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Interview ‘Transforming lives through reading’ 2021-05-10 As we mark World Book Day, the UNESCO Institute for Lifelong Learning spoke to Dawn Stitzel, National Program Director of the Library of Congress Literacy Awards (USA), about the importance of literacy and the response to the COVID-19 pandemic of two internationally-focused Library of Congress Literacy Award-winning organizations. Dawn, what is the importance of reading in your view? Reading and the information obtained from books and other sources are essential to life’s basic functions as well as to more elevated technical and cultural pursuits. As Carla Hayden, the United States’ Librarian of Congress, observes, ‘Literacy powers the pursuit of learning, knowledge and opportunity around the world’. Beyond the classical library work, how does the Library of Congress promote a culture of reading? Through its outreach programmes, the Library of Congress seeks to nurture and expand this culture of literacy and reading. The Literacy Awards Program is one such effort. David M. Rubenstein launched the literacy awards with the Library of Congress in 2013 to honour national and international nonprofit organizations that were doing exemplary, innovative and replicable work to advance literacy in their communities. Each year, the Library of Congress awards close to $350,000 to deserving organizations. What impact did the COVID-19 pandemic have on your awardees? With the arrival of COVID-19 and the closure of schools and other (physical) learning spaces, learners served by literacy organizations have been among the hardest hit. In the best of times, these learners are more likely to struggle with their own education as well as that of their children. Access to the internet and digital devices is often limited and there may be fewer literacy resources at home. The pandemic highlights the need for additional assistance to support these learners to continue building essential digital skills for themselves and to facilitate the remote learning of their children. In sum, the COVID-19 pandemic and the consequences of lockdown are magnifying existing literacy challenges. Therefore, calling attention to the work of these remarkable organizations and sharing how they have adjusted to their new circumstances is more important than ever. Could you name two examples of projects that have been successful in promoting literacy skills throughout the pandemic and explain how they do so? While many of our awardees deserve to be highlighted, let me name two: Pratham Books in Bangalore, India, and Room to Read in San Francisco, California. Both organizations are fully engaged in ensuring that learners in many parts of the world continue to build critical literacy skills through an emphasis on books and reading and via innovative and inclusive distance learning opportunities. © Pratham Books Pratham Books is a recipient of the 2017 International Prize and the 2020 David M. Rubenstein Special Response Award. It is a children’s book publisher that has helped millions of children gain access to engaging, affordable books in multiple languages. As demand surged during the pandemic for digital learning resources, Pratham Books created programmes that can be used in low-resource environments, including a Learn at Home programme, thematic reading lists, audio-visual books and a phone-based dial-a-story programme that allows a child to locate a story in a chosen language by dialing a toll-free number. StoryWeaver, Pratham’s online, openly licensed, digital repository of multilingual children’s stories, allows users free access. The platform also enables the creation, translation, downloading and printing of stories. The repository has over 23,000 stories in 259 languages and continues to grow. In addition, StoryWeaver translated 3,000 books into 28 new languages, including books about the coronavirus, health and hygiene, and social and emotional issues. UNESCO and the World Bank listed StoryWeaver as a resource for homebound children during the pandemic. © Room to Read A second example is Room to Read, which is also featured in UIL’s literacy database. Room to Read received the David M. Rubenstein Prize in 2014 and the David M. Rubenstein Special Response Award in 2020. It seeks to transform the lives of children in low-income communities by focusing on literacy and gender equality in education. Its Literacy in Primary School initiative helps children become independent readers through community engagement, provision of quality books and teaching tools, and advocacy beyond the classroom. The Girls’ Education in Secondary School Initiative supports girls in building skills to succeed academically and make key life decisions through mentorship and other means. To date, Room to Read has worked in 16 countries and benefited 20 million children. How did the project respond to learners’ needs during the pandemic? During the pandemic, Room to Read’s digital platform, Literacy Cloud, originally developed for educators and book creators in Indonesia, expanded exponentially. It now includes over 1,000 original Room to Read children’s book titles in 19 languages. The titles are available as a free resource for students, parents and teachers. Simultaneously, the organization is working to harness the power of education to end systemic inequality and to build a more inclusive view of the human experience. Room to Read’s 1,600 culturally diverse book titles teach children how to relate to others with empathy, tolerance and justice. What is your key take-away from the pandemic when looking at the development of these two initiatives? As COVID-19 and recent social unrest continue to divide us, Pratham Books and Room to Read have found multiple ways to promote books and reading to connect to their audiences and adapt to the evolving circumstances and needs of the communities they serve. The pandemic has been a stark reminder of how critical the work of literacy organizations can be as they enhance distance learning opportunities and provide resources for learning at home. Such programmes are critical as they assist learners in adapting to new learning environments. The Library of Congress Literacy Awards Program website and interactive map provide additional information on the awards and previous winners. URL:https://uil.unesco.org/literacy/interview-transforming-lives-through-reading 
