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Only half of the national curricula in the world have a reference to climate change, UNESCO warns 2021-11-08 Education systems do not currently address the gravity of the climate crisis, warns the UNESCO, the UN's leading education agency, ahead of the first joint meeting of environment and education ministers at COP26 in Glasgow on 5 November. New UNESCO data from 100 countries shows that only 53% of the world’s national education curricula make any reference to climate change and when the subject is mentioned, it is almost always given very low priority. Furthermore, fewer than 40% of teachers surveyed by UNESCO and Education International were confident in teaching about the severity of climate change and only about one-third felt able to explain the effects of climate change on their region or locality. "The climate crisis is no longer the threat of a distant future, but a global reality. There is no solution without education. Every learner needs to understand climate change, and be empowered to be part of the solution, and every teacher given the knowledge to teach about it. States must mobilize for this." -- Audrey Azoulay, UNESCO Director-General When asked about the challenges of teaching climate change, 30% of the 58,000 teachers surveyed reported that they were not familiar with suitable pedagogies. Over a quarter of those surveyed felt some approaches to teaching climate education were not suited to online teaching. This is of particular concern given that 737 million students in 66 countries are still affected by full or partial school closures. In view of these findings, UNESCO decided to organize with the United Kingdom and Italy, co-Presidents of COP26, the event ‘Together for Tomorrow: Education and Climate Action’, the first joint meeting of environment and education ministers, at COP26 in Glasgow on 5 November. "Climate and sustainability education must be mainstreamed into the curriculum to go beyond the mere concept of sustainability and re-generate the school and the entire planet." -- Patrizio Bianchi, Italian Minister of Education UNESCO will underscore the need for collaboration between the education and environment sectors to successfully integrate climate change in education systems worldwide in every level of schooling. The event builds on the Youth4Climate education session jointly organized by UNESCO and the Italian Education Ministry, where young climate activists discussed their calls for quality climate education with six education ministers. ‘Together for Tomorrow” will take place on 5 November, 4 pm to 5.30 pm, in the Blue Zone, and will be open to those who have tickets to the area. Watch Together for Tomorrow on livestream: https://ukcop26.org/ Find out more about the ministers’ pledges here UNESCO’s work on education for sustainable development: https://en.unesco.org/themes/education-sustainable-development Media contact: Thomas Mallard, t.mallard@unesco.org URL:https://en.unesco.org/news/only-half-national-curricula-world-have-reference-climate-change-unesco-warns 
Global Education Ministers Conference, towards a shared action plan to counter hate speech 2021-10-31 Education Ministers from all over the world on Tuesday attended a Global Minister’s Conference held at the initiative of UN Secretary-General António Guterres and UNESCO Director-General Audrey Azoulay to reinforce the struggle against online and offline hate speech. Against a background of high anxiety caused by the COVID-19 pandemic, there has been an increase in hate speech and people’s instinctive quest for scapegoats has resulted in a sharpr rise in prejudice, stereotypes and discrimination. The UN and UNESCO have called on States to take action to curb this harmful phenomenon. The Global Ministers Conference, the first of its kind, organized by UNESCO and co-chaired by President Hage Geingob of Namibia has given rise to decisions on common actions at all levels of education, prioritizing media and information literacy, teacher training and public awareness raising about digital citizenship. "This hatred is not new. But what has changed more recently is the influence and magnitude of social media platforms, which have become an echo chamber that amplifies. The legal response is essential, but it is not enough. We must also mobilize education, because it is through education that we develop critical thinking and deconstruct prejudices." -- Audrey Azoulay, UNESCO Director-General UNESCO and partners’ work to address hate speech spans multiple areas, notably: Addressing hate speech on social media developed to monitor the existence, spread and impact of online hate speech, as well as assess capacities to counter it. Media information and literacy curriculum for teachers to help young people assess the relevance and reliability of information. Prevention of antisemitism through education, as well as teaching about the Holocaust and genocides, including training for policy-makers and teacher trainers around the world. Preventing violent extremism by providing support to youth so they can engage against hateful and dangerous ideologies, and by training and guiding educators. Organized in partnership with the United Nations Office on Genocide Prevention and the Responsibility to Protect, the Ministers Conference follows on the work of the multi-stakeholder forum organized by UNESCO early this month with the participation of governments, civil society organizations, human rights experts, as well as tech and social media companies including Facebook, YouTube and TikTok. Underpinned by the United Nations’ human rights and free speech-based Strategy and Plan of Action on Hate Speech, the Ministers Conference specifically focused on education in the struggle against hate speech, its deeply rooted causes and driving forces. Strengthening educational responses to build the resilience of learners to the rhetoric of exclusion and hate also lies at the core of the Education 2030 Agenda, and more specifically Target 4.7 of Sustainable Development Goal 4 (SDG 4) on the social, moral and humanistic aims of education. For more information and resources: https://en.unesco.org/news/addressing-hate-speech-through-education-global-education-ministers-conferencePress contact: Clare O’Hagan: c.o-hagan@unesco.org +33 145681729 URL:https://en.unesco.org/news/global-education-ministers-conference-towards-shared-action-plan-counter-hate-speech 
Major intergovernmental organizations respond to the urgency of media and information literacy for all 2021-10-20 Global Media and Information Literacy Week 2021 The current information ecosystem keeps evolving in complex ways - opening up new opportunities but also challenges. It is hard to conceive of the public good being advanced, if the public is disempowered by false and misleading content, conspiracies theories and hate speech. However, media and information literacy empowers people to develop themselves and their societies through enhanced capacities in communication and information. Media and information literate people are equipped to better respond to potentially harmful kinds of content. These issues will be the focus of 2021 edition of the annual Global Media and Information Literacy Week will be commemorated on 24-31 October 2021, under the theme “Media and Information Literacy for the Public Good”. It is co-organized by South Africa and UNESCO in cooperation with the European Commission. Its Feature Conference and Youth Forum will take place online, alongside celebration events around the globe. Among many other sessions, heads of major intergovernmental organizations such as the European Commission, African Union Commission, the Arab League, Organization of American States and Asian Cooperation Dialogue will be present in a high-level session. They will discuss how they can join forces to enhance global and regional cooperation among stakeholders to sustain media and information literacy development. As the world battles the COVID-19 pandemic on several fronts, the misuse of social media and persistent rise in misinformation undermine efforts to fight the disease, threatening even more lives and costing even more livelihoods. We must consider new media and information literacy programmes to help people to understand the consequences of creating and sharing false and misleading content.