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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 
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 
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 
L'UNESCO lance le réseau mondial de l'EDD pour 2030 2022-10-24 ⓒ Rawpixel.com/Shuttersock.com ESD for 2030 Global Network (ESD-Net 2030). With the support of the Government of Japan, UNESCO’s new network aims to facilitate the implementation of the ESD for 2030 framework and its Roadmap by enhancing knowledge sharing, collaboration, mutual learning, advocacy, monitoring, and evaluation, among a wide range of education stakeholders. The launch webinar introduced the objective and planned activities of the Network and featured interventions from several Member States as well as an interactive session highlighting the relationship between culture and sustainability. "What we need to do is make continuous efforts to make the concepts of ESD always fresh and updated, and I hope this network will provide the opportunities at which we can keep ourselves updated and learn with each other." -- Mr Shun Shirai, Deputy Secretary-General, Japanese National Commission for UNESCO The webinar provided an overview of the ESD for 2030 Country Initiatives – country plans that map, mobilize and create synergies among ongoing and new ESD activities that Member States are currently developing and implementing as part of the ESD for 2030 Roadmap. It is now time to systematically embed ESD in all aspects of education systems, and that this can only be possible when all stakeholders talk to each other, break down silos, and connect the dots. Emphasis on collaboration and networking Panelists from Saint Kitts and Nevis, Oman, Zambia, Germany and Lao PDR shared experiences and lessons learned on how they have prepared or are preparing their own ESD for 2030 country initiative including challenges and triumphs within their specific contexts. For example, Bianca Bilgram, Head Task Force Education for Sustainable Development at the German Commission for UNESCO shared the development process for their country initiative. To achieve the goal of empowering all learners by 2030 to act sustainably, Germany established a National Platform (NP) for ESD with over 300 national stakeholders from various sectors and industry, including government, science, civil society, youth, and academia to implement the national action plan on ESD. © UNESCO Further, the speakers shared how they have embraced the opportunity for collaboration and cooperation. Khalid Al Mawali, Head of Higher Education and Scientific Research Section of the National Commission for Education of Oman, described the country’s efforts to diversify their financial resources through collaboration with private sector partners in implementing ESD activities. Professor Overson Shumba, Director Centre for Academic Development of Copperbelt University in Zambia, explained that one of the challenges was that National Working Group members were coming from different sectors and had never worked in collaboration before. The perception was that education is the exclusive role of the Minister of Education. "There's a lot of work happening within our country, but sometimes there's a need for more coherence and a greater need for people to understand how their activities and their work connect to this overarching concept, which is education for sustainable development." -- Ms Tricia Esdaille, Senior Assistant Secretary, Ministry of Education, St. Kitts and Nevis The ESD country initiatives, and ESD-Net 2030, provide an opportunity to overcome some of these challenges, by fostering collaboration and cooperation across a variety of stakeholders. Culture, art and sustainability An example of this intersectoral collaboration was highlighted in the second half of the webinar, as part of ESD-Net 2030’s series of global interactive learning workshops on ESD pedagogy, highlighting the unique role of art and culture in mainstreaming ESD. © UNESCO Organized by Ki Culture, an international nonprofit organization working to unite culture and sustainability, the workshop invited participants as the leaders on ESD, to think about culture and about the opportunities that the cultural sector offers. For example, the facilitators highlighted the importance of museums and cultural institutions, with more than 95,000 museums in the world just waiting to educate and engage people with topics of sustainability. They provide informal learning spaces for all types of audiences from young children to elderly people, from all different backgrounds and really from everywhere on the on the planet. They provide opportunities for us to educate people about the holistic approach to sustainability through not just the lens of climate change, but also social justice, for example. The workshop was then divided into 4 breakout rooms to dive deeper into innovative opportunities for ESD: Utilizing cultural centers as informal learning platforms for education for sustainable development How to use art to as an expressive tool for connecting people with sustainability