Lancement du Nouveau Québec sans frontières 2021-05-10 Le gouvernement du Québec dévoile aujourd'hui un nouveau programme en solidarité internationale et lance son premier appel à propositions. La ministre des Relations internationales et de la Francophonie, ministre de l’Immigration, de la Francisation et de l’Intégration et ministre responsable de la région des Laurentides, Nadine Girault, annonce la mise en œuvre d’un nouveau programme de solidarité internationale : le Nouveau Québec sans frontières (QSF). Une somme de plus 6 M$ sera dédiée à ce programme en 2021-2022, soit une augmentation de près de 740 000 $ de l’enveloppe accordée en 2020-2021. La ministre lance du même souffle le premier appel à propositions, qui a lieu jusqu’au 22 juin. Le Nouveau QSF regroupe les trois programmes de solidarité internationale auparavant offerts par le ministère des Relations internationales et de la Francophonie : le Programme québécois de développement international (PQDI), Québec sans frontières (QSF) et le Programme d’éducation à la citoyenneté mondiale (PECM). Il s’adresse aux organismes de coopération internationale (OCI) québécois, au bénéfice de la population du Québec et des pays en situation de vulnérabilité, prioritairement situés en Afrique francophone, en Amérique latine et aux Antilles. Il vise à contribuer à l’effort international de lutte contre la pauvreté et l’exclusion sociale, dans une perspective de développement durable, de droits de la personne, incluant l’égalité entre les femmes et les hommes, et d’autonomisation des femmes. Le Nouveau QSF permettra d’apporter un soutien financier davantage axé sur la mission des OCI. Ces derniers pourront ainsi agir avec une plus grande souplesse administrative et une prévisibilité accrue au regard du financement. Avec cette réforme, les actions des OCI sur les territoires priorisés seront sans aucun doute renforcées au bénéfice des communautés ciblées. Ce programme comporte deux volets, l’un pour soutenir la mission globale des OCI et l’autre pour appuyer la réalisation de projets ponctuels. L’appel à propositions concernant le premier volet est ouvert jusqu’au 22 juin 2021. L’appel à propositions du deuxième volet sera lancé en juin 2021. « Je suis fière de dévoiler le Nouveau Québec sans frontières. Ce nouveau programme de solidarité internationale est en continuité avec l’approche québécoise et avec nos valeurs de solidarité internationale, reconnues depuis plus de 25 ans, mais se retrouve renforcé en intégrant les forces et les initiatives soutenues par les anciens programmes du gouvernement du Québec. Je remercie le milieu québécois de la solidarité internationale d’avoir contribué à son élaboration en prenant part aux consultations que nous avons tenues. Leurs réflexions et préoccupations ont grandement été prises en compte. En finançant davantage la mission des organisations, ce nouveau programme renforcera la capacité d’action de nos organisations de coopération internationale sur le terrain et sera bénéfique pour les communautés ciblées. Le Nouveau QSF permettra de maintenir des emplois dans ces organismes, notamment en région, et fera rayonner l’expertise québécoise à l’étranger, tout en contribuant à la création d’un monde plus stable, durable et plus prospère. » Nadine Girault, ministre des Relations internationales et de la Francophonie, ministre de l’Immigration, de la Francisation et de l’Intégration et ministre responsable de la région des Laurentides Faits saillants et détails du programme :Plus de 60 organismes de coopération internationale sont présents dans 13 régions du Québec. Ils mènent des activités sur le territoire québécois ainsi que dans plus de 110 pays à travers le monde. Le secteur génère plus de 700 emplois et mobilise 9 000 bénévoles. Le nouveau programme s’inscrit en droite ligne avec la Politique gouvernementale en action communautaire, laquelle vise à valoriser, à soutenir et à consolider l’action communautaire autonome, ainsi qu’avec la Vision internationale du Québec. Le Nouveau QSF vise à : faciliter la mise en œuvre d’initiatives par un financement davantage axé sur la mission des OCI, pour améliorer la condition de vie des populations situées en priorité en Afrique francophone, en Amérique latine et dans les Antilles; contribuer au développement d’actions d’éducation à la citoyenneté mondiale (ECM) à travers les régions du Québec; promouvoir et consolider l’expertise des OCI et celle de leurs partenaires locaux; favoriser la création et le maintien de partenariats en encourageant la contribution des femmes et les organisations qui les représentent; favoriser l’initiation à la solidarité internationale, plus particulièrement auprès des jeunes, et ainsi contribuer à la relève en solidarité internationale, en veillant à ce que cette relève reflète la diversité et l’inclusion. Le Nouveau QSF maintient des exigences élevées en matière de santé, de sécurité et d’éthique dans l’élaboration et la mise en œuvre des projets des organismes. En savoir plus Nouveau QSF: https://www.quebec.ca/quebecsansfrontieres Consulter le communiqué original : http://www.newswire.ca/fr/releases/archive/May2021/06/c7057.htmlURL:https://aqoci.qc.ca/lancement-du-nouveau-quebec-sans-frontieres/ 
