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Educational responses to COVID-19: What was the outcome of 2020? 2021-06-10 By Alejandro Vera and Martín Scasso, UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) It has already been a year since the start of the COVID-19 pandemic, when almost every country in Latin America and the Caribbean decided to suspend in-person learning. This was the education sector’s first swift reaction to a situation that was both unprecedented and uncertain. It was to be followed by a series of strategies designed to provide educational continuity, which involved diverse measures and stakeholders. It has been a year of uncertainty, dynamic scenarios and accelerated processes. Reflecting back on what happened in 2020 allows us to better understand the events in question and should help us to make better decisions in the future. This reflection is made possible by the numerous efforts that were made to monitor countries’ educational responses in different contexts and on different scales during the crisis. In this regard, due to their scope, two global initiatives have been particularly important: the Global Monitoring of School Closures Caused by COVID-19, conducted by UNESCO; and the Survey on National Education Responses to COVID-19 School Closures, conducted by UNESCO, UNICEF and the World Bank. Two surveys were carried out: one that took place in April and the other in October 2020. A third phase is currently underway. Based on the information collected from these inquiries, the National education responses to COVID-19: the situation of Latin America and the Caribbean report by the OREALC/UNESCO Santiago, presents a regional perspective on the in-person learning situation in 2020, the countries’ responses to ensure pedagogical continuity and support to the education community, and the status of plans for reopening at the moment that the survey was carried out. What does the data tell us about what happened in 2020? How did Latin American and Caribbean countries react to the crisis caused by COVID-19 in the educational sphere? Analysing the number of days accumulated without in-person learning reveals that the region’s nations reacted quickly in closing schools at the start of the pandemic, but that they have experienced difficulties in finding the right paths to return to in-person learning. By the end of 2020, various countries – including the most populous – had been unable to start the reopening process. From the beginning of the pandemic to December 2020, over 100 million of the region’s students had no access to any kind of in-person learning. Upon analysing the national educational responses that have been implemented, a markedly heterogeneous picture emerges. The data reveal that countries had to come up with their own answers, with no precedent that they could follow, without a script or a prescription. Perhaps the clearest indicator that can be used to identify similar responses is the start date of the academic year in each country. The number of school days affected tends to fall along these lines, with the number being lower in those countries that begin the academic year in August or September. Another finding of the strategies analysed is that the measures implemented are predominantly those requiring lower investment, while the costliest tend to be implemented less frequently, demonstrating the budgetary constraints under which countries are working. As an example, when analysing the measures taken to support teachers, those that involved training and the distribution of content for remote classes have been implemented by more countries than the provision of computer equipment or funds to improve connectivity. Many responses also demonstrate the climate of uncertainty in which decisions were made during 2020. It is notable that many countries have no answer when asked about their future plans, such as changes to the school calendar, strategies for returning to in-person learning or the financial resources available for the next school year. This underlines the exceptional nature of the COVID-19 crisis: not only has it been an unprecedented situation, but its duration and evolution have also been undetermined, which have affected decision-making. The survey addresses various areas, one of the key aspects of which is the clear lack of information about the loss of learning opportunities at the national level, which is expected to be a relevant issue for 2021. As countries have suspended or postponed the majority of their national and international-level assessments, the information available at this time, and the information that is expected to be available in the near future, is anticipated to be provided mainly by individual schools. Although this information is a key resource for teachers on a local level, it has fundamental limitations when it comes to providing a diagnosis at the national level. These scenarios may have changed since Latin American and Caribbean countries completed the survey, but it is probable that the structural conditions in the region’s education systems have remained unchanged and will obstruct the implementation of many measures necessary to respond to the effects of the pandemic. A lack of access to different educational resources, as well as their unequal distribution within each country, pose additional challenges in planning for education. It is important to insist that education is prioritized in national response and recovery plans and that, above all, educational budgets are maintained, particularly when considering that many of the region’s countries have recently begun a new school year. Another priority is the strengthening of information sharing and the development of a rapid diagnosis system to understand the severity of effects, evaluate the scope of the measures implemented and the ability to respond. In this regard, it is important to place those populations with a higher risk of exclusion at the centre of government policy. Now more than ever, they need concrete effective action to ensure that inequalities are not deepened. URL:https://en.unesco.org/news/educational-responses-covid-19-what-was-outcome-2020 