-- Cyril Ramaphosa, President of South Africa Media and Information Literacy (MIL) received a vital push during UNESCO’s General Conference in 2019, when 193 countries proclaimed International MIL Week. On 25 March 2021, the UN General Assembly adopted resolution A/RES/75/267, further cementing the urgency to ensure MIL for all. The launch of the latest edition of the Curriculum is a significant step forward in accelerating the strengthening of MIL development globally. The defining challenge of our time is to harness the power of fast-evolving digital technologies to effectively contribute to the promotion of information as a public good. In order to seize the opportunities and address content challenges, we need to recognize media and information literacy as an important factor for sustainable development. Media and information literacy, along with digital skills, are more than ever a sine qua non for an informed and resilient society. Therefore, national policies and strategies in these areas have become urgent for all countries.-- Tawfik Jelassi, Assistant Director-General for Communication and Information, UNESCO As the world recovers from the COVID-19 pandemic and continues to grapple with the alarming rise in disinformation, media and information literacy comes to the fore as a sustainable solution for building public resilience and for advancing the role of information as a public good. Stakeholders worldwide are invited to celebrate the Week by organizing local events or activities and register them on the Global MIL Week website. They will appear on the Global Media and Information Literacy Week virtual world map. Register to participate in 25 television style interactive sessions. Related links More information about Global Media and Information Literacy Week 2021 Media and Information Literate Citizens: Think critically, Click Wisely (Second Edition of the UNESCO Model Media and Information Literacy Curriculum for Educators and Learners) URL:https://en.unesco.org/news/major-intergovernmental-organizations-respond-urgency-media-and-information-literacy-all 
Pope Francis presents UNESCO with religious leaders’ message to the world’s teachers 2021-10-09 His Holiness Pope Francis called for educational renewal to advance universal fraternity and expressed gratitude to the world’s teachers for their dedication, during an inter-religious dialogue at the Vatican on 5 October marking World Teachers’ Day. During the event, Pope Francis handed over to UNESCO Assistant Director-General for Education Stefania Giannini a statement of greetings to teachers and educators from representatives of religions in which they express “hope that each nation will give due value and recognition to your service, in the knowledge that the future of humanity depends on the quality of teachers and education.” To achieve “open and inclusive education,” the representatives share their commitment to “putting the human person at the center of every educational process, listening to and respecting students and teaching lifestyles that are more respectful of the environment.” The message reflected the tone of the meeting, during which representatives from various religions described education’s seminal role in fostering universal values of care, tolerance, respect and solidarity. Across traditions, they advocated for a humanistic and holistic approach to education. The meeting, the first of its kind, was organized to take forward a global compact on education launched by the Pope in 2019 as a broad alliance of all those engaged in education to shape the future of our planet. “All change requires an educational process aimed at developing new solidarity and a more welcoming society,” said Pope Francis. “We want to be a stimulus for renewed education activity that can advance universal fraternity. Today we want to state that our religious traditions reaffirm the mission of integrally educating each individual - head, heart, hands and soul.” Pope Francis emphasized the responsibility of religions in promoting peaceful coexistence, dialogue and mutual respect. “If in the past, in the name of religion, discrimination was practiced against minorities, today we want to be defenders of the identity and dignity of every individual and teach young people to accept everyone without discrimination. If in the past, the rights of women, children and the most vulnerable were not always respected, today we are committed to defend those rights and teach young people to be a voice for the voiceless. Education impels us to reject and denounce he violation of the moral and physical integrity of every individual,” he continued. Affirming that “nature never forgives,” the Holy Father insisted on ecological responsibility. “If in the past we accepted the plundering of our common home, today we must train ourselves and future generations in more ecologically sustainable lifestyle.” Ms Giannini recalled that young people made a strong call for common responsibility at the Pre-COP Youth4Climate summit on 29 September in Milan. Concluding he event, she said that the statements by religious leaders resonated with UNESCO’s humanistic vision of education, stressing that teachers are at the heart of change. “Without empowered and well-prepared teachers we cannot do anything. As the COVID-19 pandemic has proven, no screen and no device can ever replace a teacher. The human factor is at the heart of learning and its success.” The meeting gathered representatives from Islam, Judaism, Sikhism, Jainism, as well as the Patriarchate of Constantinople, the Russian Orthodox Church, the Quakers, the World Council of Churches, the World Evangelical Alliance. URL:https://en.unesco.org/news/pope-francis-presents-unesco-religious-leaders-message-worlds-teachers 
On World Teachers’ Day, UNESCO and partners urge governments to prioritise teachers in education recovery 2021-10-06 A successful education recovery hinges on increased investment in the well-being, training, professional development and working conditions of the world’s 71 million teachers to recover learning losses and manage transformations in teaching and learning imposed by the COVID-19 pandemic. This is the key message of World Teachers’ Day, celebrated on 5 October under the slogan “Teachers at the heart of education recovery.” The global advocacy day calls on governments and the international community to focus on teachers and the challenges facing their profession, and to share effective and promising policy responses. “Today we celebrate the exceptional dedication and courage of all teachers, their capacity to adapt and to innovate under very challenging and uncertain conditions. They are the principal actors of the global education recovery efforts and are key in accelerating progress towards inclusive and equitable quality education for every learner, in every circumstance,” said the conveners of World Teachers’ Day, UNESCO’s Director-General, Audrey Azoulay, UNICEF’s Executive Director, Henrietta Fore, International Labour Organization’s Director-General, Guy Ryder, and Education International’s General-Secretary, David Edwards in a joint statement. “Now is the time to recognize the exceptional role teachers play and to empower them with the training, professional development, support and working conditions they need to deploy