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Lo que necesita saber sobre el acceso a la información 2022-10-01 Trayko Popov Recognizing the significance of access to information, the 74th UN General Assembly proclaimed 28 September as the International Day for Universal Access to Information (IDUAI) at the UN level in October 2019. 1. Why is freedom of information an important human right? International human rights law specifically recognizes the right to access to information. Article 19 of the International Covenant on Civil and Political Rights, echoing article 19 of the Universal Declaration of Human Rights, protects everyone's right to seek, receive and impart information of all kinds. States have an obligation to respect and ensure everyone enjoys this right without distinction. 2. Why is it essential to the flourishing of democracy? Access to Information Laws enable: Public authorities be accountable and transparent. For example, proper implementation of Access to Information law means action can be taken against public authorities with consistently poor performance in the field of access to information. Citizens to participate more fully in public life. For example, when a government plans to build a road, everyone nearby is given a chance to participate in discussions about it; citizens are invited to participate in town hall meetings, and government-held information about the development of the road, such as the way it will affect traffic and any environmental reports, is made available online. Governments to build trust in public institutions. During the COVID-19 pandemic, governments published their responses to the pandemic saving lives. Human rights bodies to be part of the decision-making process which ensures that algorithms do not discriminate against marginalized groups. 3. What kind of information has been made public in countries implementing Access to Information laws? Marthaline Nuah, lives in a village in northeastern Liberia and is eager to pursue her education. By listening to the radio, she learnt about her right to request public information and formulated an information request with the Ministry of Education to learn about available scholarships to assist with school fees. The information provided helped her apply for a scholarship. In Brazil, the government proactively published its budgetary information online in compliance with the law. Media outlets have used this information to enhance supervision of governmental programmes, spot inconsistencies and expose corruption and wrongdoings. 4. How, practically, does a citizen exercise his/her right to information? A citizen first needs to send a written request to the relevant public body. It is important to be as specific as possible with regard to the information that you seek, such as the authority that holds the information or the date when the record was created. Some Access to Information Laws specify how long public institutions have to process the requests of citizens. If a citizen does not receive the information requested, citizens can normally complain to the information commissioner. Access to Information laws also requires authorities to be proactive in putting information of public interest into the public domain, without the need for requests. 5. Can too many exemptions from Access to Information Laws, or provisions for Ministerial vetos render such laws meaningless? Limited exemptions must be based on narrow, proportionate, necessary and clearly defined limitations. Exceptions should apply only where there is a risk of substantial harm to the protected interest and where the harm is greater the overall public interest in having access to the information. Bodies should provide reasons for any refusal to provide access to information. The 2022 UNESCO survey on Access to Information, found that most countries evoke national security, privacy and legitimate commercial and other economic interests as permissible exceptions. 6. Does ‘implementation’ of Access to Information Laws include the obligation to inform the public of their rights as well as explaining how to exercise them ? In response to the annual UNESCO survey on access to information, information commissioners reported that their activities include the provision of implementation guidance and/or offered training to officials from public bodies. The majority of them also engage in activities to raise public awareness. The right to access to information forms part of media and information literacy skills so that young people can know the law, how to formulate an information request and how to appeal if their right is not respected. On 28 September 2022, International Day for Universal Access to Information, UNESCO publishes its annual Report, on Public Access to Information based on a survey of 123 countries and territories. URL:https://www.unesco.org/en/articles/what-you-need-know-about-access-information 
Lancement de notre projet entrepreneurial au Mali – Djonkoli Kènè, l’espace des femmes et des jeunes pour s’entreprendre 2022-06-29 LANCEMENT OFFICIEL DU PROJET « DJONKOLI KÈNÈ, L’ESPACE DES FEMMES ET DES JEUNES POUR S’ENTREPRENDRE » Au cours des cinq prochaines années, le Carrefour de solidarité internationale et l’Association Kilabo joignent leurs efforts pour mettre en place le projet Djonkoli kènè qui vise l’accompagnement de femmes et de jeunes au Mali dans la formation et la mise en œuvre d’activités entrepreneuriales. L’objectif? Une sortie progressive du cercle vicieux de la pauvreté pour ces populations d’un pays parmi les plus vulnérables au monde. UN PROJET DÉDIÉ AUX FEMMES, AUX JEUNES FEMMES ET AUX JEUNES HOMMES Entre crises sécuritaires, économiques, climatiques et politiques, le Mali fait face à de nombreux défis d’envergure. Parmi celles-ci, la pauvreté touche particulièrement les populations rurales féminines : leur autonomie limitée, leur faible pouvoir de décision et leurs difficultés d’accès au travail creusent les inégalités de genre et accentuent la précarité. Elles représentent pourtant 75% de la main d’œuvre agricole. Au sein d’une population particulièrement jeune (48% de la population malienne a moins de quinze ans), ce sont des centaines de milliers de femmes, de jeunes femmes et jeunes hommes peu ou pas formé·e·s qui arrivent sur le marché du travail d’un État n’ayant pas la capacité de les accompagner. En bamanankan, Djonkoli kènè signifie l’espace dédié à ses activités personnelles. Ainsi, le projet a pour mission de développer un service de