Appel à candidatures : Récompense UNESCO des villes apprenantes 2021 2021-05-23 Celebrating cities’ innovation in lifelong learning The UNESCO Institute for Lifelong Learning (UIL) is calling for applications for the UNESCO Learning City Award 2021. The award recognizes impactful, creative and innovative lifelong learning strategies and practices at urban level. All 229 members of the UNESCO Global Network of Learning Cities (GNLC) are invited to apply by 25 June 2021. Awardees will be honoured on 27 October 2021 during the fifth International Conference on Learning Cities in Yeonsu, Republic of Korea. Education is key to sustainable development and, with more than half of humanity living in urban areas, cities are at the forefront of efforts to live more sustainably. The cities making up the UNESCO GNLC aim to provide quality education and lifelong learning opportunities within their local communities to people of all ages and from all socio-economic and cultural backgrounds. While each learning city has its unique story, all UNESCO GNLC members benefit from the sharing of best practices within the network. UNESCO established the UNESCO Learning City Award in 2015. It is open to all member cities of the UNESCO GNLC and recognizes best practice in lifelong learning at urban level, the promotion of lifelong learning through effective and innovative projects or programmes, and innovative work in the field of lifelong learning. Key dates25 June 2021: Submission of application by the applicant city to the National Commission for UNESCO in the respective country.16 July 2021: National Commissions approve applications for a maximum of two cities per country.1 September 2021: Awardees decided by an international jury on behalf of the UNESCO GNLC; announcement of awardees.27 October 2021: Award ceremony during the fifth International Conference on Learning Cities in Yeonsu, Republic of Korea. Share your learning city story with us and apply for the 2021 Learning City Award! Further information How to apply Learning City Award concept note Learning City Award flyer with key dates URL:https://uil.unesco.org/lifelong-learning/learning-cities/call-applications-unesco-learning-city-award-2021-0 
UNESCO declares environmental education must be a core curriculum component by 2025 2021-05-21 Over 80 ministers and vice ministers and 2,800 education and environment stakeholders committed to taking concrete steps to transform learning for the survival of our planet by adopting the Berlin Declaration on Education for Sustainable Development (ESD) at the end of a three-day virtual World Conference held from 17 to 19 May. The Conference, followed online by over 10,000 viewers, was organized by UNESCO in cooperation with the Federal Ministry of Education and Research of Germany and the German Commission for UNESCO as advisory partner. UNESCO has called for Education for Sustainable Development to be a core component of all education systems at all levels by 2025. Education can be a powerful tool for transforming our relationship with nature. We must invest in this field in order to preserve the planet.-- Audrey Azoulay, UNESCO Director-General UNESCO’s launch of a new publication, which analyzed educational plans and curricula frameworks in close to 50 countries informed the discussions. UNESCO found that more than half make no reference to climate change, while only 19% speak about biodiversity. The Berlin Declaration on Education for Sustainable Development outlines a range of policies to transform learning encompassing teaching, learning, professional training and civic engagement. It also highlights the need to implement Education for Sustainable Development with focus on cognitive skills, social and emotional learning, collaboration skills, problem solving, resilience-building. We need training for sustainable development not to be a privilege but accessible to all people. The success of the Education for Sustainable Development programme for 2030 will bring us closer to all the SDGs.-- Angela Merkel, German Chancellor “We need training for sustainable development not to be a privilege but accessible to all people. The success of the Education for Sustainable Development programme for 2030 will bring us closer to all the SDGs,” said German Chancellor Angela Merkel in her welcoming address, describing Germany’s broad network of partners working on sustainability at all levels of education and training. Throughout the Conference, countries shared plans to integrate Education for Sustainable Development. Ms Anja Karliczek, Germany’s federal minister of education and research, shared the commitments of 18 countries of the European Union to implement the Education for Sustainable Development for 2030 framework, underscoring it as a driver for the achievement of all the SDGs. We must focus not only expanding access and improving learning outcomes, but also on the kind of education needed in our world. Education for Sustainable Development will be at the core of reimagining education.-- Amina Mohammed, UN’s Deputy Secretary-General Laurent Fabius, who presided COP21 where the Paris Agreement was sealed, stated the “fight against climate change begins at school.” He recalled commitments in the Paris Agreement to education, and called for increased efforts to improve teacher training on ESD and increase financing. “2021 is the year in which we will overcome the pandemic and embark on a sustainable development model for the future that must include ESD. If we miss this occasion, we will lose decades. This is a race against the clock.” The voices of young people were given a platform throughout the Conference, as those leading the call for change so that they can #LearnForOurPlanet. Building a whole new lifestyle is not an easy, but slowly and together I’m sure we can do it. But education needs to give us the tools to do this. Learning not just about our planet but for our planet needs to be part of every young person’s education, everywhere in the world.