Practicing effective communication to empower us to become leaders for ESD in our daily conversations Taking action in our workplace and daily lives to engage in sustainability. Participants were then encouraged to try out some of these practices and prepare a short video or photo essay of their experiences. "Art and culture can connect with people on an emotional and personal level not only through experiences and engagement, but also through creative expression." -- Caitlin Southwick, Founder and Executive Director of Ki Culture and Sustainability in Conservation This call to action not only sets a precedent for potential collaboration on ESD, and also mobilizes key stakeholders to accelerate initiatives centered on promoting and implementing ESD and efforts aimed at overcoming common local, national, and regional challenges. More on UNESCO’s work in education for sustainable development URL:https://www.unesco.org/en/articles/unesco-launches-esd-2030-global-network 
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 
Tchad : Un atelier renforce le dialogue régional sur les systèmes de savoirs autochtones et l’adaptation aux changements climatiques 2022-10-21 ⓒ UNESCO As part of the UNESCO’s approach to strengthen the cooperation or dialogue between indigenous peoples, scientists and policy makers, a regional workshop on indigenous knowledge systems and climate change adaptation was held from 8 to 9 October 2022 in N'Djamena, Chad. In an interactive dynamic, work carried out by UNESCO and the Association des Femmes Peules et Peuples Autochtones du Tchad (AFPAT) has outlined the first elements necessary for the conduct of a process of development of a framework for the protection and preservation of traditional knowledge systems, within the framework of the free, informed and prior consent (FPIC) process. As Mrs. Hindou Oumarou IBRAHIM, Coordinator of AFPAT, noted in her opening remarks, addressing these indigenous women and men holders of traditional knowledge in several disciplines: "Even if you do not speak French and English, be aware that all the knowledge you have makes you doctors and has as much value as the greatest diplomas" In addition, the workshop also provided an opportunity to present the results of a six-years community-based research undertaken within the framework of UNESCO project "Knowing our changing climate in Africa " and to define the modalities for setting up an innovative system for storing data on indigenous peoples and their knowledge. Regional workshop on indigenous knowledge systems and climate change adaptation, October 2022, N'Djamena, Chad ⓒ UNESCO Organized by UNESCO's Local and Indigenous Knowledge Systems (LINKS) Programme, in collaboration with AFPAT, this workshop, under the high patronage of the Minister of Livestock and Animal Production, His Excellency Abdelkerim AWAT ATTEIB, brought together 25 participants from indigenous communities, scientific and governmental institutions. Over the course of two days, these indigenous communities, traditional knowledge experts, scientific experts, lawyers and policy makers explored, in detail, the contours of the promotion, valorization and legal protection of traditional knowledge. At the end of the workshop, eight key recommendations were addressed to UNESCO, AFPAT and the Government of the Republic of Chad, including the establishment of a mechanism for the legal protection of indigenous peoples and their traditional knowledge, the popularization of this knowledge and the establishment of databases on traditional knowledge. In his closing speech, Mr. Abdelkerim AWAT ATTEIB highlighted the obvious scope of this workshop on the economy, education, the national adaptation plan, and the Socio-Cultural Dimension of Chad. More information Local and Indigenous Knowledge Systems (LINKS) Indigenous knowledge of climate change URL:https://www.unesco.org/en/articles/chad-workshop-strengthens-regional-dialogue-indigenous-knowledge-systems-and-climate-change 
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 
#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 
5 raisons d’investir dans le niveau intermédiaire pour améliorer l'enseignement et l'apprentissage 2022-10-06 On dit souvent que les enseignants sont au cœur de l'éducation. Cela dit, lorsqu'il s'agit d'améliorer pratiques des enseignants et résultats d’apprentissage, les personnes en charge de la planification ou de la décision se penchent de plus en plus sur les rôles à un autre niveau du système éducatif : le niveau intermédiaire. Travaillant entre l'école et le niveau central, ces personnels peuvent jouer un rôle précieux en changeant la façon dont les choses se passent en classe. Pas dans une seule classe, mais dans l'ensemble des classes qui composent le système éducatif. En effet, la ou le responsable de niveau intermédiaire agit comme un lien unique entre décideurs et enseignants, contribuant ainsi à un système d'apprentissage complet fondé sur la collaboration et la confiance. Plus précisément, les leaders du niveau intermédiaire - qui occupent souvent des fonctions au niveau du district ou de la région ou qui travaillent