Call for applications and nominations for the 2021 edition of UNESCO International Literacy Prizes 2021-05-07 UNESCO has just opened its call for applications and encourages all champions in the field of literacy learning to apply for the prestigious UNESCO International Literacy Prizes. This is also a call for nomination entities to be ready to engage and nominate their favorite candidates from around the world. Like every year, UNESCO rewards six individuals or organizations for their outstanding projects that promote literacy learning. This year the projects and programmes are requested to reflect the theme ‘Inclusive distance and digital literacy learning’. The theme highlights innovative practices that literacy promoters have been initiating as a way to ensuring the continuity of literacy learning during the COVID-19 crisis. By finding solutions for continuing literacy learning for even the most vulnerable populations has made a difference during a critical time, where face-to-face teaching and learning is restricted. In line with the UNESCO Strategy for Youth and Adult Literacy, the focus is, but not limited to, literacy learning in a lifelong learning perspective. Throughout the pandemic, distance learning has shown many faces and been supported by high-, low- and no tech solutions as well as hybrid learning that combined face-to-face learning. The laureates will be celebrated on International Literacy Day, on 8 September. Since 1967, the UNESCO International Literacy Prizes have rewarded excellence and innovation in the field of literacy. Over 500 projects and programmes around the world have already received recognition and support for their excellent work. Who can apply and who can nominate? Governments, non-governmental organizations and individuals who promote literacy through projects and programmes are welcome to apply. All applications should be submitted to nominating entities, such as the National Commission for UNESCO in the country of the programme, or an NGO that is in an official partnership with UNESCO. Candidates can submit their applications through the online platform. Details about the application and nomination process are on the UNESCO International Literacy Prizes’ website. National Commissions and non-governmental organizations (NGOs) in official partnership with UNESCO are encouraged to nominate individuals, institutions and organizations who are making outstanding contributions to promoting literacy and who request a nomination. Deadline for candidates to submit applications to nominating entities: 13 June 2021 (midnight, Paris time). Deadline for nominating entities to submit their nominations to UNESCO: 27 June 2021 (midnight, Paris time). The nominations will be assessed by an independent International Jury, composed of five experts on the basis of the selection criteria. Based on the recommendations of the International Jury, the Director-General of UNESCO will select the finalists to be awarded at the occasion of International Literacy Day (8 September). About the Prizes Through two prestigious literacy Prizes, UNESCO supports effective literacy practices and encourages the promotion of dynamic literate societies to close the literacy gap of approximately 773 million of people. UNESCO distinguishes between two Literacy Prizes which are given to six laureates in total: The UNESCO King Sejong Literacy Prize (3 awards), was established in 1989 and is supported by the Government of the Republic of Korea. It gives special consideration to programmes that promote mother language-based literacy development. Each UNESCO King Sejong Literacy Prize winner receives a medal, a diploma and US$20,000. The UNESCO Confucius Prize for Literacy (3 awards), was established in 2005, and is supported by the Government of the People’s Republic of China. This Prize recognizes programmes that promote literacy, including functional literacy, leveraging technological environments, in support of adults in rural areas and out-of-school youth. Each UNESCO Confucius Prize for Literacy winner receives a medal, a diploma and US$30,000. More information: UNESCO International Literacy Prizes International Literacy Day What UNESCO does on Literacy Contact: literacyprizes@unesco.org URL:https://en.unesco.org/news/call-applications-and-nominations-2021-edition-unesco-international-literacy-prizes 
UNESCO cautions ocean risks losing its ability to absorb carbon, exacerbating global warming 2021-05-05 In absorbing carbon dioxide (CO2), the oceans play a crucial role in regulating the climate, a role yet to be fully understood. However, the oceans’ ability to contribute to climate regulation may decline and even be reversed in the future. The oceans that are now the blue lungs of our planet, could end up contributing to global warming. Integrated Ocean Carbon Research: A Summary of Ocean Carbon Knowledge and a Vision for Coordinated Ocean Carbon Research and Observations for the Next Decade, a report newly published by UNESCO’s Intergovernmental Oceanographic Commission (IOC) sets out to accomplish the vital task of studying the evolution of CO2 uptake. It presents a synthesis of the state of knowledge about the oceans’ role in the carbon cycle and points to the way ahead. Its objective is to provide decision-makers with the knowledge needed to develop climate change mitigation and adaptation policies for the coming decade. The report also emphasizes the importance of scientific knowledge to the taking of informed decisions within the United Nations Framework Convention on Climate Change in order to achieve the goals of the Paris Agreement and build more resilient societies. The report highlights the role of the ocean since the industrial revolution as a sink for carbon generated by human activity. Indeed, without ocean and land sinks, atmospheric CO2 levels would be close to 600 ppm (parts per million), 50% higher than the 410 ppm recorded in 2019, which is already well above the agreed target of limiting global warming to two degrees Celsius. But there is a danger that this process will be reversed. Instead of absorbing carbon, the oceans could contribute to the warming greenhouse effect of CO2 emissions. The IOC report thus examines available observations and research to determine whether the oceans will continue to “help” humanity or whether they will turn against it, making mitigation and adaptation to warming more difficult. The broader question is how humanity is altering the ocean carbon cycle, including through carbon dioxide removal schemes, and how this impacts marine ecosystems. In developing the report, the IOC brought together experts from the five [1] international research and coordination programmes on ocean-climate interaction, which have been working together since 2018 in the IOC Working Group on Integrated Ocean Carbon Research (IOC-R). Together they propose an innovative joint programme of medium- and long-term integrated ocean carbon research to fill the gaps in this field. The report was developed as part of the ongoing UN Decade of Ocean Sciences for Sustainable Development (2021-2030). This is a unique opportunity to bring together all stakeholders around common scientific priorities to strengthen action on the changing ocean carbon cycle.