-- Rajwa Pandhita, a student from Indonesia The adoption of the Berlin Declaration will create momentum for the implementation of ESD for 2030 Roadmap – the framework for this decade of Education for Sustainable Development. Every UNESCO Member State will be asked to create a network of actors who together can implement the ambitious vision for education. From Berlin, 2021 will provide key opportunities for governments to apply this commitment, including the United Nations Biodiversity Conference (COP 15) and the United Nations Climate Change Conference (COP26) in Glasgow. URL:https://en.unesco.org/news/unesco-declares-environmental-education-must-be-core-curriculum-component-2025 
UNESCO urges making environmental education a core curriculum component in all countries by 2025 2021-05-14 Education is not giving students sufficient knowledge to adapt, act and respond to climate change and environmental crises, according to a new report published by UNESCO on the eve of the World Conference on Education for Sustainable Development, which will take place on line from Berlin (Germany), from 17 to 19 May. The study, Learn for Our Planet, analyzed educational plans and curricula frameworks in close to 50 countries across all regions. More than half make no reference to climate change while only 19% speak about biodiversity. The study notes a lack of attention to socio-emotional skills and action-oriented competences that are central to environmental and climate action. In an on-line survey of some 1,600 teachers and education leaders conducted for the study, one third of respondents indicated that environment-related issues were not part of teacher training. Education must prepare learners to understand the current crisis and shape the future. To save our planet, we must transform the way we live, produce, consume and interact with nature. Integrating education for sustainable development into all learning programmes must become fundamental, everywhere.-- Audrey Azoulay, UNESCO Director-General UNESCO has therefore set a new target: to make environmental education a core curriculum component in all countries by 2025. The Organization is working with its 193 Member States to support curriculum reform and track progress to ensure everyone acquires the knowledge, skills, values and attitudes to introduce positive change and protect our planet’s future. The World Conference will bring together some 2,500 participants, including 81 education ministers and leading players committed to the transformation of education so that all learners can address the climate crisis, biodiversity loss and all other sustainable development challenges. It will aim to create strategies for the integration of education for sustainable development into every level of education and training, in line with a new framework. Over three days, sessions will focus on optimal ways to harness education to address interconnected global challenges such as climate change, biodiversity loss, green and circular economies, technological advancement and building resilient relationships with the planet through education. It will look at ways to reinforce the capacity of educators, empower youth and take local actions through education for sustainable development. All participants will be called upon to commit to the Berlin Declaration on Education for Sustainable Development that will outline a range of policies encompassing teaching, learning, professional training and civic engagement. High-level participants scheduled to attend the conference: Audrey Azoulay, Director-General, UNESCO Angela Merkel, Chancellor, Germany Amina Mohamed, Deputy Secretary-General of the UN Patricia Espinosa, Executive Secretary, UNFCCC Princess Lalla Hasnaa, President, Mohammed VI Foundation for Environmental Protection, Morocco Laurent Fabius, President of COP21 (France) Alexander Gerst, European Space Agency Astronaut and advocate for sustainability (Germany) Jeffrey Sachs, Director, the Center for Sustainable Development, Columbia University and President, the UN Sustainable Development Solutions Network Andreas Schleicher, Director of Education and Skills and Special Advisor on Education Policy to the Secretary-General, Organization for Economic Cooperation and Development (OECD). In the lead-up to the Conference, people have been adding their voices to a global campaign launched by UNESCO to call for changes in education so we can all #LearnForOurPlanet, for our own survival and for the future of life on earth. UNESCO is the leading United Nations organization on Education for Sustainable Development, which aims to ensure that all learners acquire the knowledge, skills, values and initiative to act for the planet and live sustainably. In 2019, the UN General Assembly adopted a resolution calling on the international community to scale up education for sustainable development in order to achieve the 2030 Agenda. The resolution recognized UNESCO’s leadership in this field. The conference is organized in cooperation with Germany’s Federal Ministry of Education and Research and with its generous support. URL:https://en.unesco.org/news/unesco-urges-making-environmental-education-core-curriculum-component-all-countries-2025 