soutien de proximité en entrepreneuriat pour soutenir des femmes et des jeunes à l’entrepreneuriat, solution clé pour engendrer une réduction de la pauvreté. À l’initiative de ce projet, un besoin propulsé par l’Association Kilabo qui résulte d’une réalité du terrain. Magnigné Mariko, une jeune femme de 32 ans à la tête d’un petit commerce d’ustensiles de cuisine qui peine à décoller, n’a pas pu cacher sa joie en apprenant le lancement du projet d’accompagnement : « C’est fini l’échec! Avec cette formule de mentorat, personne n’ira en faillite! Les affaires vont nous réussir. » UN PROJET À FORTE MOBILISATION LOCALE POUR L’IMPLANTATION D’UN SERVICE DE PROXIMITÉ Si le Carrefour de solidarité internationale œuvre entre le Mali et le Canada afin d’accompagner le développement d’un service de soutien de proximité en entrepreneuriat, ce sont les acteurs et actrices locaux qui portent ce dernier. Les bénéficiaires (femmes et jeunes) des 12 communes ciblées des cercles de Dioïla et Baraoueli seront soutenu·e·s par leurs fédérations paysannes, associations de femmes, forums villageois et leurs élu.e.s communaux, ainsi que par des ambassadrices locales et les ambassadeurs locaux, soit plus de 7 600 acteurs et actrices mobilisé·e·s. En développant ces moyens et ces compétences, Kilabo et le CSI assurent non seulement la durabilité du projet en l’ancrant localement, dans le temps et en permettant aux populations de s’en emparer pleinement, mais ils ambitionnent également que de plus en plus de jeunes et de femmes oseront se lancer dans l’aventure entrepreneuriale par la suite. Et qui sait, les premiers bénéficiaires du service de soutien de proximité en entrepreneuriat deviendront peut-être les ambassadrices et ambassadeurs locaux de demain pour contribuer à leur tour au déploiement du service grâce auxquels ils et elles se sont lancé.es en affaires. L’aide financière reçue permettra spécifiquement aux partenaires : D’améliorer les services de soutien de proximité à l’entrepreneuriat offerts par Kilabo ainsi que par les fédérations paysannes, associations de femmes et forums villageois. De favoriser l’engagement des femmes ainsi que des jeunes femmes et jeunes hommes dans des initiatives créatrices de richesses et respectueuses de l’environnement. D’augmenter la mobilisation entourant la protection du droit à un niveau de vie suffisant dans les régions de Koulikoro et de Ségou au Mali. DU MALI EN ESTRIE: UN PROJET CONSTRUIT SUR LES BASES D’UN PARTENARIAT DE LONGUE DATE Depuis 1990, le CSI et son partenaire Kilabo travaillent à l’amélioration de la qualité de vie des familles paysannes par des actions en agriculture, en économie sociale, en éducation et en santé des femmes, des nouveau-nés et des enfants. Un partenariat fort qui se consolide autour de valeurs chères aux deux organismes. Djonkoli Kènè résulte d’une vision à long terme portée par l’Association Kilabo et les associations locales qu’elle soutient. « Au CSI, nous sommes tous fiers de contribuer au développement de cette initiative et de voir autant d’expertises se mobiliser en soutien à l’entrepreneuriat » souligne avec enthousiasme Etienne Doyon, le directeur général du Carrefour de Solidarité Internationale. C’est notamment le cas de l’Accélérateur entrepreneurial Desjardins qui accepte de partager ses pratiques exemplaires pour le bien de cette initiative. Pour Jean Bibeau, son directeur, « entreprendre, c’est l’acte d’une personne confiante de prendre action et outillée pour mobiliser d’autres personnes à croire à sa capacité de réaliser des projets qui ont un sens pour soi et pour la société. Ces femmes et ces jeunes doivent être au cœur de cette quête de sens. ». UN FINANCEMENT DU GOUVERNEMENT CANADIEN DANS LE DEUXIÈME VOLET DE L’INITIATIVE PETITES ET MOYENNES ORGANISATIONS POUR L’IMPACT ET L’INNOVATION Le lancement de Djonkoli Kènè, l’espace des femmes et des jeunes pour s’entreprendre, est rendu possible grâce au financement accordé par le gouvernement du Canada. Le Carrefour de solidarité internationale recevra une aide financière de 2 millions dans le cadre des projets visant à réduire la pauvreté et la vulnérabilité dans les pays partenaires. « L’esprit d’entreprise est au cœur de la promotion du développement durable partout dans le monde. C’est pourquoi le Canada investit dans des programmes de développement des compétences pour les femmes et les jeunes en établissant des partenariats entre des petites et moyennes organisations canadiennes et des groupes locaux au Mali. En tirant parti des connaissances, de l’expertise et des ressources du CSI dans le cadre du projet Djonkoli kènè, nous offrirons non seulement des possibilités de leadership aux femmes et aux jeunes, mais nous créerons aussi des retombées économiques durables sur le plan environnemental pour les collectivités locales. » – Harjit S. Sajjan, ministre du Développement international et ministre responsable de l’Agence de développement économique du Pacifique Canada Djonkoli kènè, l’espace des femmes et des jeunes pour s’entreprendre a l’ambition d’améliorer les conditions de vie et d’accompagner une sortie du cercle vicieux de la pauvreté des femmes, des jeunes femmes et des jeunes hommes de douze communes rurales des cercles de Dioïla et Baraoueli au Mali. Ces ambitions sont rendues possibles grâce à notre partenariat avec l’Association Kilabo, l’Accélérateur entrepreneurial Desjardins et les nombreux intermédiaires locaux mobilisés sur place. URL:https://www.csisher.com/2022/05/11/lancement-projet-mali/ 
Les entreprises canadiennes à l’international doivent assumer leurs responsabilités dans le respect des droits humains et de l’environnement 2022-06-29 28 avril 2022 – Le mois dernier, deux projets de loi sur la reddition de compte des entreprises canadiennes ont été déposés à la Chambre des Communes. La grande importance de l’imputabilité des entreprises canadiennes a été soulevée dans les témoignages de trois défenseur.e.s des droits humains invités hier par le Réseau canadien pour la reddition de comptes des entreprises (RCRCE) dans le cadre d’une table ronde virtuelle. Des entreprises canadiennes aux réputations douteuses Kalpona Akter, directrice du Centre de solidarité des travailleurs et travailleuses du Bangladesh (Dhaka, Bangladesh), le révérend Emmanuel Chikoya, secrétaire général du Conseil des églises de Zambie (Lusaka, Zambie), ainsi que Josefina Tunki, Présidente du Peuple Shuar Arutam (Sucúa, Équateur) ont tour à tour exposé la façon dont des entreprises revendiquant fièrement leur identité