-- Audrey Azoulay, UNESCO Director-General Report: Integrated ocean carbon research: a summary of ocean carbon research, and vision of coordinated ocean carbon research and observations for the next decade Study on the role of 'blue carbon' in World Heritage sites United Nations Decade of Ocean Science for Sustainable Development (2021-2030) Media contact: Clare O'Hagan(link sends e-mail), +33(0)145681729 [1] The International Ocean Carbon Coordination Project (IOCCP), the Integrated Marine Biosphere Research Project (IMBeR), the Surface Ocean – Lower Atmosphere Study (SOLAS), the Climate and Ocean Variability, Predictability and Change (CLIVAR) project and the Global Carbon Project. URL:https://en.unesco.org/news/unesco-cautions-ocean-risks-losing-its-ability-absorb-carbon-exacerbating-global-warming 
UNESCO and the Republic of Serbia help people have fuller advantage of information flows 2021-05-03 As Internet use and access to information continue to rise at a rapid rate, so does the amount of beneficial and harmful content. The concerns are dual. They are obviously about the dangers of harmful content itself to all people. There are also worries about how the detrimental content crowd out and makes it difficult to identify beneficial content. What started as trickle of digital pollution decades ago, is now a flood that is becoming increasingly harder to handle. The impact to the world is an environment in which people are confronted with disinformation on a daily basis and where lies can cost lives. This will be treated at the thematic webinars on 27 and 29 April 2021 presenting various experiences, innovation and policy dialogue on media and information literacy from experts and practitioners. The webinars are open to the public and will discuss UNESCO’s and the Republic of Serbia’s jointly launched publication: Media and Information Literate Citizens: Think Critically, Click Wisely (Second Edition of the UNESCO Model Media and Information Literacy Curriculum for Educators and Learners). The four webinars will cover issues such as: Media and information literacy as a prerequisite to tackle disinformation and conspiracy theories Policies and practices: Futures media and information literacy Media and information literacy as a backbone for intercultural dialogue, and anti-hate speech Media and information literacy by design: can media, artificial intelligence and libraries help? The publication is meant to counteract this spread of disinformation in a sustainable manner and to help people to have fuller advantage of new information flows. It promotes media and information literacy at the root, which is an effective way to change toxic online and offline behaviours that are nowadays prevalent on many digital platforms and at various parts of society. It was launched on 22 April 2020, by high-level speakers from UNESCO, Serbia, the European Commission and the African Union. Disinformation is always harmful. But lies on a mass scale, a disinfodemic, is particularly potent during a pandemic, where “fake news” can prevent people getting treatment or acknowledging they are even ill. COVID-19 saw a wave of such falsehoods spread across the world, which hampered the effectiveness of governments’ measures around the world. "We are always running behind lies, we never manage to catch up, neither to lies or rumours and sometimes it can be counterproductive to try to do away with them with a counterargument, because the counter argument will just fuel the fire." -- Audrey Azoulay, Director-General of UNESCO Mr Xing Qu, in his introductory remarks highlighted that: “Media and Information Literacy has the potential to empower citizens with the necessary competencies to address key issues of our time”. He continued in noting the timeliness and relevance of the updated Media and Information Literacy Curriculum in responding to the COVID-19 disinfodemic. This sentiment was echoed by the Prime Minister of the Republic of Serbia, Ms Ana Brnabić, who drew from personal experience when recounting that: “All of the 'fake news' that was coming up on a daily basis, driven both from some media outlets as well as, and perhaps much more so from the social networks, meant that for all of those involved in the fight against COVID found the struggle twice as difficult.” COVID-19 hasn’t created the problem, but it has exasperated it and shone a light on just how important action is on the issue. According to ITU, some 70% of all youth globally are now online. Unsurprisingly, this acknowledgement is acutely felt by the youth, who have grown up digitally native and potentially more aware of the digital problems than with its wealth of benefits. "Today, in the European Union, over 40% of young people consider that critical thinking, media and democracy are not taught sufficiently in school. This is why we are now increasing our efforts to support media literacy through various funding instruments and initiatives, and even by our EU law." -- Vera Jourova, Vice President and Commissioner of the European Commission H. E. Dr Monique Nsanzabaganwa, Deputy Chairperson, African Union Commission, supported this approach at the event. "Education should more actively help learners to develop the ability to critically approach, filter, and assess information, and more importantly, to identify disinformation. Online and offline safety is paramount in achieving these, as more children use the internet for learning. They become increasingly vulnerable to online forms of exploitation and abuse." -- Monique Nsanzabaganwa, Deputy Chairperson, African Union Commission Join the 27 and 29 April 2021 webinars to continue this urgent international dialogue here. Related Links: Media and Information Literacy Event website Media advisory URL:https://en.unesco.org/news/unesco-and-republic-serbia-help-people-have-fuller-advantage-information-flows 