With UIL support, six countries develop their education systems from a lifelong learning perspective 2021-05-14 On 21 and 22 April 2021, the UNESCO Institute for Lifelong Learning (UIL) brought together representatives of six UNESCO Member States – Cambodia, Kenya, Namibia, the People’s Republic of China, the Philippines and Viet Nam – to discuss the development of education systems from a lifelong learning perspective. The online meeting built on previous capacity-building workshops by UIL and Shanghai Open University (SOU) in 2018 and 2019 and showed impressive progress in advancing national policies and lifelong learning implementation strategies despite the challenges of the COVID-19 pandemic. The follow-up meeting was organized to provide country teams with the opportunity to share their progress, exchange ways to overcome the challenges presented by the COVID-19 pandemic and reinvigorate the process of making lifelong learning a reality in UNESCO Member States. One delegate, Mr Mok Sarom, Deputy Director General of Education in Cambodia’s Ministry of Education, Youth and Sport, commented: Experiences from the UIL meeting on lifelong learning helped me understand and appreciate systematic educational differences and increase my professional awareness. Indirectly, my work will increase the number of youth and adults with strong literacy, numeracy and soft-skills, combined with technical and vocational skills, for employment and entrepreneurship in the Kingdom of Cambodia. Presentations showed that several themes were key to all participating countries, such as the development of national qualifications frameworks and the recognition, validation and accreditation (RVA) of learning outcomes, the building of learning territories (including learning cities), the provision of lifelong learning through community learning centres, the strengthening of advocacy for and understanding of lifelong learning, and the inter-governmental and sub-national coordination of lifelong learning. UIL shared recent and current projects linked to these cross-cutting themes and SOU described how it has continued to provide lifelong learning opportunities during the COVID-19 pandemic. By the conclusion of the meeting, representatives of the six countries had planned a series of priority actions to further the development of their education systems from a lifelong learning perspective. Mr Li Jiacheng, Deputy Director of the Shanghai Municipal Institute for Lifelong Education in the People’s Republic of China, said:It is very exciting listening to, talking with, and working with the colleagues from UIL and different countries! As lifelong learning is so important for human being, we need to work together with the belief of making learning a reality. UIL will support the countries’ priority actions in the coming months. In November 2021, the series of capacity-building workshops will continue with the third instalment, again co-organized by UIL and SOU. It will take place online. URL:https://uil.unesco.org/lifelong-learning/uil-support-six-countries-develop-their-education-systems-lifelong-learning 
UNESCO and partners host high-level meeting and discussed the advancement of gender equality and inclusion in Latin America and the Caribbean 2021-05-12 Paris/Santiago, 11 May– Two studies on gender equality and inclusion were presented today at a high-level event comprising of experts and authorities from the Latin American and Caribbean region. The first report, Todos y todas sin excepción was produced by the Global Education Monitoring (GEM) Report, the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) and the Laboratory of Education, Research and Innovation in Latin America and the Caribbean (SUMMA). The Report urges countries in the region to prioritise disadvantaged children and young people, to promote inclusion in education, not least in the face of COVID-19. The report shows how gender intersects with poverty, ethnicity, and location to exacerbate disadvantage and its impact on education. The second study produced by the GEM Report, entitled: A New Generation: 25 years of efforts for gender equality in education shows that globally, 180 million more girls have enrolled in primary and secondary education since 1995. It takes stock of progress in girls’ education over the last two and a half decades since the Beijing Declaration and Platform for Action, a landmark commitment by 189 countries to advance the rights of girls and women. In Latin America and the Caribbean, there has been good progress in girls’ education with nearly all children going to primary school. In Guatemala, for example, the rate at which the poorest girls are finishing primary school increased by nearly two and half times in just 15 years, almost closing the gap with boys. Great progress has occurred at the upper secondary level in countries like Mexico where the percentage of girls enrolling increased from 38% in 1995 to 84% in 2018. Costa Rica has also seen a big increase in secondary school enrolment for girls - from 38% in 1995 to universal access in 2018. However, there are 6 countries in the region where less than half the women complete upper secondary school: Haiti, Guatemala, Suriname, Honduras, Uruguay and Nicaragua. But large gender disparities persist particularly for disadvantaged learners. In Belize, for instance, hardly any poor rural young women have completed upper secondary school. But overall, it is young men who are more likely to be disengaged from education and leave school early. Globally, three times more women are also now enrolled in universities than two decades ago. There are now less men than women enrolled in tertiary education in practically every country in the region. “The world has changed a lot in the past 25 years, when girls were struggling to have their right to education fulfilled. Today, more girls enrol in schools and universities than boys. Does this mean we have achieved gender equality in education? We may have come a long way but parity does not mean equality” said Manos Antoninis, Director of the Global Education Monitoring Report. “A gender equality in education agenda for the next 25 