, male and female, with state security actors and religious leaders also in attendance.   A local choir performs during a community dialogue or "baraza" in Kisumu County, Kenya. Ethnic groups from Kisumu and neighbouring Nandi County have been experiencing increased tension ahead of the country's general elections. Photo: UN Women/Luke Horswell One of those voices was Maureen Omwiti, single mother of three and bar owner in Muhoroni. Ethnic tensions have been the source of intense trauma for Maureen and many others, but she is committed to showing her community that vengeance is not the answer: "As an ambassador of peace, it starts with yourself. The community see me, and they know that I was once a victim. It makes them think, reflect, and that has an impact." Oscar agrees: “Women play a fundamental role in peace advocacy in this region," he says.   Maureen Omwiti at a community peace dialogue in Kisumu County. She is a member of a voluntary arts performance group that uses theatre to approach sensitive topics and promote peace. Photo: UN Women/Luke Horswell In Turkana and West Pokot, however, women have not always been allowed to play that role. For Mary and Christine, leading peacebuilding efforts has meant confronting fast-held patriarchal norms that marginalise the role of women. “In pastoral communities, women are considered like children,” explains Mary. “They’re not included in conversations on peace. The men hide their issues from the rest of the community, particularly when they are planning raids across the border. They feel that women might try to stop these activities.”   In fact, that’s what Mary and Christine are trying to do. In 2016 the two women, with a wider group of like-minded individuals, set up the POTUMA Women’s Forum—an organisation bringing women from the Pokot, Turkana and Marakwet communities together to try and deescalate the shared insecurities of their tribes, as well as to challenge the patriarchy that limits women’s participation in peace and security issues. The group has allowed the women “to establish our shared experience of the same problem—losing family members, livestock, and property”, explains Mary. “Women are also the ones treating those injured in the fighting.”    The POTUMA women have had some success in creating peace through dialogues with young men and boys. “We’ve been securing community radio space in local radios in local languages,” explains Christine. “Raising simple questions like ‘why are we killing each other?’  has an effect. People call the station, and it creates discussion.”  Mary Mariach and Christine Lemuya during meeting of the National Women's Peace Committee Network in Naivasha, Kenya. Photo: UN Women/Luke Horswell But conflict in the region remains in flux, with periods of relative peace revolving into periods of heightened violence. Both women call for more involvement from state actors to help broker peace, particularly during the election year. “We need more dialogue on the ground,” says Mary. “We need to share the situations in our areas. Since COVID-19, we’ve only met once, and it depends on funds. When there are no resources, it’s hard to facilitate a simple village meeting.”   For Mary, it is important to be able to understand and localise available policy frameworks like the Kenya National Action Plan: “It clearly shows women have a place in their community’s peace and security development—it is recognised in national policy. This policy is supposed to ensure active participation of women in peace and security spaces at the grass roots.”   Christine adds, “Around 80 per cent of people in Turkana are below the poverty line, according to government data, and it has been increasing. Only 9 per cent of children are enrolled in secondary school; 11 percent of homes have access to electricity. At the end of the day, conflict always erupts. We need to uncover the root causes. We therefore need to address issues of poverty and the scarcity of resources in this region.”   UN Women efforts to strengthen the women, peace and security (WPS) agenda in Kenya is supported by the Governments of Finland and Japan. Working with over 1,000 grassroots peacebuilders since 2019, Kenya’s National Action Plan (KNAPII) is being localized across the country to foster meaningful inclusion of women in community conflict issues. URL:https://www.unwomen.org/en/news-stories/feature-story/2022/10/kenyan-women-lead-peace-efforts-in-longstanding-conflicts © UNESCO La UNESCO renueva su compromiso en favor de la educación inclusiva en un mundo plurilingüe 2022-11-11  "Language is a tool, but the goal is not simply to exchange one language for another, but to have an educational and social project", explained Adama Ouane, former staff at the UNESCO Institute of Lifelong Learning (UIL), in Hamburg, Germany. In a world where 7,097 known languages cohabit and 2.3 billion people lack access to education in their own language, making education inclusive is a challenge. The challenge becomes bigger in a multilingual country, where learners’ mother tongues are different from the language of instruction. Due to this lack of diversity in languages of instruction, many learners are disadvantaged in mainstream education systems. “Multilingual education must be anti-racist and anti-discriminatory”, explained Tarcila Rivera, Quechua activist and member of the United Nations Permanent Forum on Indigenous Issues. “One