their talent. Education recovery will be successful if it is conducted hand in hand with teachers - giving them voice and space to participate in decision-making,” argued the conveners. The educational disruptions caused by the COVID-19 crisis highlighted the crucial role of teachers in maintaining learning continuity. They have been at the heart of the educational response, from leveraging technology creatively to providing socio-emotional support to their students and reaching those most at risk of falling behind with take-home packages. But the crisis has also highlighted major challenges facing the teaching profession, including the lack of career development opportunities in online teaching and distance learning, increased workloads associated with double-shift classes and blended models and occupational safety issues. As of 27 September, schools opened fully in 124 countries. They are partially reopened in 44 countries and fully closed in 16. These figures highlight both the need for attention to teachers’ health and well-being as schools reopen, and for continued professional development to integrate and use educational technologies. According to UNESCO’s research 71% of countries have given some priority to the vaccination of teachers, but only 19 countries included them in the first round of vaccinations, while 59 countries have not prioritized them in their roll-out plans. More effort is needed to support teachers in the transition to remote and hybrid teaching. According to the 2021 global survey conducted by UNESCO/UNICEF/World Bank and OECD released in July: 40% of countries trained three quarters or more of teachers on distance learning methods and the effective use of technologies in 2020 Only six out of ten countries provided teachers with professional development on psychosocial and emotional support Just over half of all countries (58%) provided teachers with content for remote learning, while 42% provided teachers with ICT tools and internet connections Putting teachers at the heart of the education recovery will require increasing the size of the teacher workforce. According to the above survey, 31% of 103 countries recruited additional teachers for school reopening, but the global gap remains high. In total, 69 million more teachers are needed worldwide to ensure universal primary and secondary education by 2030 (SDG target 4.1) It is projected that sub-Saharan Africa will need to recruit 15 million primary and secondary teachers by 2030. To celebrate 2021 World Teachers’ Day, the conveners, together with partners, including the World Bank, the Hamdan Foundation, the International Task Force on Teachers for Education 2030 (TTF), civil society organisations and members of the Global Education Coalition, will organize global and regional events and an advocacy campaign with the participation of the UNESCO Global Network of Learning Cities. The five-day series of events will include panel discussions, webinars and online training sessions to examine effective policies, evidence and innovative practices to provide the support teachers need for successful recovery, resilience-building and reimagining education in the post-pandemic world, and to advance SDG 4. URL:https://en.unesco.org/news/world-teachers-day-unesco-and-partners-urge-governments-prioritise-teachers-education-recovery 
East Africa Human Rights Program 2021-10-01 The East Africa Human Rights Program (EAHRP) is a regional training program which provides a unique opportunity for human rights workers, defenders, activists and educators from civil society organizations, institutions and government agencies, to deepen their understanding of human rights and the essential role of human rights education in effecting and sustaining social change. Developed in partnership with Equitas training alumni from across East Africa, the goal of the EAHRP is to strengthen the capacity of a regional pool of human rights organizations and institutions to use a human rights-based approach (HRBA) to advance gender equality and human rights through human rights education (HRE), with the purpose of building a global culture of human rights. 2022 7th EAHRP Session – Application deadline: October 17, 2021 The EAHRP normally brings together participants from across East Africa for a two-week learning experience. However, due to the ongoing challenges around COVID-19, Equitas works with partners to implement National Training Sessions in Kenya, Tanzania and Uganda respectively for the 2022 EAHRP: Kenya: February 20 – March 4, 2022, implemented by Women’s Empowerment Link (WEL) Tanzania: 13 – 25 March, 2022, implemented by TUSONGE Uganda: March 27 – April 8, 2022, implemented by Foundation for Integrated Rural Development (FIRD) Equitas and the EAHRP team take the wellbeing and health of all participants of the 2022 EAHRP seriously and are committed to providing a safe and healthy learning environment. Be assured that as the COVID-19 situation evolves globally, so does our planning regarding the measures that are put in place to safeguard the health and wellbeing of all participants and facilitators. To learn more about the measures taken to ensure the safety of participants, visit this page. The goal of the EAHRP is to strengthen the capacity of a regional pool of human rights organizations and institutions to use a human rights-based approach (HRBA) to advance gender equality and human rights through human rights education (HRE), with the purpose of building a global culture of human rights. To this end, the program places a strong emphasis on the transfer of learning and on follow-up activities. Participants attending the program develop an Individual Plan for putting their learning into action as part of the training. Registrations for the 7th session are now open: Apply before October 17 2021! You will find all the documentation needed below : EAHRP 2022 Information Guide Application Form Memorandum of Agreement*For any questions about the EAHRP, please email eahrp2022[at]equitas.org. URL:https://equitas.org/where-we-work/east-africa/regional-program/ 
Afghanistan – UNESCO highlights key challenges for Education, Science and Culture in the country 2021-09-13 Afghanistan stands at a turning point in history. It is critical for the country, and for the entire region, that progress made over the last two decades, in terms of human rights, education and international standards remains in place. Since 2002, UNESCO and its Afghan and international partners have carried out several nation-wide programs to reform the education system, to protect cultural heritage, to increase scientific capacity, and to ensure the safety of journalists. These initiatives helped advance Afghanistan’s progress towards meaningful development. Afghanistan has made the following gains: A major increase in literacy rate, from 34% (2002) to 43% (2020) Beginning in 2006 with the support of partners including Sweden, Japan, Norway, Denmark, UN agencies and civil society organizations throughout the country, UNESCO led the largest literacy program in Afghan history, reaching 1.242.000 learners, including 800.000 women and girls. 