years requires a fresh approach, including in Latin America and the Caribbean.” Claudia Uribe, Director of OREALC/UNESCO Santiago stated: “Twenty-five years since the historic Beijing Declaration and Platform for Action girls face far fewer barriers to schooling. However, there are other factors that keep them from reaching their potential, such as cultural norms that set low expectations for them in education." Much of the slow progress in gender equality in education is due to persistent negative gender norms in society. In rural areas of many low- and middle-income countries, girls are often expected to get married and to take on domestic roles, which act as a barrier to their education, as among indigenous girls in Guatemala and Mexico. Javier González, Director of SUMMA, added: “Entrenched gender norms in our Latin American societies are often detrimental to the education of both girls and boys. Unfortunately, schools often perpetuate this vicious circle from one generation to the next, rather than breaking it. Our study detects the existence of gender discrimination, prejudice and stereotypes in curricula and textbooks in many countries. To address this situation, we must not only address these elements, but also train and support our teachers to promote a more inclusive culture." The report calls for action in the following areas: Eliminate gender disparity in education access, participation, and completion in countries where girls are less likely to be enrolled and complete school. All pregnant girls and young parents must be supported to go to school. Despite the global decline, early pregnancy rates remain high across the region. In Argentina, a holistic approach combining two laws, flexible learning programmes, nurseries in schools, re-entry programmes for vulnerable children and non-formal alternative secondary education programmes has helped protect pregnant girls’ and young parents’ right to education; meanwhile the adolescent fertility rate fell from 61 in 1995 to 49 in 2018. All teachers and career counsellors must have training to prevent negative gender stereotypes spilling over into teaching and students’ subject choices. Globally, the percentage of females studying engineering or ICT is below 25% in over two-thirds of countries. In Colombia for example only 10% of girls expect to work in science and engineering professions compared to 25% of boys. Few women pursue careers in ICT. Curricula and textbooks must represent females in a way that does not perpetuate gender stereotypes. Textbook reviews in many countries found that text and images do not portray women in active social and economic positions but in traditional home-bound roles. In Peru, despite initiatives, such as the use of inclusive language in communication guidelines and improved balance in representations of men and women, textbooks still reproduce traditional gender roles. All students must have access to comprehensive sexuality education, which has been shown to prevent school-related gender-based violence by promoting understanding and respect of students’ gender identities. It also leads to a reduction of the prevalence of early pregnancies. Grassroots organizations in Nicaragua work on the intersection of gender and disability, providing comprehensive sexuality education and training on responses to gender violence. Encourage more women in leadership positions to help change social and gender norms – and act as role models for female students. Negative stereotyping of women as unsuited to be leaders are reinforced by a scarcity of female teachers in higher education. Globally, women make up 94% of teachers in pre-primary but only 43% in tertiary education. Even fewer women hold leadership positions in universities and in education administration. Overall, Brazilian women are as qualified as men, or more so, to occupy leadership positions in tertiary education, yet only 28% of federal university presidents were women in 2018. URL:https://en.unesco.org/news/unesco-and-partners-host-high-level-meeting-and-discussed-advancement-gender-equality-and 
Interview ‘Transforming lives through reading’ 2021-05-10 As we mark World Book Day, the UNESCO Institute for Lifelong Learning spoke to Dawn Stitzel, National Program Director of the Library of Congress Literacy Awards (USA), about the importance of literacy and the response to the COVID-19 pandemic of two internationally-focused Library of Congress Literacy Award-winning organizations. Dawn, what is the importance of reading in your view? Reading and the information obtained from books and other sources are essential to life’s basic functions as well as to more elevated technical and cultural pursuits. As Carla Hayden, the United States’ Librarian of Congress, observes, ‘Literacy powers the pursuit of learning, knowledge and opportunity around the world’. Beyond the classical library work, how does the Library of Congress promote a culture of reading? Through its outreach programmes, the Library of Congress seeks to nurture and expand this culture of literacy and reading. The Literacy Awards Program is one such effort. David M. Rubenstein launched the literacy awards with the Library of Congress in 2013 to honour national and international nonprofit organizations that were doing exemplary, innovative and replicable work to advance literacy in their communities. Each year, the Library of Congress awards close to $350,000 to deserving organizations. What impact did the COVID-19 pandemic have on your awardees? With the arrival of COVID-19 and the closure of schools and other (physical) learning spaces, learners served by literacy organizations have been among the hardest hit. In the best of times, these learners are more likely to struggle with their own education as well as that of their children. Access to the internet and digital devices is often limited and there may be fewer literacy