42 acteurs engagés dans l’élaboration d’un module de formation des enseignants du fondamental (1 & 2) à la Prévention et à la lutte contre les changements climatiques 2021-05-02 L’UNESCO s’engage auprès des autorités maliennes dans la formation d’une nouvelle génération d’enfants porteuse des valeurs de culture, de résilience et de lutte contre les effets des changements climatiques à travers la promotion de l’éducation environnementale. Du 14 au 22 avril 2021, s’est tenu dans les locaux de l’Hôtel Résidence de Ségou, l’atelier d’élaboration du module de formation des enseignants du fondamental (1 & 2) à la Prévention et à la lutte contre les changements climatiques.» Cet atelier a été organisé par le Ministère de l’Education Nationale à travers la Direction Nationale de la Pédagogie dans le cadre de la mise en œuvre du Projet de « Renforcement de la résilience du système éducatif comme alternative de prévention et de lutte contre les changements climatiques » sur financement du Fonds Climat Mali/MPTF à travers l’UNESCO. Ce projet constitue une contribution du secteur de l’éducation à la prévention et à la lutte contre le changement climatique au Mali. Les participants ont à travers des travaux de groupes et des séances de plénières donné du contenu aux différentes thématiques que composent ce module de formation. Les travaux de l’atelier se sont bien déroulés avec une participation active de tous les acteurs dont l’engagement a permis d’atteindre les résultats suivants à l’issue des 9 jours d’atelier : Les éléments du contenu du module (thèmes et sous-thèmes) ont été identifiés ; Les thématiques liées au module aux changements climatiques sont développées ; L’outil pédagogique (module) pour la formation des enseignants du fondamental (1 & 2) à la prévention et à la lutte contre les changements climatiques a été conçu. URL:https://en.unesco.org/news/42-acteurs-engages-lelaboration-dun-module-formation-enseignants-du-fondamental-1-2-prevention 
2021 World Press Freedom to promote Information as a Public Good in a severely challenged media landscape 2021-04-28 UNESCO and the Government of Namibia will host the World Press Freedom Day Global Conference in Windhoek from 29 April through 3 May, World Press Freedom Day. The laureate of the 2021 UNESCO/Guillermo Cano Press Freedom Prize will be honoured during the conference, on 2 May. Professional journalists and other media stakeholders at the Conference will call for urgent measures to counter the threats that are weakening independent and local news media around the world, a crisis worsened by the COVID-19 pandemic. They will put forward solutions to bolster media viability, push for greater transparency from social media companies, and measures to improve the safety of journalists and support independent media. Participants are also expected to urge governments to invest in media and information literacy training to help people recognize, value, and defend fact-based journalism as an essential part of information as a public good. Some 40 sessions will be held during the 5-day conference including three thematic discussions on issues currently affecting media viability, the transparency of online platforms, and ways to strengthen media and information literacy. Hage Geingob, the President of Namibia, and UNESCO Director-General Audrey Azoulay will address the conference on 2 May, alongside senior African government officials and UN Secretary-General Antonio Guterres (through a video message). Keynotes and interviews with over 250 world-renowned journalists, media and tech leaders, experts, policy makers, and activists will be held during the event which be an opportunity for registered participants to network, and interact with speakers, and access an offering of podcasts, films, and artistic contributions on a conference online platform. Notable speakers will include: Joseph Stiglitz (USA), Nobel Memorial Prize in Economic Sciences Irene Khan, UN Special Rapporteur on the Promotion and Protection of the Right to Freedom of Opinion and Expression Agnès Callamard, Secretary General, Amnesty International Maria Ressa (Philippines), CEO of Rappler Swe Win, Editor in Chief of Myanmar Now, recognized media outlet for its collaborative and investigative reporting on human rights abuses. Julie Owono, Member of Facebook’s Oversight Board. Executive Director of Internet sans Frontiers Miranda Johnson, The Economist, Deputy Executive Editor Stephen Dunbar-Johnson (USA), President, International of The New York Times Sir Nicholas Clegg, Vice-President for Global Affairs and Communications at Facebook Notable programme highlights will include: Six Regional Forums on specific, regional aspects of press freedom and ways to tackle current trends and challenges. The Forums build on the regional seminars that followed the UNESCO’s first African press freedom seminar in Windhoek in 1991. A one-on-one dialogue about information as a public good with Joseph Stiglitz, Nobel Memorial Prize in Economic Sciences and Miranda Johnson, Deputy Executive Editor of The Economist. 