45.000 police officers have also been reached and trained through literacy programs. From 2002 onwards UNESCO supported the government in the development of a nation-wide education revamp, encompassing all National Strategies for Education, the first-ever National Institute for Educational Planning, a global Education sector analysis, a General Education Curriculum reform (reaching over 1 million learners), and a strategic plan for higher education. UNESCO built capacity in Afghanistan: thousands of Afghan officials were trained: In the Education sector: we trained 741 planning officers from all 34 provinces. And in the Culture sector we trained several museum curators and professionals, as well as culture specialists capable of conducting inventories and monitoring heritage sites. Large-scale safeguarding operations were conducted for the preservation of the remains of the Bamiyan Valley, the Minaret of Jam and other iconic monuments that must be preserved as symbols of Afghan identity and national cohesion. Several cultural initiatives have been taken to revitalize Afghanistan’s cultural fabric and creativity, notably through the launch of the Bamiyan Cultural Center, an exhibition and training space, and through the photographic competitions which have helped give birth to the Kabul Photographic Biennale in 2017. Since 2018, the Physics Without Frontiers (PWF) programme run by UNESCO’s Abdus Salam International Centre for Theoretical Physics ICTP has been working with Kabul University to help faculty develop curricula in physics, including at undergraduate level. Some 400 Afghan students travelled to Kabul University from across the country to attend intensive Physics courses at Kabul University. Afghanistan is now home to one of the most dynamic media landscapes in the region, with 1,879 active media outlets, 203 TV channels, 349 radio stations, and 1,327 print outlets. In 2020, there were 1,741 women media workers in Afghanistan, including 1,139 women journalists These achievements all show that today Afghan society is very different from 20 years ago. The country has made huge strides, but they must be preserved or the country’s development will unravel. Many challenges lie ahead for Afghanistan: 12 million Youth and adults (15+) in Afghanistan still lack basic literacy skills 81 journalists were killed between 2006 and 2021, including 7 as of August 2021 From September 2020 - February 2021, almost one in five women journalists left the profession, due to ongoing violence and threats. UNESCO is committed to step up its support to the Afghan people. Recalling what has been achieved over the past two decades, UNESCO wishes to remind the international community what is at stake in its fields of competence, to serve as a benchmark for the future. More about: UNESCO is monitoring the evolving situation in Afghanistan with particular attention to issues concerning the universal right to education, freedom of expression and heritage. For further details, please read our statements here: UNESCO calls for respect of freedom of expression and safety of journalists in Afghanistan Afghanistan - UNESCO calls for the protection of cultural heritage in its diversity UNESCO Director General calls for unhindered right to education in Afghanistan For more information, please contact UNESCO Press Service: Clare O’Hagan URL:https://en.unesco.org/news/afghanistan-unesco-highlights-key-challenges-education-science-and-culture-country 
Join the UNESCO Global Network of Learning Cities! 2021-09-06 Applications open between 1 September and 1 November 2021 From 1 September to 1 November 2021, cities from UNESCO Member States are invited to apply for membership in the UNESCO Global Network of Learning Cities (GNLC). The UNESCO GNLC is an international policy-oriented network providing inspiration, know-how and best practice. Members benefit from the sharing of lifelong learning policies and practices, the production and exchange of knowledge on key challenges and solutions, capacity-building and training initiatives, and participation in global events such as the International Conference on Learning Cities. The 229 members of the network work in clusters on key issues such as education for sustainable development, equity and inclusion, and health and well-being. During the COVID-19 pandemic, UNESCO learning cities have closely worked together to share good practice, strategies and activities to minimise the disruption to learning caused by the pandemic and the resulting lockdown’. Becoming a learning city A learning city: effectively mobilizes resources in every sector to promote inclusive learning, from basic to higher education; revitalizes learning in families and communities; facilitates learning for and in the workplace; extends the use of modern learning technologies; enhances quality and excellence in learning; fosters a culture of learning throughout life. UNESCO learning cities enhance individual empowerment and social inclusion, economic development and cultural prosperity as well as sustainable development. They promote literacy and education for global citizenship, entrepreneurship, health and well-being. Submit your application by 1 November 2021! Applications must be submitted to the UNESCO National Commission in your country for endorsement and submission to the UNESCO Institute for Lifelong Learning. National Commissions for UNESCO are invited to submit up to three city membership applications no later than 30 November 2021. We will announce the new GNLC members in February 2022. More information Flyer "Join the UNESCO Global Network of Learning Cities!" (English, French, Spanish) Application form and procedureAbout the UNESCO Global Network of Learning citiesCurrent members of the UNESCO Global Network of Learning cities ContactUNESCO Institute for Lifelong LearningFeldbrunnenstr. 5820148 HamburgGermany Email learningcities@unesco.org Tel: +49 40 44 80 4144Fax: +49 40 41 077 23 URL:https://uil.unesco.org/lifelong-learning/learning-cities/join-unesco-global-network-learning-cities-0 
À l'horizon | Un réservoir intarissable : la diversité culturelle au service de l'avenir que nous voulons 2021-08-16 Culture, in all its diversity, is an infinite reservoir from which we gain our knowledge of the world and which we tap into to find solutions to contemporary issues. Ever since the emergence of Homo Sapiens, human progress has evolved thanks to cultural diversity, through the exchange between human groups of discoveries and innovations, institutional experience and knowledge. Culture is in constant flux, evolving across time and space, adapting to the circumstances of the day. Each culture is therefore rich with insights provided by this vast accumulation of knowledge. Our cultural diversity is our greatest strength. It is the ultimate renewable resource for humankind and societies. As such, valuing diversity and protecting and promoting cultures as asset for societies is imperative. The world is still not on track to attain sustainable development. Furthermore, the recent United Nations Sustainable Development Goal Report noted that “the pandemic has already had a very significant impact in a number of areas, undermining decades of development efforts.” Countries where inequality has grown are home to more than two thirds of the world population, according to the 2020 World Social Report. The UN Office of the High Commissioner for Human Rights frequently sounds the alarm on the rise of racism and xenophobia, with culture itself being instrumentalised to divide societies and communities in many parts of the world, as highlighted by a 2018 Report of the Special Rapporteur in the field of cultural rights. Moreover, the future of our planet is at stake: the climate crisis is upon us with 2021 being described as “a make-or-break year for people and planet” by UN Secretary-General, Antonio Guterres. In addition, new technologies have critical implications as to how we interact with the world and each other, with huge ethical implications for the future of humankind. Today's societies are resolutely multilingual and multicultural, many of them home to a large number of cultures and ethnic groups. This diversity has been nourished throughout the ages due to trade and migration. Colonialism, slavery and the displacement of populations due to conflict have also altered the social fabric of societies, leading to a loss of critical knowledge. Diversity not only refers to differences due to the presence of different cultural or ethnic communities, but also different