canadienne jouissent d’un déficit d’imputabilité criant à travers leurs chaînes d’approvisionnement mondiales, pouvant mener à des violations des droits humains et à une destruction environnementale. En effet, les entreprises canadiennes sont plus que jamais imbriquées dans l’économie mondiale et entretiennent des chaînes d’approvisionnement tentaculaires afin de répondre à leurs besoins. Dans ce contexte, nombre d’entre elles commettent des abus et violations des droits humains – directement ou par le biais de leur sous-traitants – comme en font foi les nombreuses polémiques ayant marqué l’actualité au cours des dernières décennies : travail forcé (esclavage moderne) et travail des enfants, violations des droits des communautés locales (prédation des ressources naturelles, contamination massive des sols et des eaux, expropriation des terres, entraves à la syndicalisation, viols et menaces sur les populations qui s’opposent/résistent, assassinats de leaders sociaux et environnementaux, etc). La protection des peuples et de la planète: un enjeu non négociable Dans ce contexte, les membres du RCRCE appuient deux projets de loi d’initiative parlementaire, C-262 et C-263. Le projet de loi C-262 vise à reconnaître aux entreprises qui opèrent à l’étranger la responsabilité de prévenir, adresser et réparer les impacts négatifs sur les droits humains et l’environnement. Le projet de loi C-263, quant à lui, vise à enfin donner à l’actuel ombudsman canadien de la responsabilité des entreprises (OCRE) des pouvoirs réels pour enquêter de façon indépendante sur les allégations de préjudice. Le Canada tire présentement de l’arrière alors que de nombreux pays ont déjà mis en place des lois pour reconnaître et protéger les droits humains et l’environnement, notamment la France, l’Allemagne et les Pays-Bas. L’adoption de ces deux projets de loi (C-262 et C-263) constituerait une mise à niveau nécessaire avec les bonnes pratiques internationales. Comme l’explique Kalpona Akter, « Nos communautés ont vécu de grandes injustices et cette loi est un premier pas important pour contraindre les compagnies à respecter les droits humains et à protéger l’environnement à travers le monde ». Une conversation qui doit aussi avoir lieu au Québec Dans le cadre de sa campagne Les droits humains ne sont pas négociables, les membres québécois du RCRCE invitent toutes les parties prenantes (organismes de coopération internationale, universités, entreprises, chambres de commerces, syndicats, organisations sectorielles) à prendre part à la conversation et à sensibiliser leurs réseaux à la diligence raisonnable en matière de droits humains et d’environnement. Dans le contexte de crise sociale et climatique actuel, il existe un momentum politique reflétant un souhait collectif sans précédent pour l’amélioration des pratiques d’affaires à l’international, en faveur d’une transition vers une économie plus juste. URL:https://aqoci.qc.ca/communique_rcrce_28avril2022/ 
逾140位教育部长在教科文组织总部绘制教育变革路线图 2022-06-26 Kehinde Olufemi Akinbo/Shutterstock.com UNESCO is to host the Transforming Education Pre-Summit on 28-30 June, a meeting of Ministers of Education, policy and business leaders and youth activists, who come together to build a roadmap to transform education globally. Key opportunity to reflect on educational inequalities This meeting is a precursor to the Transforming Education Summit (TES), to be held in September at the UN General Assembly in New York. This high-level summit was convened by the UN Secretary General to radically change our approach to education systems after COVID-19 – especially for the most marginalised learners who are facing severe learning losses. The meeting will focus on 5 key areas of transformation: Schools, Life-long quality learning, Teachers, Connectivity and Financing education. A Youth-led Global Engagement Day will precede the pre-Summit on 28 June bringing together youth from around the world to center young voices in the conversation and provide opportunities for their perspectives on Transforming education to be heard and acted on. All voices will be heard Participants in the Pre-Summit will include heads of State of Ethiopia and Sierra Leone; 140 Ministers and Vice-Ministers of Education; UNESCO Director-General Audrey Azoulay; EU Commissioner for International Cooperation Jutta Urpilainen; Deputy Secretary-General Amina J. Mohammed; UNICEF Executive Director Catherine M. Russell; Summit Special Advisor Leonardo Garnier; Co-chair of the Advisory Committee David Sengeh; Youth activists; Champions of education, and UNESCO Goodwill Ambassador Salif Traore (A’salfo - Lead singer of Magic System). Mid-point in the Sustainable Development Goals Agenda This is the moment to reverse the historical slide resulting from pandemic, climate and conflict disruptions, and to seek transformational changes around schooling, learning, teaching, technology, and financing of education. This meeting comes at a critical time when government spending on education everywhere is not keeping up with the growing crisis in learning. An estimated 40 percent of low- and lower-middle income countries have reduced their spending on education with the onset of the pandemic in 2020, with an average decline in real spending of 13.5 percent. Further, in 2020, 43 bilateral donors decreased their aid to education, while households in the poorest countries are picking up 39% of the total cost of education compared to just 16% in high-income countries, according to a report released today by the World Bank, UNESCO’s Global Education Report and UNESCO’s Institute for Statistics. As the world slowly and painfully emerges from the devastating COVID-19 pandemic, which deeply affected education, and exactly midway through the 15-year period allocated to reach the Sustainable Development Goals (SDGs), the time is right to take stock of where the world is with the Sustainable Education Goal—and to act. The pre-summit aims to prioritize quality education as a global public good, just like clean air and water, health and safety. Programme of the event Watch the event live For accreditation, please complete this online form. URL:https://www.unesco.org/en/articles/transforming-education-over-140-ministers-education-unesco-draw-roadmap 