of the many reasons why parents and grandparents from indigenous and minority societies do not pass on languages to new generations is because of the persistence of racism, discrimination, Eurocentrism and the coloniality of power, knowledge and speech.” A multilingual education is a challenge that requires solutions relevant to learners needs and the reality of their lives. UNESCO encourages and promotes multilingual education based on mother tongue or first language. It is a type of education that begins in the language that the learner masters most and then gradually introduces other languages. This approach enables learners whose mother tongue is different from the language of instruction to bridge the gap between home and school, to discover the school environment in a familiar language and thus learn better. UNESCO convened language experts, including indigenous language experts, to advance multilingual education based on mother tongues, multilingualism, and linguistic diversity. Discussions explored the challenges and opportunities surrounding multilingual education, its fundamental role in the development agenda as well as UNESCO’s guidance on multilingual education. Today, more than half of all languages are in danger of falling into disuse. When a language disappears, the knowledge and socio-cultural diversity of a language community disappear with it, particularly among indigenous communities. To address this, an updated position paper by UNESCO will integrate additional areas of work such as the recovering of languages or language revitalization. Aligning with recommendations made during the Transforming Education Summit, an emphasis was also placed on Indigenous people’s education and languages. In his Vision Statement on Transforming Education, the United Nations Secretary General calls for equitable investments in education, to reach those who have been traditionally excluded from quality education, including Indigenous people. Similarly, a discussion paper on inclusive, equitable, safe and healthy schools calls for textbooks and curricula to be inclusive of all groups, and  teacher training curricula to better address inclusive education principles. What’s next?The updated UNESCO Position Paper “Education in a Multilingual World” will be published in early 2023 and support countries to implement multilingual education and respond to the needs of marginalized and excluded learners, including indigenous peoples. To further support the work on multilingual education, UNESCO will publish a language and inclusion Policy brief as well as a background document on early childhood care and education and languages for the UNESCO World Conference on Early Childhood Care and Education in November 2022. UNESCO will also celebrate International Mother Language Day 2023 around promising policies and practices on Multilingual Education focusing on indigenous and other languages.  UNESCO work in Inclusion in education UNESCO work in Languages in education URL: https://www.unesco.org/en/articles/unesco-doubles-down-its-commitment-inclusive-education-multilingual-world ⓒ myboys.me/Shutterstock.com Q&A: The Role of Teachers in Preventing and Addressing School Violence 2022-10-29 ⓒ myboys.me/Shutterstock.com What is school violence? School violence refers to all forms of violence, that takes place in and around schools and is experienced by students and perpetrated by other students, teachers and other school staff. This includes bullying and cyberbullying. Bullying is one of the most pervasive forms of school violence, affecting 1 in 3 young people. What forms may school violence take? Based on existing international surveys that collect data on violence in schools, UNESCO recognizes the following forms of school violence (recognising crossover between categories):  Physical violence, which is any form of physical aggression with intention to hurt and includes:  Physical violence perpetrated by peers, including physical fights (two students of about the same strength or power choosing to fight each other and physical attacks (one or more people hitting or striking a student with a weapon such as a stick, knife or gun). Physical violence perpetrated by teachers, which includes the intentional use of physical force with the potential to cause death, disability, injury or harm, regardless of whether it is used as a form or punishment (corporal punishment) or not.  Psychological violence as verbal and emotional abuse, which includes any forms of isolating, rejecting, ignoring, insults, spreading rumors, making up lies, name-calling, ridicule, humiliation and threats, and psychological punishment.   Sexual violence, which includes intimidation of a sexual nature, sexual harassment, unwanted touching, sexual coercion and rape, and it is perpetrated by a teacher, school staff or a schoolmate or classmate, and affects both girls and boys. Bullying as a pattern of behaviour rather than isolated incidents, which can be defined as intentional and aggressive behaviour occurring repeatedly against a victim where there is a real or perceived power imbalance and where the victims feel vulnerable and powerless to defend themselves. Bullying can take various forms:   Physical bullying, including hitting, kicking and the destruction of property; Psychological bullying, such as teasing, insulting and threatening; or relational, through the spreading of rumours and exclusion from a group; and Sexual bullying, such as making fun of a victim with sexual jokes, comments or gestures, which may be defined as sexual ‘harassment’ in some countries.  