resources at home. The pandemic highlights the need for additional assistance to support these learners to continue building essential digital skills for themselves and to facilitate the remote learning of their children. In sum, the COVID-19 pandemic and the consequences of lockdown are magnifying existing literacy challenges. Therefore, calling attention to the work of these remarkable organizations and sharing how they have adjusted to their new circumstances is more important than ever. Could you name two examples of projects that have been successful in promoting literacy skills throughout the pandemic and explain how they do so? While many of our awardees deserve to be highlighted, let me name two: Pratham Books in Bangalore, India, and Room to Read in San Francisco, California. Both organizations are fully engaged in ensuring that learners in many parts of the world continue to build critical literacy skills through an emphasis on books and reading and via innovative and inclusive distance learning opportunities. © Pratham Books Pratham Books is a recipient of the 2017 International Prize and the 2020 David M. Rubenstein Special Response Award. It is a children’s book publisher that has helped millions of children gain access to engaging, affordable books in multiple languages. As demand surged during the pandemic for digital learning resources, Pratham Books created programmes that can be used in low-resource environments, including a Learn at Home programme, thematic reading lists, audio-visual books and a phone-based dial-a-story programme that allows a child to locate a story in a chosen language by dialing a toll-free number. StoryWeaver, Pratham’s online, openly licensed, digital repository of multilingual children’s stories, allows users free access. The platform also enables the creation, translation, downloading and printing of stories. The repository has over 23,000 stories in 259 languages and continues to grow. In addition, StoryWeaver translated 3,000 books into 28 new languages, including books about the coronavirus, health and hygiene, and social and emotional issues. UNESCO and the World Bank listed StoryWeaver as a resource for homebound children during the pandemic. © Room to Read A second example is Room to Read, which is also featured in UIL’s literacy database. Room to Read received the David M. Rubenstein Prize in 2014 and the David M. Rubenstein Special Response Award in 2020. It seeks to transform the lives of children in low-income communities by focusing on literacy and gender equality in education. Its Literacy in Primary School initiative helps children become independent readers through community engagement, provision of quality books and teaching tools, and advocacy beyond the classroom. The Girls’ Education in Secondary School Initiative supports girls in building skills to succeed academically and make key life decisions through mentorship and other means. To date, Room to Read has worked in 16 countries and benefited 20 million children. How did the project respond to learners’ needs during the pandemic? During the pandemic, Room to Read’s digital platform, Literacy Cloud, originally developed for educators and book creators in Indonesia, expanded exponentially. It now includes over 1,000 original Room to Read children’s book titles in 19 languages. The titles are available as a free resource for students, parents and teachers. Simultaneously, the organization is working to harness the power of education to end systemic inequality and to build a more inclusive view of the human experience. Room to Read’s 1,600 culturally diverse book titles teach children how to relate to others with empathy, tolerance and justice. What is your key take-away from the pandemic when looking at the development of these two initiatives? As COVID-19 and recent social unrest continue to divide us, Pratham Books and Room to Read have found multiple ways to promote books and reading to connect to their audiences and adapt to the evolving circumstances and needs of the communities they serve. The pandemic has been a stark reminder of how critical the work of literacy organizations can be as they enhance distance learning opportunities and provide resources for learning at home. Such programmes are critical as they assist learners in adapting to new learning environments. The Library of Congress Literacy Awards Program website and interactive map provide additional information on the awards and previous winners. URL:https://uil.unesco.org/literacy/interview-transforming-lives-through-reading 
Call for applications and nominations for the 2021 edition of UNESCO International Literacy Prizes 2021-05-07 UNESCO has just opened its call for applications and encourages all champions in the field of literacy learning to apply for the prestigious UNESCO International Literacy Prizes. This is also a call for nomination entities to be ready to engage and nominate their favorite candidates from around the world. Like every year, UNESCO rewards six individuals or organizations for their outstanding projects that promote literacy learning. This year the projects and programmes are requested to reflect the theme ‘Inclusive distance and digital literacy learning’. The theme highlights innovative practices that literacy promoters have been initiating as a way to ensuring the continuity of literacy learning during the COVID-19 crisis. By finding solutions for continuing literacy learning for even the most vulnerable populations has made a difference during a critical time, where face-to-face teaching and learning is restricted. In line with the UNESCO Strategy for Youth and Adult Literacy, the focus is, but not limited to, literacy learning in a lifelong learning perspective. Throughout the pandemic, distance learning has shown many faces and been supported by high-, low- and no tech solutions as well as hybrid learning that