Revision of the 1974 Recommendation concerning education for international understanding, co-operation and peace 2022-05-04 Adopted in 1974, the Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms is considered a landmark legal instrument that brings together for the first time peace, international understanding, human rights, fundamental freedoms and education. Long before the notion of global citizenship education (GCED) and education for sustainable development (ESD) were coined, the 1974 Recommendation called on Member States to ensure that their education policies are guided by a global perspective and a commitment to international solidarity. Today, the goals of the Recommendation align closely with Targets 4.7, 12.8, 13.3 and 16 of the 2030 Agenda for sustainable development that promote ESD and GCED. Since 1974, new threats endanger peace and human survival. These include climate change, infectious diseases, pandemics and other challenges to health, the rapid spread of hateful and violent ideologies, unsustainable consumption and production patterns, systemic racism, lingering inequalities. With the significant expansion of educational research and technological developments, the field of education has also evolved. Educational responses to societal challenges are increasingly evidenced-informed, comprehensive, digital and intersectoral, requiring cooperation across and between societies and beyond traditional borders (territorial and cultural). These developments also offer new opportunities for peace-building and fostering international solidarity. The revision of the Recommendation constitutes a unique opportunity to revive and update the global consensus around the role of education - in all its forms - to prepare learners of all ages, and future generations, to face future shocks and shape more just, sustainable, healthy and peaceful futures. About the Recommendation The 1974 UNESCO Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms formulates principles and norms for the international regulation of education in support of the advancement of justice, freedom, human rights and peace. It promotes the role of education in eradicating conditions that threaten human survival and well-being. The 1974 Recommendation calls on national authorities and professionals in education all over the world to take action to infuse the aims and purposes of the Charter of the United Nations, (link is external) the Constitution of UNESCO and the Universal Declaration of Human Rights (link is external)(Article 26). The objective is to ensure education is directed to the ”full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms” (Article 26 of the Universal Declaration of Human rights). The monitoring mechanism of the 1974 Recommendation is also used to measure progress on the achievement of Target 4.7, Target 12.8 on access to, and awareness of, information on sustainable development and 13.3. on climate change education. Why revise the 1974 Recommendation? Nearly 50 years ago, UNESCO’s Member States committed to promote peace and international understanding through education. There has been progress since, but challenges remain today. The “struggle against colonialism and neo-colonialism in all their forms and manifestations, and against all forms and varieties of racialism, fascism, and apartheid as well as other ideologies which breed national and racial hatred, and which are contrary to the purposes of this Recommendation” (Article 6) is relevant today though in different ways. Our generation is facing threats such as democratic backsliding and the spread of violent and hateful ideologies and conspiracy theories. Our life on our planet is also under threat due to pollution, climate change and the loss of biodiversity which are causing unforeseen tensions, and challenges to health and well-being. On the positive side, the international community is equipped today with a solid array of normative instruments and technological tools to foster peace and non-violence, which didn’t exist in 1974. We also have data and a rich body of research in education to develop sound policies and monitor their impact. For all these reasons, UNESCO’s Member States decided to revise the 1974 Recommendation to take into account shifts in the global and educational landscape, in particular the requirements of the 2030 Agenda and Sustainable Development Goal (SDG) 4 on Education, with a view to firmly embed the role of education in fostering global peace, international understanding and sustainable development. The revision will also take into account the recent results of the Futures of Education Report: Reimagining our futures together: a new social contract for education. Objectives The purpose of revising the 1974 Recommendation is twofold: ensure the instrument - its framing and technical guidance - is fit for purpose and able to better inspire the design of relevant policies. strengthen the resolve of Member States to implement the guiding principles contained in the 1974 Recommendation, and which are echoed in the 2030 Agenda. The process at a glance UNESCO is leading an inclusive and transparent consultative process in view of supporting the development and adoption of a Revised Recommendation. This process is composed of three main phases: Preparation: Review of relevant documents, evidence and research. [December 2021 to January 2022] Technical consultations with UN and other global, regional and multilateral partners, donors, civil society organizations, professional networks (including educators), national technical experts, as well as with youth, as appropriate. An international expert group composed of experts appointed in their personal capacity by the Director–General will be established during this phase in March 2022 to help propose initial revisions to the 1974 Recommendation. These initial consultations will contribute to the first draft of the revised Recommendation. [March – May 2022] - More information Formal consultations with Member States – as foreseen by the Rules of Procedure concerning recommendations to Member States and international conventions covered by the terms of Article IV, paragraph 4, of the Constitution. First, Member States will be invited to provide written comments on the 1st draft. UNESCO will subsequently convene a Special Committee (Category II) to review the 2nd draft. A sufficient number of intergovernmental consultations will be held in person on the text of the revised Recommendation before it is submitted to the General Conference for adoption. [September 2022 – until the foreseen adoption in 2023] Monitoring the implementation of the Recommendation As part of its standard-setting and monitoring role, UNESCO has been inviting Member States every four years