Cyberbullying is a form of psychological or sexual bullying that takes place online. Examples of cyberbullying include posting or sending electronic messages, including text, pictures or videos, aimed at harassing, threatening or targeting another person via a variety of media and social platforms such as online social networks, chat rooms, blogs, instant messaging and text messaging. Cyberbullying may also include spreading rumours, posting false information, hurtful messages, embarrassing comments or photos, or excluding someone from online networks or other communications.  © UNESCO Who perpetrates school violence? School violence is perpetrated by students, teachers and other school staff. However, available evidence shows that violence perpetrated by peers is more common than by teachers and other school staff. What are the main reasons why children are bullied? All children can be bullied, yet evidence shows that children who are perceived to be “different” in any way are more at risk. Key factors include: Physical appearance; ethnic, linguistic or cultural differences including migrant and refugee status; gender, including not conforming to gender norms and stereotypes; social status including poverty; disability; and age. What are the consequences of school violence? Global comparable data are available only for the consequences of bullying, not for the consequences of other forms of school violence.  Educational consequences – Being bullied undermines the sense of belonging at school and affects continued engagement in education. Children who are frequently bullied are more likely to feel like an outsider at school, and more likely to want to leave school after finishing secondary education. Children who are bullied have lower academic achievements than those who are not frequently bullied. Health consequences – Children’s mental health and well-being can be adversely impacted by bullying. Bullying is associated with higher rates of feeling lonely and suicidal, higher rates of smoking, alcohol and cannabis use and lower rates of self-reported life satisfaction and health. School violence can also cause physical injuries and harm. Why are teachers such an important part of the holistic approach to prevent and address school violence? Teachers are key to building a positive and supportive learning environment. They can:  Provide quality education that develops students’ self-awareness, self-control, and interpersonal skills that are vital for healthy and respectful relationships; create psychologically and physically safe school and classroom environments;  model caring and respectful relationships, and positive approaches to conflict management or discipline;  guide students to take action themselves through student-led initiatives and peer approaches;  recognize and respond to incidents of violence and connect students with referral services when needed;  provide a link between school and community through their relationship with parents; and  generate evidence and assessing what works at the school level. What support do teachers need to help create safe learning environments? A global online survey of teachers’ perceptions and practice in relation to school violence conducted by UNESCO in 2020 revealed that not all teachers are fully prepared to fulfill the role in preventing and addressing school violence:  Almost half of the teachers surveyed say they received little or no training on school violence during their pre-service education, and more than two-thirds say that they have learned how to manage school violence through experience. Three in four teachers surveyed can identify physical and sexual violence yet are less likely to recognize some forms of psychological violence. Even if the teachers surveyed can identify school violence, and four in five say it is their responsibility to create a safe learning environment, they do not always intervene. Four in five help victims, but only half engage with students who witness violence. Teachers’ ability to positively influence school environments and to prevent or respond to violence, depends heavily on their preparation, in-service professional development, teaching standards, duties and workload. Other considerations include political leadership, legal and policy frameworks at national, local and school level, and support, resources and training. What are the linkages between school violence, school-related gender-based violence (SRGBV) and violence based on sexual orientation and gender identity or expression (SOGIE)? School violence may be perpetrated as a result of gender norms and stereotypes and enforced by unequal power dynamics – it is referred to as school-related gender-based violence. It includes, in particular, a specific type of gender-based violence, which is linked to the actual or perceived sexual orientation and gender identity or expression of victims, referred to as violence based on sexual orientation and gender identity or expression, including homophobic and transphobic bullying. School-related gender-based violence is a significant part of school violence that requires specific efforts to address. Does school-related gender-based violence refer to sexual