life experiences due to gender, sexual orientation, disability or age. Cultures transcend national boundaries and digital technologies have also put people in contact in an unprecedented way, creating new communities across borders. Confronted by the diversity of codes and outlooks, States sometimes find themselves at a loss to know how to respond and harness cultural diversity for the common interest. Now, in the wake of the COVID-19 pandemic, States are recalibrating longer term policy choices among many seemingly competing priorities – be it health, infrastructure or employment. Where does culture fit in this panoply of public policies? History has shown us that following trauma, societies and peoples have turned to culture to find responses. UNESCO itself was created due to the conviction that rebuilding societies following the Second World War could not only be done through political and economic means but also a renewal of ideas and new solidarity, through our “fruitful diversity”. “Development without culture is growth without a soul”Traditional development policies, tethered to economic growth, were initially guided by the belief that an increase in prosperity would increase human well-being and reduce poverty. By the 1990s, it was clear that a purely growth-oriented approach had deepened economic and social divides within and between countries, thereby jeopardizing social inclusion and the evolution of peaceful and sustainable societies. Burgeoning ecological destruction was leading to worse natural catastrophes and increased global uncertainty. There was a conscious shift towards “human development”, based on the work of Amartya Sen, placing emphasis on widening individuals’ choices and expanding freedoms. Within the United Nations system, the Human Development Index was introduced to take into account dimensions such as health and education. Yet, individuals are not isolated atoms; they work together, cooperate and interact in many ways. It is culture that connects them with one another and makes the development of the individual possible. It is also culture that defines how people relate to the natural environment. It is in this sense that all forms of development, including human development, ultimately are determined by cultural factors. When culture is thus understood as the basis of development, the very notion of cultural policy has to be considerably broadened. Any policy for development must be profoundly sensitive to and inspired by culture itself. Far from being confined to arts and heritage, participants at the 1982 World Conference on Cultural Policies, Mondiacult, defined culture as: “the whole complex of distinctive spiritual, material, intellectual and emotional features that characterize a society or social group, not limited to the arts and letters, and including modes of life, the fundamental rights of the human being, value systems, traditions and beliefs.” Our Creative Diversity, a report produced by the World Commission on Culture and Development in 1995, stated that “if the communities of the world are to improve their human development options they must first be empowered to define their futures in terms of who they have been, what they are today and what they ultimately want to be.” Twenty years later, the 2030 Agenda whose, motto is "the future we want" would echo this spirit. Culture is “the whole complex of distinctive spiritual, material, intellectual and emotional features that characterize a society or social group, not limited to the arts and letters, and including modes of life, the fundamental rights of the human being, value systems, traditions and beliefs.” -- World Conference on Cultural Policies, Mondiacult, 1982 Whilst reaffirming a broad definition of culture, the 2001 UNESCO Declaration on Cultural Diversity gave policy direction to such cultural pluralism for the flourishing of creative capacities that sustain public life. It stated that “policies for the inclusion and participation of all citizens are guarantees of social cohesion, the vitality of civil society and peace” and that this was best achieved within a democratic framework. Indeed, “cultural diversity should be defined as the capacity to maintain the dynamic of change in all of us, whether individuals or group” posited the UNESCO 2009 World Report: Investing in Cultural Diversity and Intercultural Dialogue, adding a key dimension to the value of pluralism for resilience. Differences between cultures should therefore not be regarded as something to be feared, but as a fundamental trait which enriches us and which should prompt us to engage with the breadth of "spiritual, material, intellectual and emotional features" of the world. The UN 2030 Agenda for Sustainable Development, an inspirational agenda "for the people by the people" adopted in 2015, reflects the evolution of development models that aim to place social considerations on a par with economic ones, and explicitly recognises the power of culture - the first time this role was so clearly defined in an international development agenda. Member States affirmed that “we acknowledge the natural and cultural diversity of the world and recognize that all cultures and civilizations can contribute to, and are crucial enablers of, sustainable development.” Furthermore, countries pledged to “foster intercultural understanding, tolerance, mutual respect and an ethic of global citizenship and shared responsibility”. Culture, being a fundamental trait, does not have a stand-alone goal, but a transversal role contributing to all 17 of the Sustainable Development Goals. Culture is explicitly referenced in relation to education, notably its role in creating the conditions that are conducive to an appreciation of cultural diversity, valorizing all cultures equally in the respect of human rights and fundamental freedoms. Culture also contributes to sustainable tourism that is respectful of local culture, and to the protection of cultural and natural heritage to render human settlements more inclusive, safe, resilient and sustainable. Unity in DiversityThe use of culture as the main driver of national visions for development is nothing new. National cultural policies emerged in the late 18th century with the large public museums in Europe. By the 1960s, culture was a rallying call for newly independent countries and the engine of nation-building projects. For example, policies in the Arab States focused on the role of culture for creating identity and building unity. Similarly, in the Caribbean, culture became an important tool of emancipation for the majority of the population that had formerly been enslaved, as coming to terms with one's past is the only way to build the future. In Latin America, cultural priorities were shaped by the political needs of the 1980s and 1990s, when the socio-cultural effects of the transition to democracy were starting to be felt. As a result, cultural policies tended to put greater emphasis on the fight against poverty and exclusion, by reinforcing cultural rights. For many states, the protection of cultural diversity itself has long been at the heart of many states' visions for their long-term prosperity. For example, since its independence in 1949, Indonesia has adopted the national motto “Unity in Diversity” based on a 15th century Javanese mantra capturing a shared identity despite the diverse cultures and ethnicities of the 17,000 islands of the archipelago. Similarly, in the Pacific emerging from colonial rule, Samoa’s 1960 constitution is grounded on both “Christian principles and Samoan custom and tradition”, in recognition of its past. Over time, other countries have expanded their public policies to embrace the multiple identities of their population. Bolivia was perhaps the first country in 1967 to pass a law providing legal protection of its national