to report on progress made in implementing the 1974 Recommendation. The Seventh Consultation was conducted from October 2020 to March 2021.The data was published for the first time in July 2021 in the UN’s SDG Global Indicator database(link is external). One of the key findings of the report highlights how topics related to learning to live together are more often integrated in laws and legal frameworks than topics related to learning to live sustainably. In both cases, they are slightly more likely to be included in education policies than in laws. According to the data provided by the 75 participating countries, integration of the guiding principles is especially high in curricula and in more than half of cases the mainstreaming of ESD and GCED is extensive. Although mainstreaming in teacher education is almost as high, it is more likely to be partial than extensive. Mainstreaming in laws, policies and student assessment is lower at 87-88%. Globally, 97% of countries (73 countries) reported that some or all of the guiding principles of the 1974 Recommendation are reflected in national or sub-national laws and policies. Despite these encouraging figures, the reporting does not measure the extent to which learning environments are conducive to fostering the principles of the Recommendation. These would be some of the issues to further explore in the revision process. Download the report of the 7th consultation Contact 1974recommendation@unesco.org URL:https://en.unesco.org/themes/gced/1974recommendation#:~:text=The%201974%20UNESCO%20Recommendation%20concerning,justice%2C%20freedom%2C%20human%20rights%20and 
AFD | Lancement officiel de Tilt 2022-04-18 Et si changer le monde commençait par un Tilt ? C’est le pari que fait le nouvel écosystème digital Tilt, initié par l’Agence française de développement (AFD) et qui a pour vocation de sensibiliser les jeunes aux grands enjeux mondiaux et à la solidarité internationale.Tilt c’est quoi ?À travers la mise en scène de personnes de notre entourage qui affirment des absurdités sur des sujets clés abordés par Tilt (comme la biodiversité, les dérèglements climatiques ou la surconsommation), cette campagne valorise par contraste – et avec humour – la nécessité de comprendre et d’agir. Elle incite ainsi les jeunes à mieux connaître les enjeux mondiaux pour réussir à faire tilter les gens autour d’eux, et changer ainsi le monde, ici et à leur échelle.Tilt c’est des vidéos, des articles, des témoignages inspirants, des BD ou encore des podcasts pour que chacun.e puisse se faire une idée plus claire des défis du monde.Tilt c’est aussi des propositions d’actions d’associations, de services publics, du monde de la création et mille manières de s’engager ! Tilt a aussi pour vocation de créer une communauté pour partager, échanger, donner son avis, recueillir des témoignages et se rassembler.Retrouvez Tilt sur le site internet www.tilt.fr et le compte Instagram @tilt_officiel. En savoir plus sur : https://www.tilt.fr/ URL:http://www.bfc-international.org/AFD-Lancement-officiel-de-Tilt 
Why Mother Language-Based Education Is Essential 2022-02-27 Every year on 21 February, the world celebrates International Mother Language Day, which was established at the initiative of Bangladesh by UNESCO’s General Conference in 1999. The Day is an essential platform to promote the importance of cultural and linguistic diversity, and multilingualism for peaceful and sustainable societies. UNESCO has been leading the way and advocating for multilingual education based on the mother tongue from the earliest years of schooling. Research shows that education in the mother tongue is a key factor for inclusion and quality learning, and it also improves learning outcomes and academic performance. This is crucial, especially in primary school to avoid knowledge gaps and increase the speed of learning and comprehension. And most importantly, multilingual education based on the mother tongue empowers all learners to fully take part in society. It fosters mutual understanding and respect for one another and helps preserve the wealth of cultural and traditional heritage that is embedded in every language around the world. However, there is still a long way to go before guaranteeing all learners their right to education in their mother language. In most countries, the majority of students are taught in a language other than their mother tongue, which compromises their ability to learn effectively. It is estimated that 40 % of the world’s population does not have access to an education in a language they speak or understand. There are about 7,000 languages spoken around the world today. But linguistic diversity is increasingly threatened as more and more languages disappear at an alarming rate. And when a language disappears, it takes with it an entire cultural and intellectual heritage. Globally, progress is being made in multilingual education based on mother tongue with growing understanding of its importance, particularly in early schooling, and more commitment to its development in public life. Through its normative frameworks for language policy and education, UNESCO shares good practices in bilingual and multilingual education and mother tongue instruction. It works with Member States to integrate multilingual education into curriculums and education systems. Recent successful initiatives to promote mother language-based education have taken place in Djibouti, Gabon, Guinea, Haiti and Kenya. The findings from UNESCO’s new report From rights to country level action shows national efforts made by different countries to foster cultural and linguistic diversity. In addition, UNESCO recently unveiled the World Atlas of Languages, an unprecedented initiative to preserve, revitalize and promote global linguistic diversity and multilingualism. Impact of COVID-19 on mother language education School closures due to the COVID-19 pandemic has exposed and deepened pre-existing education inequalities around the world. The closures ranged from a global average of 20 weeks to above 70 in some cases, more than a full school year. As always, it has impacted vulnerable and marginalized learners the hardest, which includes indigenous and speakers of languages from minority groups. According to UN estimates, nearly 500 million students from pre-primary to upper-secondary school were unable to access any remote learning opportunities during the lockdowns. In many countries, distance teaching and learning tools, programmes and content were not