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© UNESCO UNESCO declares environmental education must be a core curriculum component by 2025 2021-05-21 Over 80 ministers and vice ministers and 2,800 education and environment stakeholders committed to taking concrete steps to transform learning for the survival of our planet by adopting the Berlin Declaration on Education for Sustainable Development (ESD) at the end of a three-day virtual World Conference held from 17 to 19 May. The Conference, followed online by over 10,000 viewers, was organized by UNESCO in cooperation with the Federal Ministry of Education and Research of Germany and the German Commission for UNESCO as advisory partner. UNESCO has called for Education for Sustainable Development to be a core component of all education systems at all levels by 2025.   Education can be a powerful tool for transforming our relationship with nature. We must invest in this field in order to preserve the planet.-- Audrey Azoulay, UNESCO Director-General UNESCO’s launch of a new publication, which analyzed educational plans and curricula frameworks in close to 50 countries informed the discussions. UNESCO found that more than half make no reference to climate change, while only 19% speak about biodiversity. The Berlin Declaration on Education for Sustainable Development outlines a range of policies to transform learning encompassing teaching, learning, professional training and civic engagement. It also highlights the need to implement Education for Sustainable Development with focus on cognitive skills, social and emotional learning, collaboration skills, problem solving, resilience-building. We need training for sustainable development not to be a privilege but accessible to all people. The success of the Education for Sustainable Development programme for 2030 will bring us closer to all the SDGs.-- Angela Merkel, German Chancellor “We need training for sustainable development not to be a privilege but accessible to all people. The success of the Education for Sustainable Development programme for 2030 will bring us closer to all the SDGs,” said German Chancellor Angela Merkel in her welcoming address, describing Germany’s broad network of partners working on sustainability at all levels of education and training. Throughout the Conference, countries shared plans to integrate Education for Sustainable Development. Ms Anja Karliczek, Germany’s federal minister of education and research, shared the commitments of 18 countries of the European Union to implement the Education for Sustainable Development for 2030 framework, underscoring it as a driver for the achievement of all the SDGs. We must focus not only expanding access and improving learning outcomes, but also on the kind of education needed in our world. Education for Sustainable Development will be at the core of reimagining education.-- Amina Mohammed, UN’s Deputy Secretary-General Laurent Fabius, who presided COP21 where the Paris Agreement was sealed, stated the “fight against climate change begins at school.”  He recalled commitments in the Paris Agreement to education, and called for increased efforts to improve teacher training on ESD and increase financing. “2021 is the year in which we will overcome the pandemic and embark on a sustainable development model for the future that must include ESD. If we miss this occasion, we will lose decades. This is a race against the clock.” The voices of young people were given a platform throughout the Conference, as those leading the call for change so that they can #LearnForOurPlanet. Building a whole new lifestyle is not an easy, but slowly and together I’m sure we can do it. But education needs to give us the tools to do this. Learning not just about our planet but for our planet needs to be part of every young person’s education, everywhere in the world.-- Rajwa Pandhita, a student from Indonesia The adoption of the Berlin Declaration will create momentum for the implementation of ESD for 2030 Roadmap – the framework for this decade of Education for Sustainable Development. Every UNESCO Member State will be asked to create a network of actors who together can implement the ambitious vision for education. From Berlin, 2021 will provide key opportunities for governments to apply this commitment, including the United Nations Biodiversity Conference (COP 15) and the United Nations Climate Change Conference (COP26) in Glasgow. URL:https://en.unesco.org/news/unesco-declares-environmental-education-must-be-core-curriculum-component-2025 © UNESCO UNESCO urges making environmental education a core curriculum component in all countries by 2025 2021-05-14 Education is not giving students sufficient knowledge to adapt, act and respond to climate change and environmental crises, according to a new report published by UNESCO on the eve of