combined face-to-face learning. The laureates will be celebrated on International Literacy Day, on 8 September. Since 1967, the UNESCO International Literacy Prizes have rewarded excellence and innovation in the field of literacy. Over 500 projects and programmes around the world have already received recognition and support for their excellent work. Who can apply and who can nominate? Governments, non-governmental organizations and individuals who promote literacy through projects and programmes are welcome to apply. All applications should be submitted to nominating entities, such as the National Commission for UNESCO in the country of the programme, or an NGO that is in an official partnership with UNESCO. Candidates can submit their applications through the online platform. Details about the application and nomination process are on the UNESCO International Literacy Prizes’ website. National Commissions and non-governmental organizations (NGOs) in official partnership with UNESCO are encouraged to nominate individuals, institutions and organizations who are making outstanding contributions to promoting literacy and who request a nomination. Deadline for candidates to submit applications to nominating entities: 13 June 2021 (midnight, Paris time). Deadline for nominating entities to submit their nominations to UNESCO: 27 June 2021 (midnight, Paris time). The nominations will be assessed by an independent International Jury, composed of five experts on the basis of the selection criteria. Based on the recommendations of the International Jury, the Director-General of UNESCO will select the finalists to be awarded at the occasion of International Literacy Day (8 September). About the Prizes Through two prestigious literacy Prizes, UNESCO supports effective literacy practices and encourages the promotion of dynamic literate societies to close the literacy gap of approximately 773 million of people. UNESCO distinguishes between two Literacy Prizes which are given to six laureates in total: The UNESCO King Sejong Literacy Prize (3 awards), was established in 1989 and is supported by the Government of the Republic of Korea. It gives special consideration to programmes that promote mother language-based literacy development. Each UNESCO King Sejong Literacy Prize winner receives a medal, a diploma and US$20,000. The UNESCO Confucius Prize for Literacy (3 awards), was established in 2005, and is supported by the Government of the People’s Republic of China. This Prize recognizes programmes that promote literacy, including functional literacy, leveraging technological environments, in support of adults in rural areas and out-of-school youth. Each UNESCO Confucius Prize for Literacy winner receives a medal, a diploma and US$30,000. More information: UNESCO International Literacy Prizes International Literacy Day What UNESCO does on Literacy Contact: literacyprizes@unesco.org URL:https://en.unesco.org/news/call-applications-and-nominations-2021-edition-unesco-international-literacy-prizes 
UNESCO cautions ocean risks losing its ability to absorb carbon, exacerbating global warming 2021-05-05 In absorbing carbon dioxide (CO2), the oceans play a crucial role in regulating the climate, a role yet to be fully understood. However, the oceans’ ability to contribute to climate regulation may decline and even be reversed in the future. The oceans that are now the blue lungs of our planet, could end up contributing to global warming. Integrated Ocean Carbon Research: A Summary of Ocean Carbon Knowledge and a Vision for Coordinated Ocean Carbon Research and Observations for the Next Decade, a report newly published by UNESCO’s Intergovernmental Oceanographic Commission (IOC) sets out to accomplish the vital task of studying the evolution of CO2 uptake. It presents a synthesis of the state of knowledge about the oceans’ role in the carbon cycle and points to the way ahead. Its objective is to provide decision-makers with the knowledge needed to develop climate change mitigation and adaptation policies for the coming decade. The report also emphasizes the importance of scientific knowledge to the taking of informed decisions within the United Nations Framework Convention on Climate Change in order to achieve the goals of the Paris Agreement and build more resilient societies. The report highlights the role of the ocean since the industrial revolution as a sink for carbon generated by human activity. Indeed, without ocean and land sinks, atmospheric CO2 levels would be close to 600 ppm (parts per million), 50% higher than the 410 ppm recorded in 2019, which is already well above the agreed target of limiting global warming to two degrees Celsius. But there is a danger that this process will be reversed. Instead of absorbing carbon, the oceans could contribute to the warming greenhouse effect of CO2 emissions. The IOC report thus examines available observations and research to determine whether the oceans will continue to “help” humanity or whether they will turn against it, making mitigation and adaptation to warming more difficult. The broader question is how humanity is altering the ocean carbon cycle, including through carbon dioxide removal schemes, and how this impacts marine ecosystems. In developing the report, the IOC brought together experts from the five [1] international research and coordination programmes on ocean-climate interaction, which have been working together since 2018 in the IOC Working Group on Integrated Ocean Carbon Research (IOC-R). Together they propose an innovative joint programme of medium- and long-term integrated ocean carbon research to fill the gaps in this field. The report was developed as part of the ongoing UN Decade of Ocean Sciences for Sustainable Development (2021-2030). This is a unique opportunity to bring together all stakeholders around common scientific priorities to strengthen action on the changing ocean carbon cycle.-- Audrey Azoulay, UNESCO Director-General Report: Integrated ocean carbon research: a summary of ocean carbon research, and vision of coordinated ocean carbon research and observations for the next decade Study on the role of 'blue carbon' in World Heritage sites United Nations Decade of Ocean Science for Sustainable Development (2021-2030) Media contact: Clare O'Hagan(link sends e-mail), +33(0)145681729 [1] The International Ocean Carbon Coordination Project (IOCCP), the Integrated Marine Biosphere Research Project (IMBeR), the Surface Ocean – Lower Atmosphere Study (SOLAS), the Climate and Ocean Variability, Predictability and Change (CLIVAR) project and the Global Carbon Project. URL:https://en.unesco.org/news/unesco-cautions-ocean-risks-losing-its-ability-absorb-carbon-exacerbating-global-warming 