always able to reflect linguistic diversity: They were largely provided in dominant national or international languages. When remote learning content is not available in students’ mother tongue, it increases the risk of learning loss, dropouts and exclusion. Many learners lacked the necessary equipment, internet access, accessible materials, content relevant to contexts and needs, and human support that would have allowed them to follow distance learning. Many teachers also didn’t have the skills and readiness for using distance teaching. They also struggled with digital tools in languages that they didn’t always master. The massive digital divide shows how connectivity has become a key factor to guarantee the right to education. The lack of access to digital learning content is deepening inequalities, marginalization and exclusion. Another element that exacerbates the digital divide is the fact that many languages are not present on the Internet: There is a major linguistic divide in cyberspace today. The inclusion of languages in the digital world and the creation of inclusive learning content is vital. Remote learning based on the mother tongue should be incorporated into education systems in order for all learners, especially those from linguistic minorities, to access education during school closures and beyond. This year’s International Mother Language Day theme, “Using technology for multilingual learning,” is an opportunity to take stock of the experience of the past two years, to move forward differently and better. More on International Mother Language Day More on UNESCO’s work around languages in education URL:https://www.unesco.org/en/articles/why-mother-language-based-education-essential 
UNESCO’s General Conference reaches global agreements on artificial intelligence, open science and education 2021-11-28 The 41st session of UNESCO General Conference ended yesterday with the adoption of key agreements demonstrating renewed multilateral cooperation for educational recovery, open science and the ethics of artificial intelligence. On 9 November, the organization’s 193 Member States overwhelming voted in support of Audrey Azoulay to serve a second term of four years as Director-General of the Organization, which celebrated its 75th anniversary during this session. Member States endorsed the Paris Declaration: A Global Call for Investing in the Futures of Education at a meeting which brought together Heads of State and Government and education ministers from 40 countries on the 10 November. The purpose of the meeting was to increase support for education in the aftermath of the COVID-19 pandemic. A key part of the event was the launch of a report Reimagining our futures together: a new social contract for education by UNESCO’s Director-General and the President of Ethiopia, Sahle-Work Zewde. UNESCO’s Member States adopted the first ever global Recommendation on the Ethics of Artificial Intelligence. It will be presented by the Director-General accompanied by experts at a press conference at 15.00 CET on Thursday, the 25 November, at UNESCO Headquarters. Journalists seeking Accreditation should contact Léo Bégé-Duclaud: l.bege-duclaud@unesco.org Another landmark moment was reached with the UNESCO Recommendation on Open Science which was also adopted during the General Conference. Of particular relevance to global scientific cooperation surrounding the COVID-19 pandemic , this agrement promotes equality among scientists so that populations and policy-makers will reap the benefits of advances in science. More information is available at https://www.unesco.org/en/natural-sciences/open-science. UNESCO also passed a significant milestone by marking its 75th anniversary with a special ceremony attended by 28 Heads of State and Government. There were moving performances by an array of leading international musicians and artists. During the session, the Organization also celebrated the anniversary of its Man and the Biosphere Programme, which has been a vehicle for progress for sustainable development and the sharing of ideas and examples of best practicearound the world for the last fifty years. Finally, the Åland Islands, part of Finland with autonomous status, became UNESCO’s 12th Associate Member. More information on the General Conference at https://www.unesco.org/en/general-conference/41 Media Contact: Clare O’Hagan: c.o-hagan@unesco.org URL:https://en.unesco.org/news/unescos-general-conference-reaches-global-agreements-artificial-intelligence-open-science-and 
How citizens can engage in educational planning and policy 2021-11-27 "Education is perhaps the place where citizens and government have some of their closest interactions. This is the place where good governance comes alive and where trust is built or lost." -- Paul Maassen, Chief, Country Support, Open Government Partnership (OGP), keynote speaker for IIEP’s Policy Forum In IIEP’s recent virtual Policy Forum, Open Government in education: Learning from experience, the message was clear: there is growing momentum to both share more information and collaborate, but also to act on feedback and improve education systems. For three days (16-18 November), decision-makers and educational managers, OGP country representatives, civil society members, and researchers from 50 countries discussed how to move forward with open government as a promising model for integrity planning in education. More than 1,000 people from across the globe followed the event online. Watch the videos. The discussions focused on a range of open government initiatives from Colombia, India, Madagascar, Peru, Portugal, and Ukraine – all of which have been featured as case studies in IIEP’s four-year research project on open government. By bringing these examples to life, the participants gained new clarity on how open policy-making, open budgeting, open contracting, and social audits can pave the way to innovative forms of collaboration between citizens and government. They also highlighted the wide-ranging impact open government can have on education: from improving school feeding programmes to monitoring parental school donations. Some of the key questions included how to ensure equal access and use of open government initiatives, how to harness new technologies to facilitate citizen involvement, how to cement the link between open government and accountability, and finally how to address the limits and risks of citizen involvement in the policy cycle. Opening the Forum, IIEP’s Director Karen Mundy