the World Conference on Education for Sustainable Development, which will take place on line from Berlin (Germany), from 17 to 19 May. The study, Learn for Our Planet, analyzed educational plans and curricula frameworks in close to 50 countries across all regions. More than half make no reference to climate change while only 19% speak about biodiversity. The study notes a lack of attention to socio-emotional skills and action-oriented competences that are central to environmental and climate action. In an on-line survey of some 1,600 teachers and education leaders conducted for the study, one third of respondents indicated that environment-related issues were not part of teacher training. Education must prepare learners to understand the current crisis and shape the future. To save our planet, we must transform the way we live, produce, consume and interact with nature. Integrating education for sustainable development into all learning programmes must become fundamental, everywhere.-- Audrey Azoulay, UNESCO Director-General UNESCO has therefore set a new target: to make environmental education a core curriculum component in all countries by 2025. The Organization is working with its 193 Member States to support curriculum reform and track progress to ensure everyone acquires the knowledge, skills, values and attitudes to introduce positive change and protect our planet’s future. The World Conference will bring together some 2,500 participants, including 81 education ministers and leading players committed to the transformation of education so that all learners can address the climate crisis, biodiversity loss and all other sustainable development challenges. It will aim to create strategies for the integration of education for sustainable development into every level of education and training, in line with a new framework. Over three days, sessions will focus on optimal ways to harness education to address interconnected global challenges such as climate change, biodiversity loss, green and circular economies, technological advancement and building resilient relationships with the planet through education. It will look at ways to reinforce the capacity of educators, empower youth and take local actions through education for sustainable development.  All participants will be called upon to commit to the Berlin Declaration on Education for Sustainable Development that will outline a range of policies encompassing teaching, learning, professional training and civic engagement. High-level participants scheduled to attend the conference: Audrey Azoulay, Director-General, UNESCO Angela Merkel, Chancellor, Germany  Amina Mohamed, Deputy Secretary-General of the UN Patricia Espinosa, Executive Secretary, UNFCCC Princess Lalla Hasnaa, President, Mohammed VI Foundation for Environmental Protection, Morocco  Laurent Fabius, President of COP21 (France) Alexander Gerst, European Space Agency Astronaut and advocate for sustainability (Germany) Jeffrey Sachs, Director, the Center for Sustainable Development, Columbia University and President, the UN Sustainable Development Solutions Network  Andreas Schleicher, Director of Education and Skills and Special Advisor on Education Policy to the Secretary-General, Organization for Economic Cooperation and Development (OECD). In the lead-up to the Conference, people have been adding their voices to a global campaign launched by UNESCO to call for changes in education so we can all #LearnForOurPlanet, for our own survival and for the future of life on earth.  UNESCO is the leading United Nations organization on Education for Sustainable Development, which aims to ensure that all learners acquire the knowledge, skills, values and initiative to act for the planet and live sustainably. In 2019, the UN General Assembly adopted a resolution calling on the international community to scale up education for sustainable development in order to achieve the 2030 Agenda. The resolution recognized UNESCO’s leadership in this field.  The conference is organized in cooperation with Germany’s Federal Ministry of Education and Research and with its generous support. URL:https://en.unesco.org/news/unesco-urges-making-environmental-education-core-curriculum-component-all-countries-2025 © UNESCO Call for nominations for the 2021-2022 UNESCO-Hamdan Prize for Teacher Development 2021-05-09 The three winning projects will receive US $100,000 to support their further development. UNESCO is pleased to invite Governments of Member States and NGOs in official partnership with UNESCO to nominate outstanding projects or programmes for the 2021-2022 UNESCO-Hamdan Prize for Teacher Development.The UNESCO-Hamdan Prize honours institutions, organisations or educational institutes for exemplary projects or programmes in the field of enhancing teaching and learning in line with UNESCO’s