30 April: Presentation of key findings from UNESCO’s global study on online violence against women journalists, a trailblazing research project that assesses the scope and impact of the new frontline of media safety through big data analyses and an in-depth literature review. Link for registration here The digital revolution has weakened business models of most independent media and damaged their viability. The loss in revenue in 2020 is estimated to total US$30 billion. Local news 'deserts' are becoming ever more common as media outlets close, merge, or downsize in many parts of the Global North and South, and political interest groups take control of struggling media outlets. Due to the COVID-19 disruption, two-thirds of staff and freelance journalists worldwide have also suffered pay cuts, lost revenue, job losses, cancelled commissions or worsening working conditions, according to a survey carried out by the International Federation of Journalists IFJ. A survey by the International Center for Journalists and the Tow Center at Columbia University found that over 40% of surveyed journalists reported losing more than half their income. The COVID-19 pandemic has seen a steep rise in the in attacks on journalists and a weakening in regulations protecting freedom of expression. UNESCO’s forthcoming study on online violence against women journalists shows that 73% of the women journalists surveyed had experienced online violence relating to their work. Online violence, often in the form of coordinated misogynistic attacks, goes from hateful language to threats of sexual or physical violence. According to the International Press Institute, countries have reported more than 400 media freedom violations linked to the COVID-19 crisis, including restrictions on access to information and excessive regulations against alleged fake news, ostensibly meant to address COVID-19 related disinformation. The role of journalists in producing and sharing factual information is essential to all members of society. Whether exposing corruption, alerting us to conflicts or debunking disinformation on COVID-19, the information they provide must be recognized as a public good. This year’s celebration of World Press Freedom also marks the 30th anniversary of the Windhoek Declaration, developed by African journalists pressing for a free, independent, and pluralistic African press at a seminar organized by the UN and UNESCO in Windhoek in 1991. The declaration which triggered the proclamation of the 3rd May as World Press Freedom Day by the UN General Assembly. The Award Ceremony of the UNESCO/Guillermo Cano World Press Freedom Prize will take place on 2 May. The Prize, unique in the UN system, honours a person, organization or institution that has made an outstanding contribution to the defence and, or promotion of press freedom anywhere in the world, especially in the face of danger. Related links Programme Read our FAQs Read the concept note Visit World Press Freedom Day website UNESCO/Guillermo Cano World Press Freedom Prize Register your World Press Freedom Day event URL:https://en.unesco.org/news/2021-world-press-freedom-promote-information-public-good-severely-challenged-media-landscape 
Inspirando a las niñas a aprender: Cuatro historias para celebrar a las niñas en las TIC 2021-04-24 Girls around the world are using innovation and technology to solve problems, to unite communities and as a force for good and equality. And yet, women and girls are still under-represented in STEM fields. In an increasingly digitized world economy, the gender digital divide has severe repercussion for girls’ and women’s rights. To bridge this gap, at least three things need to happen: facilitate equal access to digital technologies and the internet for girls and women; encourage and invest in girls and women to build their ICT skills; and enable women and girls to take up leadership roles in tech. On International Girls in ICT Day, 22 April, join us to celebrate girls in tech, support technology education and skills training, and encourage more girls and young women to pursue STEM careers. From creating open-source ventilators in Afghanistan to unifying and amplifying the voices of young activists in Chile, and working to end child marriage in Georgia, here are some girls and young women changemakers who inspire us. Building a low-cost ventilator prototype in Afghanistan Somaya Faruqi. Photo: Digital Citizen Fund When ventilators were becoming scarce due to the COVID-19 pandemic, Somaya Faruqi and Afghanistan’s Girl’s Robotics Team developed a prototype ventilator to support the country’s health care system. “The former Governor of Herat requested our team join the challenge to build up an open-source ventilator. We had limited access to the market didn’t have the right materials, there were travel restrictions and we didn’t even have a budget. Still, we participated with the help of our coaches, experts and mentors,” Somaya says. “We designed an open-source ventilator based on the MIT design. And, we proved that if there is opportunity for young women, they can change their lives and their community” For Somaya, supporting other girls in STEM and paving the way for equality in the industry is a top priority. And that means supporting and encouraging the dreams and ambitions of girls and young women like herself. “It’s important to have the input of the younger generation, as they are the future and they have a lot of creative ideas that can benefit everyone. It can change their lives if someone believes in their dreams,” she says. Standing up against online violence in Kenya Kathy Gitau, 22, was elected as Vice President of Maseno University, Kisumu Kenya, in 2019. Photo: UN Women/Luke Horswell Kathy Gitau, 22, witnessed violence in her home growing up, and was told only certain jobs and roles are right for women. When she wanted to become Vice-President of the Student Union at her University, she was discouraged by others who believed that to reach decision-making roles, women had to offer sexual favours. “It makes you lose focus. It makes you think ‘let’s call it quits,”, Kathy says. “I don’t want anyone to suffer the same things I have.” After learning about the global and growing problem of cyber-bullying and technology-based violence against women, she decided to speak up and make her university a safer space. “Technology based violence is violence and discrimination propagated through technology, such as cyber bullying and cyber-attacks. People can hide behind pseudo accounts and names,” she says. “This problem has become global because everyone is connected by technology and the audience is everywhere.” Now, Kathy