folklore, expanding the definition of cultural law (to what we now consider to be intangible cultural heritage), while the 1987 Constitution of Haiti upgraded Haitian Creole to the status of official language alongside French in recognition of its population’s heritage. Indeed, old models of assimilation for nation-building, in which all groups were made homogenous, proved to be neither desirable nor feasible in the pursuit of more inclusive societies. Furthermore, a country’s culture is not static. On the contrary, it is dynamic and continually evolving reflecting its history, mores, institutions and attitudes, its social movements, conflicts, migrations and struggles, and the configurations of political power, internally and in the world at large. The world’s first national multicultural legislation appeared in Canada only in 1988 when the new Multiculturalism Act recognised cultural diversity as a fundamental feature of Canadian society. The act also recognizes Canada's multicultural heritage, enshrines Aboriginal rights, allows languages other than the official languages, English and French, to be used, and protects minorities' rights to enjoy their cultures. More recent national cultural policies also value the diversity of culture. For example, Jamaica’s 2003 National Cultural Policy laments that “formal processes have emphasized our European past far more than our African, Indian, Chinese and other heritage,” and states that “there is the need, especially in the intangible cultural heritage, to focus on the significance of traditional knowledge in the consolidation of communities and the wellness of the general society.” In Chile, following an unprecedented process of Indigenous Consultation carried out with the participation of the nine native peoples and Afro-descendant tribes, the Ministry of Cultures, Arts and Heritage was established in 2017. Referring to “cultures”, in the plural form, marked an important shift not only in recognizing the country’s cultural diversity but also creating policy mechanisms to ensure their flourishing. Furthermore, the country began working on a new constitution in July 2021 with a 155-member body representative of the whole country. Whilst a challenge, the diversity of the body - half of whom are women, a minimum of 17 who are indigenous and the youngest being 21 - is seen as a great strength to ensure a more just future in a country of deep inequalities. Furthermore, at the international level, there have been groundbreaking policy developments, such as the Permanent Forum on Indigenous Issues, established in 2002 as a consultative body of the UN, which was a milestone in the recognition, protection and promotion of cultural diversity, and a great achievement in cultural rights. The adoption of the UNESCO 2003 Convention for the Safeguarding of the Intangible Cultural Heritage by UNESCO Member States was equally visionary in achieving in more inclusive definition of cultural heritage. It valorised local traditions and know-how, and not just physical manifestations of heritage. Furthermore, it acknowledged that intangible cultural heritage is shared heritage, not bound to a particular territory, and that it is transformed over time. The Ministry is governed by the principles of cultural diversity, democracy and participation, cultural recognition of indigenous peoples, respect for the freedom of creation and social valuation of creators and cultural practitioners, as well as recognition of territorial cultures, respect for the rights of cultural practitioners and creators, and historical memory.-Ministry of Cultures, Arts and Heritage of Chile Culture: the dynamic for change Cultural diversity - harnessed appropriately - nurtures dialogue and mutual understanding and develops new models of citizenship, by providing access to meaningful knowledge. Local cultural codes can be a source of social cohesion and peace, including in countries that have experienced social strife. Chad’s national development plan aims to reinforce “national cohesion through cultural rehabilitation and the restoration of ancestral values”. Pakistan’s 2018 cultural policy, for example, recognises cultural diversity as a “unifying bond” to overcome inter-communal tensions. Mauritius - a kaleidoscope of ethnic and religious groups – attributes its high ranking in the Global Peace Index to respect for cultural diversity. In its 2019 Voluntary National Review (VNR), submitted to the United Nations as part of monitoring towards the Sustainable Development Goals, it states that the country “is a sovereign democratic state island of approximately 1.3 million people of different race, culture and faith, living in a spirit of unity, mutual respect and tolerance. These values have upheld the process of nation building.” As well as a vehicle for social cohesion, cultural diversity is a source for sustainable livelihoods and economic growth, drawing on unique intangible cultural heritage and a diversity of cultural expressions. Morocco’s Vision 2020, for instance, aims to consolidate cultural tourism by organizing festivals dedicated to the arts and artistic heritage expressions. Meanwhile, Panama’s initiative called “Ruta Afro”, a touristic route linking the Afro-Panamanians communities, not only gives their culture more visibility but also provides employment opportunities. Brunei Darussalam’s One Village One Product policy focuses on community-based cultural tourism through the promotion of handicrafts and intangible cultural heritage. Peru is also capitalising on cultural diversity through the recently launched Pact for Culture to boost its culture sector, aimed at protecting the country’s heritage, as well as promoting its cultural industries. Culture also defines how people relate to nature and their physical environment, to the earth and to the cosmos. The indigenous Quechua cosmovision centred on humanity as an integral part of the natural and social environment – ‘sumak kawsay’ or ‘well-being’ - was integrated into the Constitution of Ecuador in 2008, making it the first country to recognize rights to nature in its constitution. In the Pacific Small Island Developing States, cultural heritage is characterised by strong interlinkages between people and nature, which is mainly expressed through intangible cultural heritage. The Federated States of Micronesia, for example, highlights in its 2020 VNR how this sense of guardianship of some of the richest biodiversity in the world, coupled with strong and diverse traditions, positions the country to conserve both natural heritage and social heritage simultaneously. Hungary too, in its 2012 Constitution, couples culture and the environment, aiming for the “preservation and protection of material, intellectual and natural resources” for future generations: one of only a few documents around the world that articulates the principles of the rights of future generations to this legacy. Local and indigenous knowledge is, in fact, increasingly vital to tackle climate change and biodiversity loss, as the cultures of the world’s 350 million indigenous peoples worldwide are inextricably linked to the natural world. Indigenous knowledge, although relatively new to climate science, has been long recognized as a key source of information and insight in domains such as agroforestry, traditional medicine, biodiversity conservation, impact assessment, and natural disaster preparedness and response. Both the 1992 Convention on Biodiversity and the 2015 Paris Climate Change Agreement call upon states to respect, preserve, maintain and draw upon traditional and indigenous knowledge for relevant socio-economic and environmental policies. Furthermore, a large percentage of the world’s 7,000 language are indigenous, each of which reflects a unique world view and knowledge system. The objective of the Decade of