principles and objectives. The Prize also recognises the role of teacher development as an integral element of Sustainable Development Goal 4 on Education. The winner will be selected by the Director-General of UNESCO, from a shortlist of outstanding candidates prepared by an independent international jury. To be considered eligible for nomination, projects must meet the following criteria:• the program/project must be ongoing for at least three years• it must represent an outstanding contribution to the fundamental objectives of UNESCO and the United Nations in the fields of quality education for sustainable development• the work accomplished must be exemplary and likely to stimulate similar initiative• it must have shown itself to be effective in mobilizing new intellectual and material resourcesEntrants must be nominated by a Permanent Delegation to UNESCO from a member state, or by an NGO in official partnership with UNESCO. Self-nominations will not be accepted. Each member state or NGO can make up to five nominations.Nominations must be submitted in English or French by midnight (Paris time) on 31 October 2021.Further information on the Prize is available on the Prize website, and the nomination process is explained in the application guide.The Prize is funded by the Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance of the United Arab Emirates. The Prize was established in 2008 and will be awarded for the seventh time next year. The 2021-22 Prize will be the first since the sad passing of the Prize’s donor, His Highness Sheikh Hamdan bin Rashid Al-Maktoum. The Sheikh will be remembered for his unwavering support for quality education, and for the teaching profession in particular. It is hoped that the UNESCO-Hamdan Prize for Teacher Development will pay tribute to this legacy for many years to come. URL:http://en.unesco.kz/call-for-nominations-for-the-2021-2022-unesco-hamdan-prize-for-teacher-development  © UNESCO 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 Engaging youth in peace and trust global discussion 2021-05-05 On 29 March 2021, the United Nations and the Government of Turkmenistan have convened the International Youth Forum for Peace and Trust which was organized as a follow up to the Resolution adopted by the UN General Assembly on 12 September 2019 proclaiming the year 2021 as the International Year of Peace and Trust. The high-level forum organized in a video-conference format brought together the representatives of the UN System, in particular the Office of the UN Secretary General's Special Envoy for Youth, UNFPA, UNICEF, UNESCO, UNDP, UN-Habitat, UNODC, OHCHR, UNRCCA, as well as the National Youth Councils, regional youth organizations and the civil society to facilitate a global dialogue to promote youth participation in formal peace dialogues and amplifying the importance of creating a climate of trust between the nations.The Forum aimed at encouraging the UN Member States, UN entities, regional and sub-regional organizations and other relevant actors to consider instituting mechanisms to engage youth in the promotion of a culture of peace, tolerance and intercultural and interreligious dialogue and develop, as appropriate, an understanding of respect for human dignity, pluralism and diversity. During the first segment of the Forum young leaders representing youth organizations and networks from the region and beyond exchanged their views on importance of youth participation for regional peace and creating a culture of trust at all levels. They also contributed to the Joint Appeal of the participants of the Forum that was later adopted.The results of the Ashgabat Youth Forum will contribute to the Economic and Social Council (ECOSOC) Youth Forum to be held on 7 and 8 April 2021. URL:http://en.unesco.kz/engaging-youth-in-peace-and-trust-global-discussion © CABAR.asia The Fight for Equal Rights for Women Is Growing in Central Asia 2021-05-05 Savia Khasanova. Photo: CABAR.asia On March 30, IWPR Central Asia held an online discussion on the topic “Women’s Activism in Central Asian Countries: the Fight for Women’s Rights Is Relevant Again”. The activists of the women’s movement for equal rights from four Central Asian countries participated in the online discussion. They discussed issues of gender equality and violation of women’s rights in Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan. The moderator of the discussion was Lola Olimova, IWPR Program Coordinator. She noted that regrettably, the situation with the violation of women’s rights is worsening in Central Asian countries. After 30 years of independence of the countries in the region, the women have to defend their rights again. Gender inequality is revealed in many areas, in particular, women, despite state programs, laws and populist statements by the authorities, find it difficult to overcome the barriers to advance the careers in politics, governance, distribution of economic benefits, etc.   