violence against girls only? No. School-related gender-based violence refers to all forms of school violence that is based on or driven by gender norms and stereotypes, which also includes violence against and between boys. Is school violence always gender-based? There are many factors that drive school violence. Gender is one of the significant drivers of violence but not all school violence is based on gender. Moreover, international surveys do not systematically collect data on the gendered nature of school violence, nor on violence based on sexual orientation and gender identity or expression. Based on the analysis of global data, there are no major differences in the prevalence of bullying for boys and girls. However, there are some differences between boys and girls in terms of the types of bullying they experience. Boys are much more exposed to physical bullying, and to physical violence in general, than girls. Girls are slightly more exposed to psychological bullying, particularly through cyberbullying. According to the same data sexual bullying (sexual jokes, comments and gestures) affects the same proportion of boys and girls. Data coming from different countries, however, shows that girls are increasingly exposed to sexual bullying online. How does UNESCO help prevent and address school violence? The best available evidence shows that responses to school violence including bullying that are effective should be comprehensive or holistic, i.e. made of a combination of policies and interventions. Often this comprehensive response to school violence is referred to as a whole-school approach. Based on an extensive review of existing conceptual frameworks that describe that whole-school approach, UNESCO has identified the key components of a response that goes beyond schools and could be better described as a whole-education system or whole-education approach.  These components are the following:  Strong political leadership and robust legal and policy framework to address school violence; Training and support for teachers on school violence prevention and positive classroom management Curriculum, learning & teaching to promote, a caring (i.e. anti- school violence/anti-bullying) school climate and students’ social and emotional skills A safe psychological and physical school and classroom environment Reporting mechanisms for students affected by school violence, together with support and referral services Involvement of all stakeholders in the school community including parents Student empowerment and participation Collaboration and partnerships between the education sector and a wide range of partners (other government sectors, NGOs, academia) Evidence: monitoring of school violence including bullying and evaluation of responses - UNESCO’s work to prevent and address school violence and bullying URL:https://www.unesco.org/en/articles/qa-role-teachers-preventing-and-addressing-school-violence ⓒ UN Photo/Richard Wolf Afghanistan: UNESCO and the European Union join forces to support media resilience 2022-10-24 © UN Photo/Richard Wolf UNESCO and the European Union are joining forces to support Afghan media outlets and journalists, through a new 18-month initiative, which will enhance Afghan media resilience and foster their role in providing access to information for Afghan citizens. "UNESCO is proud to announce this new partnership with the generous funding of the European Union. By supporting independent Afghan media outlets and specialized civil society organizations, the project will be an important contribution in ensuring access to lifesaving, humanitarian and conflict-sensitive information for millions of Afghan citizen."   -- Tawfik JelassiAssistant Director General for Communication and Information, UNESCO UNESCO will provide support to Afghan media outlets in the production of conflict-sensitive, humanitarian, health and educational public interest content. The project will benefit at least 6 million Afghan citizens, with a specific focus on reporting addressed at women, girls and youth. UNESCO will also be partnering with civil society organizations and local journalists’ unions to train an estimated six hundred journalists on conflict-sensitive reporting, digital and physical safety, and train  journalism students and community volunteers on journalism best practices and community reporting. The project will be fully aligned with the United Nations Transitional Engagement Framework (UN TEF) and funded by the European Union Neighborhood Development and International Cooperation Instrument – Global Europe (NDICI-GE) under the crisis response window of the rapid response pillar. In his most recent report on the situation in Afghanistan and its implications for peace and security,  (A/77/340-S/2022/692), the Secretary General of the United Nations has documented repeated human rights violations against journalists and media outlets, curtailing freedom of the media and the safety of journalists in the country. The report details the rising humanitarian needs of around 24.4 million people (59 percent of the Afghan population), which have been further exacerbated by the sharp economic decline and economic crisis, protracted vulnerability and recent earthquakes and natural hazards affecting the country. "Freedom of expression, media freedom and women's rights are at the heart of our engagement in Afghanistan. The partnership between the European Union and UNESCO reflects our commitment to protecting these human rights. Together, we are taking concrete steps to support the survival of Afghan media, promote access to verified information, and mitigate the impact of disinformation."   -- Raffaella IodiceChargée d’Affaires a.i. and Deputy Head of the European Union Delegation to Afghanistan In an appeal entitled “Afghan journalism is threatened with extinction”, published by Reporters Without Borders in response to the events of August 2021, more than hundred Afghan journalists still working in the country appealed to the international community to provide immediate support to the Afghan media sector having also to cope with a financial crisis. A report published by the International Federation for Journalists (IFJ) in February 2022, which is based on a survey conducted by its local affiliate the Afghanistan National Journalists Union (ANJU), found that across 33 provinces, 318 media outlets closed since August 2021. Out of the 623 outlets previously operating in the country, only 305 remained open in February 2022. Women journalists have been especially hard-hit. According to a recent survey by ANJU, which was supported by UNESCO, 80% of women journalists have lost their job in the radio sector alone. In total, 98 radio stations have ceased operations since August 2021, with 91% of those surveyed stating they were in need of financial support.  URL:https://www.unesco.org/en/articles/afghanistan-unesco-and-european-union-join-forces-support-media-resilience ⓒ Pixabay/Shiva Reddy أربع طرق تؤثر بها أزمة الكوكب الثلاثية على الصحة النفسية 2022-10-13 Photo: Pixabay/Shiva Reddy As the world grapples with the triple planetary crisis of climate change, nature and biodiversity loss, and pollution and waste, there is a growing concern about the impact these crises have on mental health. Recent studies from the United Nations Environment Programme (UNEP) and partners show that everything from a changing climate to noise, air and chemical pollution affects people’s mental well-being. “A healthy environment is not only a key ingredient for human health and well-being, but also a foundation for One Health since the health of humans, animals, plants, and the wider environment and ecosystems are closely linked and inter-dependent,” says Cristina Zucca, who coordinates work on pollution, environment and health at UNEP. “This calls for action at the individual and policy levels to create a healthy environment that promotes mental health.” Ahead of World Mental Health Day on 10 October, we take a deep dive into four key issues impacting mental health and how we can turn to nature and climate action for solutions. Noise pollution Photo: Wikimedia UNEP’s Frontiers 2022 report found that as cities grow,  prolonged exposure to high noise levels from roads, railways, airports, and industry is impairing people’s mental health by disrupting sleep. Estimates suggest that in Europe, 22 million people suffer from chronic noise annoyance, and 6.5 million are affected by sleep disturbance. The elderly, pregnant women and shift workers are most at risk. The study highlights natural ways to improve mental health and mitigate the adverse effects of noise pollution, such as planting vegetation in urban environments to absorb acoustic energy, diffuse noise and reduce street amplification. Tree belts, shrubs, green walls and green roofs can have positive visual effects and help amplify natural sounds by attracting urban wildlife. Some sounds, particularly those from nature, bring health benefits as they can signal a safe environment which reduces anxiety. Air pollution Photo: Unsplash/Chris LeBoutillier Ninety-nine per cent of the global population breathes air that exceeds World Health Organization (WHO) guidelines, with an estimated seven million people dying prematurely due to air pollution. According to WHO, air quality is among the many environmental, social and economic determinants of mental health. Research also shows that high levels of fine inhalable particles (PM 2.5) can also hinder cognitive development in children. UNICEF’s Danger in the Air report shows that exposure to high levels of air pollution could result in psychological and behavioural problems later in childhood, including attention deficit hyperactivity disorder (ADHD), anxiety and depression. The BreatheLife action platform, a partnership of WHO, UNEP, the Climate and Clean Air Coalition (CCAC) and the World Bank, presents several localized solutions that governments can use to beat air pollution and create healthier cities and healthier citizens. These focus on electric mobility, walking and cycling and other low-carbon options for countries and cities to reduce air pollution, mitigate climate change and create green spaces. The campaign also highlights the importance of tackling air pollution from industry, transport, waste management, households and agriculture and improving air quality management by adopting and meeting good air quality standards. While progress is being made, UNEP research shows that much remains to be done. Recognizing the importance of addressing air pollution, the UN General  Assembly has declared 7 September, the International Day of Clean Air for blue skies, as an opportunity to celebrate progress and generate momentum for global action. Chemical pollution Photo: Unsplash/Arjun MJ Chemicals in the