explained that research in the area has found that public access to information and citizen engagement are key to promoting greater transparency in education systems, but that additional efforts are required to ensure that they have a real impact on the management of the sector. "Open government in the education sector calls on renewed government-citizen interaction and relies on the principles of transparency, citizen engagement and participation, as well as government responsiveness." -- Karen Mundy, IIEP Director The value of national level support Open government initiatives typically require transparency and open education data. However, as explained by Muriel Poisson, IIEP’s expert on ethics and corruption in education and coordinator of the Institute's research on the topic, open government must go further: “Disclosing information publicly is key, but it is only a first step. Further action is required from education authorities to accompany new forms of citizen engagement and ensure that appropriate decisions are taken based on citizen’s feedback – including possible legal recourse,” she said. The temptation is often to start organizing at the most local level – where citizens and communities are. However, this can pose challenges for the education sector as decisions that impact people – and learners – are still largely taken at the central level. Therefore, national actors continue to play a large role in the successful implementation of open government. Among 38 countries that have adopted open government commitments in the education sector, 76% are operated and managed at the national level, compared to 41% at the school level. For example, national involvement made the first social audits possible in ten Indian states, and in Portugal it facilitated the annual involvement of some 200,000 students aged 12 to 18 in participatory budgeting for education. National support can come in the form of financing and expertise, but also through legitimatizing initiatives through legislation. In Portugal, 90% of Portuguese public schools have participated in a least one edition of the participatory budgeting program, which aims to strengthen the democratic management of schools by stimulating student participation. At the same time, the Forum highlighted the immense value of locally driven initiatives, such as Open School in Ukraine. Here, an open budget website was launched to bring more transparency to school budgeting. The site also monitors the type of donations received and opens new channels for dialogue on prioritizing the actual needs of schools. "This initiative has changed my attitude towards the authorities, my confidence has increased because now I see everything that is happening with money. When the principal makes a report, I see that this is indeed true." -- A teacher in Druzhkivka, Ukraine How to encourage the engagement of all citizens Open government is only worthwhile with an engaged citizenry. Yet, for the education sector it can often be challenging as the culture of participation often remains low. To be successful, initiatives must pay attention to how citizens access, understand, and use information, and a plurality of voices must be encouraged. In Madagascar, for example, local consultation structures (LCS) facilitated participatory planning and budgeting at the municipal level. Varied communication channels – from phones, radio, to posters and school meetings – have helped the public both access and use information to diagnose shortcomings. and formulate strategies to address them. Similarly, in India, street theatre and puppet shows were used to mobilize the public in the social audits, while in other initiatives efforts were made to ensure that underrepresented voices – including women and youth – were heard. Closing the accountability loop Beyond citizen engagement, a successful initiative must also foster important links with accountability. “We all agree that answerability is not an end. We have to move towards enforceability," said Poisson. This means that public authorities must not only report on their actions, but change practices, thereby closing the accountability loop. Nada Zohdy, the Director of the Open Gov Hub agreed: “If people don’t see any response because of their engagement, they will be demotivated. So, ensuring responsiveness and making sure citizens understand the decisions taken is indispensable, even if they are not 100 percent responding to what citizens proposed. The dialogue is important.” Looking forward, a lot of this dialogue will occur via digital platforms, especially in the age of COVID-19, smart environments, and among younger audiences. However, the participants of the Forum stressed that the existence of virtual platforms and other digital tools are not enough. Citizens need equal accessibility and universal know-how on how to use information towards the betterment of quality education for all. To learn more about IIEP’s work in the area, consult the ETICO resource platform dedicated to ethics and corruption in education. URL:http://www.iiep.unesco.org/en/how-citizens-can-engage-educational-planning-and-policy-14026 
International community gives a strong push to media and information literacy 2021-11-12 Global Media and Information Literacy Week 2021 was in many ways historic. The Week was commemorated from 24 to 31 October 2021 under the theme “Media and Information Literacy for the Public Good.” Global MIL Week 2021 was co-organized by South Africa and UNESCO, with the support of the European Commission. Stakeholders around the world gathered virtually on this significant occasion and organized over 600 local events to celebrate the Week. It was the first time that Global Media and Information Literacy Week was hosted by an African country and celebrated at the United Nations level, after being proclaimed by the United Nations General Assembly on 25 March this year. Over the course of the week, close to 150 speakers underlined the pivotal role of media and information literacy for the public good in 25 thematic sessions of the Feature Conference and Youth Agenda Forum. Their profiles ranged from policymakers, experts, practitioners, to representatives from international organizations, media, NGOs and the private sector. More than 600 online and offline local events and activities related to media and information literacy were organized around the globe to commemorate the Week. In this deluge of information, we need more reference points and more rational thinking. That is why media and information literacy is a such a key skill for the education of the 21st century citizens.