Women in Central Asia have to fight for their social and political rights, while facing strong opposition from men insisting that women should follow the conservative traditions of their ancestors. A Kyrgyz performer, known for her songs in defense of women’s rights and against violence, Zere Asylbek, set the tone for the conversation. She spoke standing in front of a court building in Bishkek, where there was a hearing of the case of a woman raped by bailiffs. Zere said that she came there to support the victim of violence, who seeks justice for 8 years already. The activist spoke about the aggravating situation of women in her country. “The cases of bride kidnapping still exist. In addition, during the pandemic, the number of complaints from women about domestic violence increased by 40%. It is scary to think about where it all is going, because the unstable political situation is most disadvantageous for women. This makes me think about what will happen next,” Zere Asylbek said. She recalled the protest on March 8, 2019, when women in Bishkek went out to state their position against the violence. The government did not protect the women’s march then. According to Zere, the authorities pretended that they had nothing to do with it, hired some people who attacked the women, while the police detained not the attackers, but the women participating in the peaceful demonstration. “The state not only knows about the problems women encounter, but it also ignores these problems. It seems that the state does not want to solve these problems, and suppresses the activists who are struggling with it. The situation of women in corrupt countries is aggravating,” Zere said. Nevertheless, young girls and women in Kyrgyzstan do not give up and continue to fight for equal rights. The march on March 8 this year became symbolic and showed that the feminist movement in the country became stronger. In conclusion, Zere introduced the participants of the online discussion to young girls who came to one of the district courts in Bishkek with posters to support a woman fighting for her rights. We should add that a DoS attack was launched against the online discussion. At the beginning, during the speeches of activists from Kyrgyzstan, the opponents of women’s equality were able to interfere with the speeches for a short time, posting obscene comments and pictures, thereby discrediting the event. The organisers quickly regained control by blocking some of the participants with unidentified nicknames. The discussion went on without interruptions. The next speaker was Savia Khasanova, a researcher and data journalist from Kyrgyzstan. Savia manages several analytical platforms: Central Asian Analytical Network, UZAnalytics, and regularly publishes her materials on the online media Kloop.kg. She actively works on research on femicide, gender-based violence and women’s economic empowerment. Her presentation was titled “Fight for Women’s Rights in Kyrgyzstan: an Agenda Against Stereotypes, Discrimination and Violence”. She said the topic was inspired by the protest marches that took place in 2019 and 2021. According to Savia Khasanova, largely, the discrimination and violence against women arise from the stereotypes existing in society. “Most of the comments about women’s activism in the Kyrgyz segment of social media say, “What are you thinking of? Who is stopping you?” On paper, everything is fine in the Kyrgyz Republic. Women’s rights are enshrined in various laws, the National plan for achieving gender equality, etc. However, when it comes to opportunities, in fact, everything is not so perfect,” she said. In her presentation, the researcher showed the deterioration in the situation of women in Kyrgyzstan over the past twenty years. One of the most important indicators is the participation of women in economic life of the country. The comparative analysis conducted by her shows that the employment gap between men and women over 15 years old is growing. In 2002, every second woman between 20 and 29 years old worked, but by 2019, this figure dropped to 37%. In political representation, 30% gender quotas for women adopted in 2011 have never been implemented. The representation of women in Parliament has not exceeded 17% over the past five years. The number of officially registered cases of domestic violence in Kyrgyzstan is growing. In 2019, 8,159 cases of domestic violence were registered, 95% of the victims were women. At the same time, the numbers do not reflect the real picture, according to Khasanova. She presented data on the Gender Inequality Index, annually provided by UNDP. It shows that among the CIS countries, Kyrgyzstan has made the least progress. This indicator reflects the complex