and her university have created support groups for those who’ve experienced online abuse, and continue to raise awareness on their campus, and in high schools across Western Kenya. Uniting activists across Chile Julieta Martinez. Photo: UN Women/Lupita Valdés As a speaker for youth festivals and a member of UN Women’s Beijing+25 Youth Task Force, Julieta Martinez, 17, connected with girls from across Chile and the world to learn from their experiences. She heard from many that the lack of safe spaces for girls to network and work towards their dreams was holding them back. Julieta took action. She founded the Tremendas platform to create spaces and opportunities for girls and young women to connect and combine their talents and knowledge to support social causes. Julieta believes that the unity and togetherness of activist communities is an incredible force for good. “To facilitate equality and inclusion, we need above anything else patience, respect and tolerance,” she says. “We need to listen to each other, first of all, to understand that there are different opinions and perspectives and that everyone's scope of action is different.” Julieta and the many Chilean girls she collaborates with recognize that young people need to be the driving force of solutions to global problems. “Just as we are part of the problem, we are part of the solution and we are certain that the time to act is now,” she says. “We cannot continue wasting time because if the future is truly ours, the decisions are up to us. This has to be an intergenerational dialogue (...) We, the youth, are not only the future, we are also the present.” Using tech and data to combat child marriage in Georgia Mariam Lomtadze. Photo courtesy of Mariam Lomtadze At a young age, Mariam Lomtadze was told science and technology were inappropriate for a girl. Rather than dissuading her interest in STEM, the criticisms sparked Mariam’s activism for gender equality. Now, she uses her skills in science and technology to address gender inequalities. At 17, Mariam participated in a Hackathon hosted by UN Women to visualize gender data. She and her team focused on early and forced marriages, because it happens to so many girls in their country, Georgia. “Presenting gender data in an innovative, easily understood manner helps us raise people’s awareness of important issues like gender inequality,” Mariam says. “As more people are exposed to gender equality problems, it makes it easier to find lasting solutions.” Mariam’s team created an app to show how early marriage creates obstacles for girls’ career prospects. In the app, which featured characters who represented young girls from all different regions of Georgia, users played as fairy tale heroines and answered scenario questions to play out their futures, which in many cases were not “happily ever after”. Through the game, users could see different scenarios for girls lives, and how they would be better off without early and forced marriage. “Talking about early and forced marriage is the starting point for resolving it,” Mariam says. “It is also important to show the affected girls – those who either married early or are facing the threat of [forced marriage] – that they are not alone.” URL:https://www.unwomen.org/en/news/stories/2021/4/compilation-stories-to-celebrate-girls-in-ict 
School exclusion in Madagascar during COVID-19 2021-04-15 On March 4th, UNESCO Madagascar presented the results of the study "Analysis of Out-of-School Children Data and the Impact of the COVID-19 Pandemic in Madagascar," conducted within the framework of the Global Out-of-School Children Initiative (OOSCI), for the UNESCO Institute for Statistics (UIS). With 258 million children, adolescents and youth out of school worldwide, according to the UNESCO Institute for Statistics (UIS), many countries are still struggling with the lack of education. In response to this situation, UIS has launched five country studies, including one in Madagascar - a country where legislation emphasizes compulsory school attendance from age 6. Results of the study in Madagascar:The percentage of children not in school by level:- Preschool (under 5 years old): 40% representing between 285,000 and 316,000 children- Primary: 22% to 27% representing between 751,000 and 921,000 children- Lower secondary: 30% to 40% representing between 741,000 and 1 million children- Upper secondary: more than 60%, or nearly 1.4 million adolescents The issues related to late entry, high school re-sits and dropouts at the primary level are among the most important problems of the Malagasy education system. Children enrolled in primary school are at greater risk of dropping out, where they have only a 33% chance of reaching the final grade. However, once students reach lower secondary school, they have a 73% chance of reaching the last grade, and those who reach upper secondary school have an 87% chance of reaching the last grade. The proportions of out-of-school boys remain higher than those of girls in the 5-14 age groups, but girls are more likely to be out of school once they are older than 15. Across all dimensions of exclusion, out-of-school children are more likely to come from the poorest households, to be orphans, to have disabilities, and to live in rural areas or in certain regions in the south and southwest of the country. Several demand and supply factors may explain school exclusion. At the household level, economic difficulties in the household, the low perception of the direct benefits of education combined with the need for labor in agricultural activities or herding, particularly for boys, explain a large part of the phenomenon of children not attending school. Early marriages, on the other hand, are a source of school dropout for young girls. As for schools, the cost of education, the distance from the school and the existence of incomplete schools with a discontinuity in educational offerings, the low qualification of teachers, and the existence of community teachers paid by parents have a significant influence on non-enrollment and dropout. These data were collected in close partnership with the Malagasy Ministry of National Education, the Ministry of Technical and Professional Education and the National Statistics Institute in Madagascar, and will be taken into consideration for policy and planning purposes and to facilitate synergies between the different stakeholders involved. URL:https://en.unesco.org/news/school-exclusion-madagascar-during-covid-19 