dans plusieurs écoles - peuvent partager leurs connaissances sur les meilleures pratiques, faire circuler les innovations dans les salles de classe et dispenser les indispensables orientations pédagogiques aux professionnels au niveau des écoles. Ces personnes comprennent également les problèmes réels auxquels sont confrontés de nombreux enseignants et, grâce à leur accès au niveau central, elles peuvent aller au-delà du soutien apporté à des classes ou à des écoles afin de favoriser la transformation de l'ensemble du système. Historiquement, les réformes politiques mondiales ont adopté une approche plus descendante, se concentrant davantage sur le niveau de l'école comme lieu où les réformes nationales sont finalement mises en œuvre. Les systèmes éducatifs d'aujourd'hui ne peuvent plus se permettre de négliger le niveau intermédiaire au moment où ceux-ci cherchent à reconceptualiser le développement professionnel et à soutenir les enseignants pour améliorer les apprentissages. Sur la base de nos recherches avec Education Development Trust, voici cinq raisons pour lesquelles il est important d’investir davantage dans le niveau intermédiaire. 1. Le niveau intermédiaire peut accroître la motivation et le professionnalismeL'efficacité des enseignants relève de nombreux facteurs. L’un des aspects qui n'est pas suffisamment pris en compte est le niveau de soutien professionnel dont ils bénéficient et comment ils collaborent entre eux. L'échelon intermédiaire peut être le fer de lance d'initiatives qui engagent directement directions d'école et enseignants, contribuant ainsi à favoriser une plus grande collaboration. Cela peut faire évoluer positivement la culture professionnelle en améliorant la motivation et en permettant aux enseignants de se sentir plus à l'aise pour essayer de nouvelles stratégies ou méthodes d'enseignement. « Avant, je travaillais seul plutôt qu’avec les autres. Maintenant j'apprécie de travailler avec d'autres personnes. »- Leader local d'apprentissage au Rwanda 2. L'échelon intermédiaire peut cultiver un système d'apprentissageAu cours des dernières décennies, de nombreuses réformes du secteur public se sont concentrées sur des solutions techniques et un contrôle de gestion au plus près. Pourtant, les réformes réussies sont souvent associées à une modification des pratiques professionnelles au quotidien, ce à quoi l'échelon intermédiaire peut apporter une aide précieuse. Des rôles de leadership pédagogique bien conçus peuvent garantir un solide développement professionnel pour celles et ceux qui sont en classe, face aux élèves. Cette approche crée des espaces de responsabilisation où les problèmes peuvent être résolus collectivement. De plus, elle renforce la capacité à y faire face au fil du temps. « Avant, nous nous plaignions continuellement que ceci ou cela n'arrivait pas. Nous n’évoquions que les problèmes. Maintenant, nous réfléchissons ensemble pour voir comment les résoudre. »-Coordinateur du développement des enseignants à Delhi 3. Le niveau intermédiaire a un effet multiplicateur et ne nécessite pas de changements complexes du systèmeÉtant donné que le niveau intermédiaire existe déjà - et est budgétisé - dans presque tous les pays, le renforcement de ce niveau du système ne nécessite pas de changements considérables. Il peut s'agir simplement de recentrer le rôle d'un poste ou de trouver un meilleur équilibre entre soutien et responsabilisation pour avoir un impact fort sur la culture et le professionnalisme d'un système. Les leaders pédagogiques à l'échelon intermédiaire, qui travaillent avec un grand nombre d'enseignants et d'écoles, ont un effet multiplicateur. Le renforcement des rôles de l'échelon intermédiaire offre ainsi un grand potentiel pour améliorer l'enseignement et les résultats d'apprentissage de manière efficace. 4. Le niveau intermédiaire peut équilibrer les mesures de responsabilisationL'alignement et l'orientation auxquels participe l'échelon intermédiaire autour d'un sens commun de l'objectif peuvent contribuer à contrebalancer la tendance à se concentrer excessivement sur la responsabilisation. Des routines de responsabilisation trop axées sur la conformité peuvent entraver le professionnalisme des enseignants et des directions d'établissement. Les leaders pédagogiques de l'échelon intermédiaire peuvent contribuer à contrebalancer cette dépendance excessive à l'égard de la responsabilisation et à redéfinir les priorités en matière d'apprentissage en donnant plus de pouvoir aux enseignants pour résoudre les problèmes à travers la collaboration et bénéficier d’opportunités de développement professionnel. « Nous apportons des solutions, pas des décisions. »-Leader du système, Pays de Galles 5. Le niveau intermédiaire peut contribuer à combler le fossé entre théorie et pratiqueLes leaders du niveau intermédiaire peuvent s'assurer que les expériences et les suggestions du terrain arrivent jusqu’aux décideurs politiques. En tant que porte-parole de la profession enseignante, ils peuvent traduire la politique en orientations concrètes sur ce qui doit se passer au niveau de l'école et s'assurer que les retours des enseignants et des directions d'établissement sont entendus et pris en considération. En ce sens, le niveau intermédiaire est le ciment du système car il l'oriente vers la collaboration, l'apprentissage et les possibilités de développement professionnel pour ses membres les plus précieux : ses enseignants. « Le niveau intermédiaire joue un rôle important dans la transmission de la politique gouvernementale vers les écoles. Les dirigeants de l'échelon intermédiaire sont les traducteurs et les interprètes des politiques, ainsi que les conseillers et les soutiens des écoles et des enseignants. »-Un responsable de Shanghai URL: https://www.iiep.unesco.org/fr/5-raisons-dinvestir-dans-le-niveau-intermediaire-pour-ameliorer-lenseignement-et-lapprentissage 