situation in the country with the women’s status. Both activists of the gender equality movement from Kyrgyzstan noted that the change of power in their country does not encourage optimism and, possibly, it will add new challenges to their struggle. “Just yesterday, President Japarov signed a decree on the creation of a group for preparation of a concept of spiritual and moral development. We do not understand what criteria will be included in this spiritual and moral development. What will be promoted under this concept? In general, how will this affect the women’s role in our country? I urge everyone to follow this situation. In case of something inappropriate, we should ring the alarm,” Savia Khasanova said in conclusion. Zulaykho Usmonova, PhD, leading researcher at the Institute of Philosophy, Political Science and Law of the National Academy of Sciences of the Republic of Tajikistan, women’s rights activist and researcher, spoke about the situation with the women’s status in Tajikistan. Women’s rights movement in Tajikistan is not as developed as in Kazakhstan and Kyrgyzstan. Zulaykho Usmonova told the discussion participants about the first attempt to get together and celebrate International Women’s Day on March 8 last year. Then, a small group of women, about 50 people, decided to gather in one of the cafes in Dushanbe, and faced incredible opposition from the state security officers. According to Usmonova, this meeting was decided to be held in another cafe, but it never took place, because its organiser Nisso Rasulova was asked to immediately stop the meeting due to the danger of coronavirus spread, although at that time, the authorities officially denied the presence of this virus in Tajikistan. Later, many women reported that they were summoned for questioning by the State Committee for National Security. This was the only attempt to control the feminist movement in Tajikistan. After that, women in Tajikistan no longer gathered. Meanwhile, the situation of women in this country is also rapidly aggravating. “The main obstacles to gender equality in Tajikistan and in other countries, in my opinion, are phenomena that can be called superstructural, considering the Marxist theory of base and superstructure – the phenomena that are related to spiritual, not material life. The prevalence and persistence of stereotypes, which, unfortunately, rapidly appeared in our countries after the Soviet Union collapse. First, they relate to the role and position of women. These stereotypes in Tajikistan acquire new contexts and become a real disaster and threat to the development of gender equality,” Usmonova said. Unfortunately, despite the fact that the state adopts fair laws, strategies and programs, despite the commitment of the country’s government to international norms and documents on gender equality, the women in the country are not allowed access to the power. This happens for various reasons, but, first, because there are quite few educated women who can professionally engage in politics, economics, and banking. This results from the fact that girls are forbidden to continue their education after the marriage. This negatively affects the role of women, therefore, there are several times fewer candidates and doctors of science among women than among men, as Zulaykho Usmonova emphasized. The feminists from Kazakhstan, human rights activists and co-founders of the Feminist Initiative “Feminita” Zhanar Sekerbaeva and Gulzada Serzhan spoke about their fight for equal rights. Their presentation was titled “Why Is Feminism Equal to LGBT in Kazakhstan?” Zhanar Sekerbaeva said that their initiative is unregistered, since “the patriarchy resists them with all its power”. She said that together with Gulzada, she has been monitoring, researching and advocating for vulnerable women since 2014. “Our mission clearly defines the groups of women whose advocacy and monitoring we conduct. These are lesbian, bisexual, queer and trans women. The sex workers are also registered there, and this definition very often embarrasses officials. They are constantly trying in to say that this group of people is very terrible,” said Zhanar Sekerbaeva. She noted that, despite the repeated criticism of identity politics, they equate feminism and LGBT, which is often used against them. Zhanar spoke about the preparation and realisation of the feminist march in 2021 initiated by their group, and about the excitement in society about it. “It becomes unclear to everyone how feminism and the women’s movement are suddenly connected with LGBT people? No one thinks that these are, mostly, the women. Even when we try to explain that they are women too and they have the same problems, just their sexual identity is a little different, very few people understand us,” she said. “The protest on March 8 in Kazakhstan has become