environment are a global health issue. While chemicals and waste are major contributors to world economies, their sound management is essential to avoid risks to human health and ecosystems and substantial costs to national economies. Research shows that around one in three children has lead in their blood at levels that may be associated with decreased intelligence, behavioural difficulties and learning problems. UNEP is working closely with its partners to develop mainstream solutions for the sound management of chemicals and waste. Last month, Member States, industry representatives, academia, NGOs, and youth groups agreed on a vision for the Strategic Approach and sound management of chemicals and waste beyond 2020 to help protect human and planetary health. Climate change Photo: Pixabay/Cocoparisienne A recent Intergovernmental Panel on Climate Change (IPCC) pointed to the expected rise in mental health impacts due to exposure to high temperatures, extreme weather events and climate-related economic and social losses, as well as anxiety and distress associated with concerns about the climate crisis. WHO has confirmed this trend, noting that climate change is having stronger and longer-lasting impacts on people’s mental well-being. A recent report shows that depression, anxiety and stress-related conditions have been reported following extreme weather events. The report calls for accelerated response to the climate crisis by governments, including efforts to address its impacts on mental health and psychosocial well-being. UNEP is at the front in support of the Paris Agreement goal of keeping the global temperature rise well below 2° C, and aiming - to be safe - for 1.5°C, compared to pre-industrial levels. To do this, UNEP has developed a Six-Sector Solution roadmap to reducing emissions across sectors in line with the Paris Agreement commitments and in pursuit of climate stability. The six sectors are Energy; Industry; Agriculture and Food; Forests and Land Use; Transport, and Buildings and Cities. For COP27 focus will be on adaptation, finance and a just transition – and you can do your part by acting now on your own consumption and/or speaking up to voice your concern. URL:https://www.unep.org/news-and-stories/story/four-ways-planetary-crisis-impacting-mental-health ⓒ StanislavBeloglazov/Shutterstock.com World Teachers’ Day: UNESCO sounds the alarm on the global teacher shortage crisis 2022-10-13 © StanislavBeloglazov/Shutterstock.com On World Teachers’ Day, Audrey Azoulay, Director-general of UNESCO, called on governments around the world to step up their support for teachers, warning that the profession is struggling to retain its workforce and attract new talent. Worldwide, 69 million teachers are needed to reach universal basic education by 2030. The largest deficit is in sub-Saharan Africa. "Lack of training, unattractive working conditions and inadequate funding all undermine the teaching profession and aggravate the global learning crisis. UNESCO has always placed teachers at the heart of the fight for the right to inclusive and quality education. There is an urgent need to better recognise this profession on which the future of our children depends."   -- Audrey Azoulay UNESCO’s Director-General UNESCO’s estimates indicate the need for an additional 24.4 million teachers in primary education and some 44.4 million teachers for secondary education in order to achieve universal basic education by 2030. With some of the most overcrowded classrooms in the world, sub-Saharan Africa is also home to the most overburdened teachers and understaffed systems, with 90% of secondary schools facing serious teaching shortages. New UNESCO figures unveiled for 2022 World Teachers' Day show that 5.4 million teachers are needed at primary level in sub-Saharan Africa, and 11.1 million teachers at secondary level, if we are to achieve the targets set by the 2030 Agenda. The region with the second largest deficit is Southern Asia: UNESCO projects 1.7 million additional teachers will be needed at primary-level, and 5.3 million at secondary-level. Working conditions must be improved In low-income countries, the first obstacle is the heavy workload. According to a new UNESCO data, each primary teacher in these countries has an average of 52 pupils per class at primary level, while the global average is 26. The ratio is particularly high in sub-Saharan Africa – 56 pupils per teacher – and Southern Asia – 38. In Europe and North America there are only 15 pupils per teacher on average. Supervision difficulties are amplified by a lack of training, which means that teachers do not always have all the tools at hand to succeed in the classroom. UNESCO data shows that about 26% of primary and 39% of secondary school teachers do not have the minimum qualification requirements in low-income countries, compared to respectively 14% and 16% globally. In remote, underprivileged, and rural areas, conditions worsen and are exacerbated by multi-grade, multi-lingual and acute learning needs in the classroom. Female teachers are affected disproportionately due to lack of adequate housing, long and unsafe routes to school and a lack of childcare services making it difficult to keep women in remote teaching posts. The underrepresentation of female teachers in certain knowledge areas, and in leadership positions is another ongoing challenge. Better salaries must be offered The vocational crisis is also accentuated by non-competitive salaries. UNESCO data shows that 6 out of 10 countries pay primary school teachers less than other professionals with similar qualifications. This criterion is particularly evident in high-income countries. In 5 out of 6 countries in this group, primary school teachers earn less than other comparable professionals. Three high-income countries have a commendable teacher salary policy: Singapore, with an average salary equal to 139% of comparable professions, Spain (125%), and the Republic of Korea (124%).  