Répondre à la crise : quand leadership et résilience vont de pair 2022-10-06 Lors d’une session de formation de l’IIPE-UNESCO, un responsable du ministère fédéral de l'Éducation du Nigeria a fait remarquer que « Le leadership est un processus social collectif, plutôt qu'une fonction. » En ce sens, le leadership n'est pas l'affaire d'une seule personne. Il définit et renforce une administration entière en tant que première responsable de l'éducation. Une culture forte du leadership permet de garantir que des réponses pertinentes et durables sont non seulement élaborées, mais aussi mises en œuvre afin de protéger le droit à l'éducation, quoi qu'il arrive. De quel leadership parle-t-on concernant le ministère de l'Éducation dans les situations d'urgence ? Et comment le soutenir ? L'IIPE se penche sur ces questions depuis plusieurs années et sous des angles différents, afin de comprendre comment renforcer les capacités de ces ministères en matière de gestion de crise et comment soutenir l'engagement et le leadership lors des interventions d'urgence. L'IIPE a commencé par organiser un forum de partage des connaissances (en anglais), réunissant ministères de l'Éducation du monde entier, organisations humanitaires et de développement, et universitaires. Des études de cas par pays ont également permis d'approfondir les expériences du Burkina Faso, de la Jordanie et du Kenya. Dans le même ordre d'idées, l'IIPE s'est associé à Education Development Trust pour explorer le leadership pédagogique à l'échelon intermédiaire (en anglais) afin de comprendre comment leadership collaboratif et réseaux de leadership contribuent à une réponse efficace aux crises. Toutes ces activités ont permis de définir et d'articuler l'importance de celui-ci au niveau du ministère pour toujours préserver l'éducation et l'apprentissage. Voici quelques-unes des conclusions. 1. Le leadership latéral est la clé de la résilience des systèmes éducatifsLorsque des crises surviennent, aucune école, aucun responsable, n’a à sa disposition tout l’éventail des solutions à ces situations très complexes. Différentes solutions seront ainsi expérimentées dans différents endroits. C'est le partage de ces solutions qui permettra aux acteurs d'adopter les réponses les plus complètes et les mieux adaptées à leur contexte et à leurs capacités. Mais comment s'assurer que ces solutions sont communiquées aux écoles et communautés ?Les ressources comme les solutions sont naturellement réparties entre les nombreux acteurs locaux, notamment entre les écoles et d'autres acteurs tels que les parents, la communauté et les entreprises locales. La collaboration et le leadership dit « latéral » (relations informelles et formelles entre les écoles et les partenaires) sont aussi importants que les relations « verticales » et formelles traditionnelles.Lorsque le temps est compté, les solutions testées localement et partagées organiquement permettent une réponse beaucoup plus efficace et rapide. Par exemple, au Burkina Faso, le ministère de l'Éducation a engagé les acteurs locaux dans la planification de l'éducation dans le cadre de la réponse plus large du pays à la pandémie de COVID-19 par le biais de comités de coordination au niveau local. Ces acteurs régionaux, provinciaux et scolaires ont suivi et coordonné les activités de retour à l'école. Les systèmes éducatifs qui ont mis en place ces réseaux permettant la collaboration entre les écoles et les communautés, et où la confiance est déjà établie entre les acteurs, sont en meilleure position pour devenir plus résilients. 2. Investir dans des réseaux de leadership collaboratif de praticiens pour renforcer la résilience au niveau localS'il n'existe pas de schéma directeur pour répondre aux crises, les connaissances tacites des communautés sont une ressource précieuse. Les réseaux tels que les communautés d'apprentissage professionnel peuvent offrir une plateforme intéressante pour le partage des connaissances et des bonnes pratiques. Ils peuvent également aider les acteurs scolaires à se mobiliser et à agir en tant qu'agents de changement pendant les crises.Au Kenya, l'autonomie et le leadership des communautés de pratique, qui rassemblent les directions d'écoles primaires dans des réseaux autour du mentorat par les pairs, ont permis d'aborder des problématiques spécifiques qui ont été pertinentes pour leurs écoles pendant la pandémie. Bien connaître les contextes a permis de trouver des solutions sur mesure. La résolution des problèmes locaux et le leadership endogène facilités par les réseaux de collaboration ont conduit à des réponses scolaires localisées et agiles pendant la crise. Cela démontre l'importance de capitaliser sur les capacités existantes des écoles et sur l'apprentissage collaboratif pour améliorer le leadership. 