-- Audrey Azoulay, Director-General of UNESCO This global threat of misinformation is more pronounced today as the world battles the anti-vax lobby in the face of the devastation occasioned by the COVID-19 pandemic… We must consider new media and information literacy programmes to help people understand the consequences of creating and sharing false and misleading content. To achieve and sustain the goal of media and information literacy for all, international cooperation is most urgent.-- Cyril Ramaphosa, President of South Africa Enhancing cooperation among stakeholders to sustain media and information literacy development Also, for the first time, regional intergovernmental organizations including the African Union, Arab League, Asian Cooperation Dialogue, and European Commission, expressed their commitment to fostering media and information literacy at the regional level and to enhancing global cooperation among stakeholders. State actors from France, Kenya, Morocco, the Philippines, the Russian Federation, and South Africa, presented media and information literacy policies and strategies and related good practices in their countries, setting examples for other states. Several United Nations Agencies, Funds, and Programmes discussed ways to strengthen cooperation around media and information literacy within the United Nations system during the second United Nations Roundtable on Media and Information Literacy. Positioning media and information literacy on the international development agenda in the post-pandemic world The urgent necessity to forge partnerships and mobilize adequate resources for media and information literacy was reiterated by major donors and government representatives during the Feature Conference. The Swedish International Development Cooperation Agency, Norwegian Ministry of Foreign Affairs, Ministry of Foreign Affairs of Japan, ICESCO, Arab League, and Google called on other stakeholders to join as contributors and partners so that resources are secured to support media and information literacy programmes. Lars Amréus, Chairperson of the Swedish International Development Cooperation Agency encouraged “other donors as well as partners from the private sector to recognize the importance of media and information literacy as building block in this work,” and highlighted that “the drive for democracy aims to initiate renewed and revitalized effort to support and strengthen democracy worldwide online and offline.” The need for an International Media and Information Literacy Fund was also underlined and embraced. As a pioneering move, the Feature Conference initiated a dialogue on formulating an international multi-stakeholder framework for private/digital platforms to integrate media and information literacy in their policies and operations. Organizations such as OECD, Twitter, WhatsApp, and Commonwealth of Learning embraced the idea of this multi-stakeholder framework and offered recommendations on what it should entail. Ulrik Vestergaard Knudsen, OECD Deputy Secretary-General emphasized, “the cross-boundary nature of misinformation and disinformation also means that only collective actions will deliver the change we want to see. Only a comprehensive, multi-dimensional approach will help curb this threat.” The dialogue is to be continued on 9 December 2021 with other stakeholders at the Internet Governance Forum 2021. Youth hacking media and information literacy for better futures The role of youth in promoting media and information literacy and building better future was brought to the fore during the Week. “Youth is a priority group for UNESCO, not only as beneficiaries, but more importantly as drivers for change. Throughout our action in media and information literacy, we strive to ensure inclusion of youth as co-creators, co-leaders, and experts in media and information literacy development,” stated Mr Tawfik Jelassi, UNESCO’s Assistant Director-General for Communication and Information, during the presentation of the Global Media and Information Literacy Youth Hackathon winners and outcomes. The Global Media and Information Literacy Week 2021 Youth Agenda Forum was held in the form of four dedicated sessions during the Feature Conference with an aim to mainstreaming youth. 85 teams composed of young people and youth organizations from 45 countries engaged in the creation of innovative solutions to a series of challenges using media and information literacy, in the “Hack Media and Information Literacy for Better Futures” youth hackathon. The creative ideas of the six winning teams received recognition from the 25 jury members. The baton of Global Media and Information Literacy Week was passed from South Africa to Nigeria, the host country of the 2022 edition. Preparations have commenced... Nigeria successfully hosted in 2013 the Global Forum for Partnerships on Media and Information Literacy in Abuja... We hope to make the 2022 (edition) more colourful and impactful, especially for the continent of Africa.-- Alhaji Lai Mohammed, Minister of Information and Culture of Nigeria Global Media and Information Literacy Week 2021 was celebrated from 24 to 31 October. Its Feature Conference was held between 25 and 29 October 2021, while local events took place around the world to commemorate the Week, thanks to the involvement of the Member States, members of the UNESCO Media and Information Literacy Alliance and the Media and Information Literacy and Intercultural Dialogue University Network, among other partners. The second edition of the UNESCO Model Media and Information Literacy Curriculum for Educators and Learners was published recently. In a connected initiative, UNESCO and the Republic of Serbia, in cooperation with the European Commission will jointly launch the Global Standards for Media and Information Literacy Curricula Development Guidelines, on 11 November 2021. Learn more about the launch event here. These Standards are intended to guide policymakers, media and information literacy practitioners, and other stakeholders in general about how to design, formulate, implement and monitor a media and information literacy curriculum inside and outside school settings. These and other related resources are being adapted into an online multimedia collaborative platform to be launched in early 2022. URL:https://en.unesco.org/news/international-community-gives-strong-push-media-and-information-literacy