More information on World Teachers’ Day Transforming education from within: current trends in the status and developmen… Press contact:Clare O'Hagan (Head of Press office, ai)Phone: +33145681729 URL:https://www.unesco.org/en/articles/world-teachers-day-unesco-sounds-alarm-global-teacher-shortage-crisis © Unsplash / Favour Otunji #IAmAntiRacist – Are you? Join our social media campaign! 2022-10-11 © Unsplash / Favour Otunji (original visual) As you can imagine, racism occurs all the time and everywhere.Have you been a bystander or a victim yourself? We invite you to share your experience. You can reduce racism through your own actions. We need to STOP racism together! From 6 October to 28 November 2022, join our #IAmAntiRacist social media campaign. Tell us your story on Twitter, Facebook, Instagram and TikTok! How to participate? Post a short video clip of 20 seconds up to one minute on your account. Show us how you deal with racism in everyday situations. Share your tips & inspire other people! How to make your video stand out:  Record a video on your smartphone Use the hashtag #IAmAntiRacist Tag @UNESCO … And post it on your feed! Make it global: invite your friends, classmates, relatives or neighbors to participate! Anyone can become an antiracism champion! Need help? Use the tips at the bottom of this article. Bonus The 10 best videos will be promoted via UNESCO social media platforms, and screened during UNESCO’s 2nd Global Forum against Racism and Discrimination from 28-29 November 2022 in Mexico City, Mexico. This campaign is the initiative of UNESCO. It follows the success behind Finland’s Olen Antiracist campaign. Why through social media? As the most used media of expression for young people, social networks provide valuable opportunities to share strong messages and call for action. Through these platforms, young people can learn and appreciate different perspectives and worldviews to better understand the world around them and contribute to changing mindsets. It can also help them to raise awareness among their peers and have a real impact. The campaign is aligned with the efforts of the Social and Human Sciences Sector of UNESCO to address the ‘Global Call against Racism’. It is also organized in the context of UNESCO’s overall work to fight racism and discrimination since 70 years along with the annual Global Forum against Racism and Discrimination, the Master Class Series against Racism and Discriminations and the Routes of Enslaved Peoples project. ________________ Need help? Here are some tips(from Finland’s campaign How to tackle racism) 1. Identify the racist situation A racist situation can arise without targeting any particular individual. You may hear a racist joke or remark at a family celebration or among friends with no minority member attending. Racism may emerge anywhere, including at workplaces, on social media, while engaged in hobbies, on public transport, or at school. Racist situations can also involve physical violence, so consider your own safety when tackling racism. Remember that racism is also structural. 2. Support the person who is being targeted Show the person that they are not alone. Talk to the person who was the target of racist harassment. Ask how you can help. You can show support by approaching the individual and stand by them. Help them by escorting the person away from the situation. In social media, you can send a message to the person who is experiencing racist harassment and show support by responding to their content. 3. Tackling a racist situation Addressing a racist situation is not easy. Do not be afraid to fail. The main point is that you make an effort. Calmly tell the perpetrators that their behaviour is not acceptable. Ask them to stop. Do not provoke them. Try to remain calm. Ask other bystanders for help or support if you cannot tackle the situation yourself. Call emergency services if the situation is threatening. If a police presence is not required, then you may also notify some other party responsible for public safety, such as a security guard or doorkeeper. Act even if a racist joke or comment is not targeted at a particular person. Try to intervene at the moment. If you cannot because you are in a large crowd or feel uncomfortable, talk to the person in private. 4. Report racism Racist behaviours should be reported further. This should begin by asking victims whether they would like to report the incident. You may offer support in the reporting process. Reports may be sent to such parties as an event organiser, training provider, service provider, the Non-Discrimination Ombudsman or the police. Racism on social media may be reported to the platform administrators. 