Indigenous Languages 2022-2023 is to protect and promote these languages. In recognition that indigenous peoples hold a rich diversity of living heritage, including practices, representations, expressions, knowledge and skills, the UNESCO 2003 Convention for the Safeguarding of the Intangible Cultural Heritage provides an in-road for indigenous peoples to shape the international heritage discourse and ensure that their experiences are taken into account. Cities, museums and media: hubs for cultural diversity and global citizenship Cities, museums and media help shape and expand new knowledge but also enhance ways of living together. They are privileged spaces for the appreciation of cultural diversity. By 2050, 70% of the global population will live in cities, where the greatest diversity can be found. The mixing of lifestyles and forms of expression can be both a source of creation and innovation. Consolidating social integration with respect for ethnic and cultural diversity, and yet encouraging them to blossom, is a major public policy challenge. Mirroring global development trends, throughout the 1980s, in Western Europe and North America, urban cultural policies were designed to serve mainly economic objectives. The UN-endorsed 2016 New Urban Agenda fully acknowledges that “culture and cultural diversity are sources of enrichment for humankind and provide an important contribution to the sustainable development of cities, human settlements and citizens, empowering them to play an active and unique role in development initiatives.” In fact, culture, creativity, heritage and pluralism are referred to some 35 times in the Agenda. The diversity of the urban context has led to the burgeoning of new actors, particularly in civil society. It has opened up new cultural spaces and opportunities to celebrate cultural diversity, for example, through festivals. Furthermore, new ideas, concepts and tools - such as Creative Cities and the Historic Urban Landscape - have emerged, enriching approaches for more liveable places. It is also culture that defines a city as what the ancient Romans called the "civitas" - a coherent social complex, the collective body of citizens, as suggested in UNESCO’s 2016 publication Culture: Urban Future. Physical cultural heritage provides multiple layers of meaning whilst cultural expressions provide vehicles for collective identity. The 2011 UNESCO Recommendation on the Historic Urban Landscape encourages local decision-makers to adopt participatory planning and stakeholder consultations on what values to protect for transmission to future generations and to determine the attributes that carry these values. The UNESCO Creative Cities Network – through its seven creative fields – reinforces the dialogue that is indispensable for development. The Creative Cities are searching for innovative solutions to meet the needs of the most vulnerable populations, including housing, mobility, access to public space and cultural life. For example, in the Medina of Tunis - a World Heritage site, and a Creative City of Crafts and Folk Art – the Association for the Protection of the Tunis Medina has co-designed with the local authorities an ambitious programme to reclaim slum housing and restore historical buildings. The annual Crafts Fair and the Medina Festival also attract tens of thousands of visitors per year in celebration of the medina’s cultural diversity. Furthermore, “public spaces can create the environment to dispel the myths and destructive stereotypes associated with migration by fostering public debate about the varied and overwhelmingly positive contributions of migrants to the local communities,” as noted in the 2016 Barcelona Declaration on Public Spaces. A cultural approach to urban planning renews notions of the ‘right to the city’ for the common good. To tackle racism, racial discrimination and xenophobia and other societal ills resulting from social transformations including rapid urbanization, human mobility, and rising inequalities, UNESCO launched the International Coalition of Inclusive and Sustainable Cities in 2004. The seven reginal and national coalitions collaborate to advance inclusive urban development free from all forms of discrimination through policymaking, capacity-building to awareness-raising activities. An example of an event that brings people together in the public space is UN Jazz Day, initiated by UNESCO, which celebrates jazz and its origins in the battle for human rights and civil rights in US, as well as its roots in Africa and the Caribbean. The world’s 104,000 museums are also of “great importance for all societies, for intercultural dialogue among peoples, for social cohesion, and for sustainable development, society and as a factor in social integration and cohesion”, as highlighted in the UNESCO 2015 Recommendation concerning the protection and promotion of museums and collections, their diversity and their role in society. Yet, some studies suggest that they are not always welcoming to diverse populations due to ethnicity, gender, sexual orientation and identity, socioeconomic background, education level, physical ability, political affiliation and religious beliefs. For example, a 2017 study in the US found that racially and ethnically diverse visitors, as well as young people, were more likely to believe that cultural organizations were “not for people like me”. Many museums can invest more in their potential to promote cultural diversity and in valorising the diversity of cultures. Some museums around the world are coming up with innovative ways to reach marginalised populations, fulfilling their role as public spaces for reflection and debate on historical, social, cultural and scientific issues. A project in Edo Museum of West African Art, in Benin City in Southern Nigeria, due to open in 2025, intends to develop a shared understanding of the cultural heritage of the sub-region, contributing to the continent’s “cultural renaissance”. Opened in 1982, the National Museum of Popular Cultures in Mexico’s stated purpose is to be “an open door to the cultural diversity of ancestral traditions and new proposals of cultural manifestations… that promote respect for the cultural pluralism that characterizes our country.” Meanwhile, France has developed a model of mobile and low-cost digital museums called ‘micro-folies’ to improve social accessibility, whilst the Norway National Museum Network for Minorities and Cultural Diversity brings together over 20 museums to organize travelling exhibitions or the training of people of minority backgrounds to increase access to culture and inclusion of minorities in the respective institutions. Media and digital technologies are also vehicles for sharing cultural content. The UNESCO 2018 Re|Shaping Cultural Policies report found that watching television and listening to radio are such widespread cultural activities that they are indispensable to inform people about diverse cultural expressions and to ensure their human right to cultural participation. Yet, there is a risk of concentration of media and a homogenization of expressions, leaving many voiceless. Therefore, it is vital to develop media pluralism, by expanding access and ensuring regulatory frameworks that help create media which are representative of evolving societies. Furthermore, promoting media literacy training and developing cultural literacy is vital, particularly for professionals to become sensitive to diversity and avoid the pitfalls of discriminating, stigmatising and stereotyping. Global internet use penetration now stands at 53.6%, which means that nearly half of the world is still unable to partake in global online conversations, particularly women and people with disabilities, undermining fundamental rights. Furthermore, there is a vast linguistic divide in cyberspace today - with 