UNESCO and the Republic of Serbia help people have fuller advantage of information flows 2021-05-03 As Internet use and access to information continue to rise at a rapid rate, so does the amount of beneficial and harmful content. The concerns are dual. They are obviously about the dangers of harmful content itself to all people. There are also worries about how the detrimental content crowd out and makes it difficult to identify beneficial content. What started as trickle of digital pollution decades ago, is now a flood that is becoming increasingly harder to handle. The impact to the world is an environment in which people are confronted with disinformation on a daily basis and where lies can cost lives. This will be treated at the thematic webinars on 27 and 29 April 2021 presenting various experiences, innovation and policy dialogue on media and information literacy from experts and practitioners. The webinars are open to the public and will discuss UNESCO’s and the Republic of Serbia’s jointly launched publication: Media and Information Literate Citizens: Think Critically, Click Wisely (Second Edition of the UNESCO Model Media and Information Literacy Curriculum for Educators and Learners). The four webinars will cover issues such as: Media and information literacy as a prerequisite to tackle disinformation and conspiracy theories Policies and practices: Futures media and information literacy Media and information literacy as a backbone for intercultural dialogue, and anti-hate speech Media and information literacy by design: can media, artificial intelligence and libraries help? The publication is meant to counteract this spread of disinformation in a sustainable manner and to help people to have fuller advantage of new information flows. It promotes media and information literacy at the root, which is an effective way to change toxic online and offline behaviours that are nowadays prevalent on many digital platforms and at various parts of society. It was launched on 22 April 2020, by high-level speakers from UNESCO, Serbia, the European Commission and the African Union. Disinformation is always harmful. But lies on a mass scale, a disinfodemic, is particularly potent during a pandemic, where “fake news” can prevent people getting treatment or acknowledging they are even ill. COVID-19 saw a wave of such falsehoods spread across the world, which hampered the effectiveness of governments’ measures around the world. "We are always running behind lies, we never manage to catch up, neither to lies or rumours and sometimes it can be counterproductive to try to do away with them with a counterargument, because the counter argument will just fuel the fire." -- Audrey Azoulay, Director-General of UNESCO Mr Xing Qu, in his introductory remarks highlighted that: “Media and Information Literacy has the potential to empower citizens with the necessary competencies to address key issues of our time”. He continued in noting the timeliness and relevance of the updated Media and Information Literacy Curriculum in responding to the COVID-19 disinfodemic. This sentiment was echoed by the Prime Minister of the Republic of Serbia, Ms Ana Brnabić, who drew from personal experience when recounting that: “All of the 'fake news' that was coming up on a daily basis, driven both from some media outlets as well as, and perhaps much more so from the social networks, meant that for all of those involved in the fight against COVID found the struggle twice as difficult.” COVID-19 hasn’t created the problem, but it has exasperated it and shone a light on just how important action is on the issue. According to ITU, some 70% of all youth globally are now online. Unsurprisingly, this acknowledgement is acutely felt by the youth, who have grown up digitally native and potentially more aware of the digital problems than with its wealth of benefits. "Today, in the European Union, over 40% of young people consider that critical thinking, media and democracy are not taught sufficiently in school. This is why we are now increasing our efforts to support media literacy through various funding instruments and initiatives, and even by our EU law." -- Vera Jourova, Vice President and Commissioner of the European Commission H. E. Dr Monique Nsanzabaganwa, Deputy Chairperson, African Union Commission, supported this approach at the event. "Education should more actively help learners to develop the ability to critically approach, filter, and assess information, and more importantly, to identify disinformation. Online and offline safety is paramount in achieving these, as more children use the internet for learning. They become increasingly vulnerable to online forms of exploitation and abuse." -- Monique Nsanzabaganwa, Deputy Chairperson, African Union Commission Join the 27 and 29 April 2021 webinars to continue this urgent international dialogue here. Related Links: Media and Information Literacy Event website Media advisory URL:https://en.unesco.org/news/unesco-and-republic-serbia-help-people-have-fuller-advantage-information-flows