5. Work against racism every day You can act against racism even if you do not experience or face a racist incident. You can help to build a society free of racism through your own actions every day. Inform yourself about racism and antiracism. Develop yourself as an antiracist actor. Don’t be discouraged when you make mistakes, but learn from them. See also  Learn more about UNESCO’s work on inclusion and non-discrimination UNESCO Master Class Series against Racism and Discriminations Further details of everyday anti-racist action (Finland’s campaign) URL:https://www.unesco.org/en/articles/iamantiracist-are-you-join-our-social-media-campaign ⓒ Trayko Popov Lo que necesita saber sobre el acceso a la información 2022-10-01 Trayko Popov Recognizing the significance of access to information, the 74th UN General Assembly proclaimed 28 September as the International Day for Universal Access to Information (IDUAI) at the UN level in October 2019. 1. Why is freedom of information an important human right? International human rights law specifically recognizes the right to access to information. Article 19 of the International Covenant on Civil and Political Rights, echoing article 19 of the Universal Declaration of Human Rights, protects everyone's right to seek, receive and impart information of all kinds.  States have an obligation to respect and ensure everyone enjoys this right without distinction. 2. Why is it essential to the flourishing of democracy? Access to Information Laws enable:  Public authorities be accountable and transparent. For example, proper implementation of Access to Information law means action can be taken against public authorities with consistently poor performance in the field of access to information. Citizens to participate more fully in public life. For example, when a government plans to build a road, everyone nearby is given a chance to participate in discussions about it; citizens are invited to participate in town hall meetings, and government-held information about the development of the road, such as the way it will affect traffic and any environmental reports, is made available online. Governments to build trust in public institutions. During the COVID-19 pandemic, governments published their responses to the pandemic saving lives. Human rights bodies to be part of the decision-making process which ensures that algorithms do not discriminate against marginalized groups. 3. What kind of information has been made public in countries implementing Access to Information laws?  Marthaline Nuah, lives in a village in northeastern Liberia and is eager to pursue her education. By listening to the radio, she learnt about her right to request public information and formulated an information request with the Ministry of Education to learn about available scholarships to assist with school fees. The information provided helped her apply for a scholarship. In Brazil, the government proactively published its budgetary information online in compliance with the law. Media outlets have used this information to enhance supervision of governmental programmes, spot inconsistencies and expose corruption and wrongdoings. 4. How, practically, does a citizen exercise his/her right to information? A citizen first needs to send a written request to the relevant public body. It is important to be as specific as possible with regard to the information that you seek, such as the authority that holds the information or the date when the record was created.  Some Access to Information Laws specify how long public institutions have to process the requests of citizens.  If a citizen does not receive the information requested, citizens can normally complain to the information commissioner.  Access to Information laws also requires authorities to be proactive in putting information of public interest into the public domain, without the need for requests. 5. Can too many exemptions from Access to Information Laws, or provisions for Ministerial vetos render such laws meaningless? Limited exemptions must be based on narrow, proportionate, necessary and clearly defined limitations.  Exceptions should apply only where there is a risk of substantial harm to the protected interest and where the harm is greater the overall public interest in having access to the information. Bodies should provide reasons for any refusal to provide access to information. The 2022 UNESCO survey on Access to Information, found that most countries evoke national security, privacy and legitimate commercial and other economic interests as permissible exceptions. 6. Does ‘implementation’ of Access to Information Laws include the obligation to inform the public of their rights as well as explaining how to exercise them ? In response to the annual UNESCO survey on access to information, information commissioners reported that their activities include the provision of implementation guidance and/or offered training to officials from public bodies. The majority of them also engage in activities to raise public awareness. The right to access to information forms part of media and information literacy skills so that young people can know the law, how to formulate an information request and how to appeal if their right is not respected. On 28 September 2022, International Day for Universal Access to Information, UNESCO publishes its annual Report, on Public Access to Information based on a survey of 123 countries and territories. URL:https://www.unesco.org/en/articles/what-you-need-know-about-access-information