77% of the internet in just 10 languages - that will only exacerbate the digital divide, as individuals and communities are marginalized. The UNESCO 2003 Recommendation concerning the Promotion and Use of Multilingualism and Universal Access to Cyberspace proposes measures fostering universal access to digital resources and services, and facilitating the preservation of their cultural and language diversity. Through algorithms, there is also a danger that, far from expanding choices, digital technologies and artificial intelligence can lead to a homogenization of access to cultural expressions. UNESCO is leading a global discussion on how to address issues around transparency, accountability and privacy on artificial intelligence. A global framework for regulating artificial intelligence containing action-oriented policy chapters on a variety issues, including culture, is set to be adopted later this year. The positive news is that communities are also using digital platforms to share and transmit their intangible heritage, as was particularly observed during the pandemic. The ultimate renewable resource Throughout the ages, culture has been the deep reservoir of innovation and creativity: the ultimate renewable resource. Yet, now more than any other time in history, the challenges we face are interlocked, multifaceted and indisputably global. Fragmented communities, rising inequalities, contemporary complex forms of conflict, coupled with the climate crisis and technological transformation are causing such upheaval that societies will only be able to overcome global challenges through enhanced diversification and tapping into cultural diversity, which is only possible if all cultures are equally valued. In the globalised world, the modern State is resolutely and irreversibly multicultural. To ensure unity in diversity and avoid social fragmentation and tensions, public policies must build inclusive societies – embracing the diversity of all citizens regardless of race, origin and gender - while ensuring respect for human rights and fundamental freedoms in a democratic environment. Institutional developments at country-level over the past decade – including new ministries of culture and the protection of cultural diversity in legal documents, such as constitutions – bears witness to this aspiration of many societies. Therefore, it is imperative for the State to guarantee respect for cultural diversity by designing policies that valorize cultural diversity as a positive resource for progress and not instrumentalised to sow division. Harnessing cultural diversity requires for States to adapt their policy instruments and build more comprehensive policies, encompassing the wider policy spectrum. By reviewing their policy tools and instruments, countries would be better adapted to today’s multicultural societies that are knowledge-driven by creating the conditions that are conducive to mobilizing the ingenuity of all segments of society. Furthermore, this approach would provide opportunities for all citizens to engage and to contribute, building true global citizenship by equipping individuals with the capacities to make change in the society in which they live and for them to expand their development pathways. Ensuring a flourishing of culture will propel new, more human-centred, models of economies and societies that build on and invest in human capabilities. When you invest in culture, you invest in human capital. Harnessing the power of culture is not limited to economic models but across the public policy spectrum from education, health, digital development, ecological transition and employment. Greater interdependence, but also diversification, are necessary for sustainable development. The spirit of the 2030 Agenda is that one size does not fit all. Only culture can bridge the gap between global ambitions and local solutions, as culture offers new platforms for dialogue between decision-makers and citizens. 2021 marks the first steps on the road to the UN Decade of Action to boost progress toward the achievement of the SDGs. Back in 1994, The World Commission on Culture and Development decried that “our social and political imagination has not kept pace with our scientific and technological imagination.” This observation is now more pertinent than ever. Now is the time to place culture at the heart of development strategies, using our creative diversity. URL:https://en.unesco.org/news/cutting-edge-infinite-reservoir-cultural-diversity-shaping-future-we-want 
UNESCO dialogues with the G20 meeting of digital ministers 2021-08-14 To build a better future, we need to raise our level of ambition and digital co-operation. This is especially important for new technologies such as Artificial Intelligence (AI), quantum computing, blockchain, Internet of Things, among others. This was the message of a high-level UNESCO delegation to the meeting of the G20 countries digital ministers in Trieste, Italy last week. The G20 is a forum of the world’s major economies, covering 60 percent of the global population and 80% of GDP. Led by Tawfik Jelassi, Assistant Director-General for Communication & Information, the UNESCO team included Gabriela Ramos, Assistant Director-General for Social and Human Sciences. In his remarks, ADG Jelassi – himself a former minister of ICT - pointed to the lessons of the Covid-19 pandemic. “Digitalization offered many of us a lifeline during the COVID-19 pandemic. However, some digital divides were highlighted, such as the unequal access to connectivity; the unequal access to reliable information and knowledge; and the unequal capacities and competencies to create value through digital technology.” -- Tawfik Jelassi, UNESCO Assistant Director-General for Communication and Information The ADG explained how UNESCO is stepping up its actions to reduce, if not eliminate, these three divides based upon the framework for digital development agreed by UNESCO Member States. The framework, he said, consists of the ROAM principles: Human Rights, Openness, Accessibility, and Multi-stakeholder governance. The ADG invited ministers to make use of the Internet Universality Indicators for assessing national digital ecosystems and guide policy decisions. He further highlighted the tools of the “ICT Competency Framework for Teachers”, and the Organization’s new curriculum on Media and Information Literacy. The G20 Ministers were also invited by Mr Jelassi to join UNESCO’s “global consultations to improve the transparency of social media platforms, around the ways they share the information they receive, including through algorithms.” Turning to the subject of AI, the ADG noted that UNESCO had just concluded an AI needs assessment of 32 countries in Africa and would soon offer to 23,000 judicial operators in 150 countries a training on AI and the rule of law. “Also, we will soon deploy AI capacity-building platforms for youth and policymakers,” he added. Gabriela Ramos, Assistant Director-General for Social and Human Sciences, who leads UNESCO’s work on the Ethics of AI, shared with the G20 ministers the potential of UNESCO’s draft Recommendation on the Ethics of Artificial Intelligence. “G20 countries, along with all UNESCO’s membership, delivered an ambitious global standard on AI Ethics,” she said of the process which will culminate at the General Conference of UNESCO in November. “The Recommendation is a compass for international consensus on the 'what' as well as the 'how' of ethical governance of AI to protect and advance human rights, human dignity, inclusion, and non-discrimination,” she stated. The UNESCO delegation held various bilateral discussions with present delegations present, including those from Saudi Arabia, Argentina, Rwanda, Turkey, Italy, Brazil, and OECD. URL:https://en.unesco.org/news/unesco-dialogues-g20-meeting-digital-ministers