3. Exploiter toute l'expertise de la main-d'œuvre du secteur et responsabiliser les professionnels au niveau intermédiaire et des écolesParfois, dans les contextes de crises humanitaires, des mécanismes et des systèmes de réponse parallèles sont créés. Il faut plutôt s’appuyer sur la capacité d'un système éducatif, de ses responsables de l'éducation dans les écoles et au niveau du système (en anglais), et exploiter leur potentiel. Cela suppose de distribuer le leadership à tous les niveaux et de faire confiance aux individus pour prendre des initiatives.Par exemple, le niveau intermédiaire des systèmes éducatifs et les professionnels travaillant entre l'école et le niveau central sont particulièrement intéressants. Les superviseurs, les accompagnateurs pédagogiques, les responsables de districts et les chefs d'établissement ou les enseignants mentors travaillant dans des groupes d'écoles sont stratégiquement bien placés pour contribuer à une réponse efficace aux crises. Ils agissent en collaboration pour coordonner le soutien entre les écoles et les enseignants. Grâce à leur proximité avec les enseignants et les écoles, ils disposent de connaissances locales et de l'agilité nécessaires pour répondre aux besoins locaux et pour façonner la réponse nationale.Pendant la pandémie, les leaders de niveau intermédiaire travaillant dans les écoles ont apporté un soutien émotionnel et du lien social tout en enseignant à distance et en éclairant les politiques nationales. Au Rwanda par exemple, les réseaux de niveau intermédiaire ont été les premiers recours des directions d'école et ont également permis la mise en œuvre sans heurts de la campagne de retour à l'école organisée par le ministère. 4. Le leadership en cas de crise doit aborder explicitement l'équité et le bien-êtreLorsque le COVID-19 a fait surface, de nombreux acteurs scolaires ont vu leurs priorités changer rapidement. Le bien-être personnel et collectif est souvent devenu une préoccupation majeure, ainsi que la continuité éducative, notamment pour les élèves les plus marginalisés. Les écoles du monde entier ont eu besoin d'un leadership explicite en matière d'équité et de bien-être. Au Rwanda, grâce aux communautés virtuelles d'apprentissage professionnel, le personnel éducatif national et local a pu centrer les discussions sur la manière de toucher les apprenants les plus vulnérables. Ce personnel a pu aider les autres enseignants à s'engager auprès des parents via des SMS et des visites à domicile, et à collecter des données sur les élèves les plus vulnérables.Au Royaume-Uni, les directions d'établissement ont utilisé leurs réseaux pour débattre de la meilleure manière d'aborder le bien-être des élèves et des enseignants lorsque la pandémie a frappé. Dans l'attente des orientations gouvernementales, les écoles ont élaboré leurs propres approches pour surmonter l'isolement, notamment des appels téléphoniques hebdomadaires entre enseignants et élèves et des appels virtuels quotidiens des directions d'école pour prendre des nouvelles des enseignants. Ces réseaux ont non seulement permis aux écoles de se rassembler autour d'un programme de bien-être pour les élèves, mais ont également favorisé le bien-être des enseignants et directions. De même, à Delhi, des réseaux d'enseignants mentors travaillant dans différentes écoles ont réorienté leurs sessions d'apprentissage professionnel pour discuter du bien-être. « Nous avons constaté beaucoup de stress, d'isolement et de souffrance chez les enseignants, les élèves et leurs familles. Il y avait un besoin d'être entendu et les réunions mensuelles du réseau en ligne sont apparues comme une plateforme pour se reconnecter. »- Ila Varma, enseignante mentor dans une école publique à Delhi, en Inde. Le leadership dans les situations de crise repose sur le fait que chaque niveau du système recueille et utilise des données et des informations pertinentes en mettant l'accent sur les questions d'équité. Pour améliorer l'équité et le bien-être, les points de vue et les expériences des populations touchées par la crise devraient également être systématiquement pris en compte dans la réponse à la crise. L'ouverture d'une communication dans les deux sens et la mise en œuvre d'un retour d'information peuvent renforcer le leadership du ministère de l'Éducation avant la crise et renforcer la résilience pour gérer la continuité de l'éducation et l'incertitude, pendant et longtemps après une crise. Restez à l'écoute ! Un prochain article de réflexion de Education Development Trust examinera le rôle des réseaux de leadership professionnel dans une réponse efficace à la crise. URL:https://www.iiep.unesco.org/fr/repondre-la-crise-quand-leadership-et-resilience-vont-de-pair-14281