The Open University of China awarded UNESCO Prize for its use of AI to empower rural learners 2021-04-13 The “One College Student Per Village” programme at the Open University of China (OUC) is one of the laureates of the 2020 UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education. The innovative programme provides an example of how Artificial Intelligence (AI) and associated technologies can create quality education opportunities for learners from remote areas and improve social and economic development in rural communities. The programme was established in 2004 with the support of the Chinese Ministry of Education in response to the shortage of higher education resources and slow economic development in China’s rural and remote areas. Since then, it has not only improved local educational infrastructure and put in place distance learning programmes, but also integrated AI and Virtual Reality (VR) techniques, which significantly enhanced learners’ experiences and engagement. Mobile learning and smart classrooms In its efforts to provide quality learning experiences, the OUC set up over 500 cloud-based classrooms and smart classrooms in poorer areas in 31 provinces, municipalities and autonomous regions. Online and offline learning environments have been created for local learners and the content adapted to their needs. “As local residents are mainly engaged in agriculture, forestry, animal husbandry and fishery, the University developed learning resources, which can be easily accessed via mobile applications from anywhere, including while working in the field or on the farm,” says Hou Songyan, associate researcher at the OUC. Huang Haiyang, a student from Tiandong County in the Guangxi Autonomous Region, shared his experience of how the tools are making a difference in his work. “Since I can look through the information and related knowledge from my smartphone, it makes it easier for me to know how to control insects before they do harm on my fruit trees,” he says. “And when I get confused with how to use the pesticide, I can go to the smart classrooms to ask for help from my online tutor.” Since the beginning of the COVID-19 pandemic, these classrooms have conducted over 2,000 live teaching sessions for more than 270,000 participants. 300 additional online courses and 100,000 “mini-lectures” were also opened to the general public. The series of lectures have generated nearly 100,000 views to date. Using AI to create adaptive learning environments The Smart Learning Platform enables teachers to create customized learning plans for students based on the profile of each learner and analyze their progress using big data. Using AI, the platform guides students along different learning paths. It can distinguish learners’ intentions using voice and semantic analysis and can text learners and give feedback to their questions to help with their study. It also lightens the workload of teachers by completing more routine tasks. Automatic assessments and automated essay scoring (AES) give students instant feedback and provide them with relevant learning resources. “This saves me a lot of time so that I can spend more time on preparing and reflecting the lectures and conducting academic research, etc.,” says Li Ganged, a teacher at the OUC. “Automated essay scoring is efficient in that I don’t have to mark these assignments myself but I can get a clear picture of where learners need help.” In addition, Virtual Reality (VR) is being integrated into the programmes. Not only does it enable to illustrate and visualize abstract course content, but it also increases learners’ engagement and motivation. “In the Forestry programme, the VR can supply vivid virtual experiment just like in the real world on how to prune fruit trees,” says Hou Songyan. “The VR experience makes learning easier and more fun.” Bridging the gap between rural and urban areas To date, 29 programmes have been implemented using AI, covering over 1,500 OUC study centers nationwide. A total of 825,827 learners have been enrolled, 529,321 of whom have graduated. For Hou Songyan, the impact of students who graduated from the OUC on the local economy of rural and remote areas is already visible. “More contributions are made to the local economic and social development by those who have graduated from the programmes and been using their knowledge and skills in the local rural poverty alleviation and rural revitalization effort.” Moving forward, the OUC will expand its potential target audience beyond the disadvantaged groups in rural and remote areas to include all members of society in the rural revitalization strategy. At the same time, the university plans to offer a wider range of programmes, degrees and diplomas, including short-term vocational training, and use AI techniques for knowledge mapping, automatic content generation, and smart answering chatbot technology to ensure round-the-clock online learner support. “We do believe that AI will become an integral part of the future of education,”, says Hou Songyan. “It is a great honor for the Open University of China to receive this Prize. With this encouragement, the Open University of China will pay more attention to the use of digital technologies, especially cutting-edge technologies like big data, cloud computing, blockchain, AI, 5G, etc., in our future educational delivery, continue providing quality education programmes to people in remote and rural areas, and strive for the UN 2030 Agenda for Sustainable Development.” UNESCO’s ICT in Education Prize UNESCO’s work in ICT in education URL:https://en.unesco.org/news/open-university-china-awarded-unesco-prize-its-use-ai-empower-rural-learners