historic. For the first time, about 1000 people came to such a march. Even the opposition and those who oppose the transfer of land to China were unable to gather so many people. However, the lesbians, female sex workers, women living with HIV organised such a peaceful march with so many people. It was the safest and largest feminist march,” Zhanar Sekerbaeva highlighted. She urged women to stand up for their rights and not be afraid of stereotypes. Gulzada Serzhan spoke about her feelings about this march and an invitation to a TV talk show after it. The devaluation of their activities and accusations of ties with the authorities [the Almaty Akimat issued permission to hold this march, and “Feminita” initiative is accused of using the pro-government connections] could not destroy their positive attitude in the fight for their rights. On the contrary, all these accusations and the quoting out of context led to an increase in the number of views of their websites and social media pages. “According to our laws, it is prohibited to gather more than a thousand people for the peaceful protests. However, those who are afraid of us claimed there were three thousand people. We wonder what would happen if next year, every woman brings two friends with her? What should we do then?” said Gulzada Serzhan. Irina Matvienko, journalist and women’s rights activist, founder of the “Ne Molchi” [“Do not be silent” – Tr.] Movement in Uzbekistan, informed the discussion participants about the situation in her country. Her presentation was titled “Uzbekistan: The Illusion of Equality”. The Article 18 of the Constitution of the Republic of Uzbekistan guarantees equal rights and freedoms, regardless of gender, race, nationality, language, religion, and so on, but in fact, all this is an illusion, Matvienko said and presented statistics. The women make up only 2.9% of the government of the Republic of Uzbekistan, and 12.8% – of the judicial system. In 2019, the women made up 26.6% among the managers at the level of heads of departments in ministries, 11.1% – among the heads of enterprises, and only one fifth – among the heads of households. The women make up less than a quarter of the adult population who own land. The wage gap between men and women is 36.2%, but if we consider the unpaid domestic work, then women are occupied with such work much more. Higher education enrolment is also much lower among women. The Uzbek expert cited the scary headlines from the Uzbek media, which indicate a growth of femicide in the country. “The women are beaten, are killed. The women throw themselves under the train with their children, because her husband blames her for not giving birth to a boy. They are beaten because they were late at work and did not have time to cook dinner. The women are raped. This is scary,” said Irina. The activists in Uzbekistan are fighting for their rights, she said. Last year, a flash mob “Fight against stereotypes” was launched in Tashkent, where the girls participated with posters and slogans “Kelinka [daughter-in-law – Tr.] is not a servant”, “My body, my choice”, “A woman is not an incubator”, etc. The activists of the “Ne Molchi” movement prepared a petition for women’s rights protection, but the commission under the Oliy Majlis, consisting of eight men, rejected this petition, stating that the rights of women in Uzbekistan are already protected. In the conclusion, Irina Matvienko showed a movie “Hear Me Out, Too” by Mukhlisa Azizova, an Uzbek director. The movie demonstrates the vulnerable position of girls and women from the countries of the region. URL:https://cabar.asia/en/the-fight-for-equal-rights-for-women-is-growing-in-central-asia  © UNESCO 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 ⓒ UNESCO #كافحوا_العنصرية: اليونسكو تدعو إلى اتخاذ إجراءات حازمة لمكافحة العنصرية والتمييز 2021-04-04 "Fighting racism is part of UNESCO's DNA. It's history. We are working to erect effective bulwarks against racism in people’s minds."   -- Audrey Azoulay, Director-General of UNESCO With these words, Audrey Azoulay, Director-General of UNESCO, opened the first Global Forum against Racism and Discrimination, co-hosted with the Republic of Korea, mobilizing a powerful global effort to step up UNESCO’s actions to tackle the alarming increase in racism and discrimination in all regions of the world. Organized on 22 March 2021, in the context of the International Day for the Elimination of Racial Discrimination, the Forum was a direct response to the strong ‘Global Call against Racism’ adopted by UNESCO Members States. © UNESCO Bringing together Ministers from several countries – including France, Mexico, Republic of Korea, Slovakia, South Africa, and the United Arab Emirates – experts, practitioners, and champions, the Forum built concrete insights and solid commitments through which UNESCO will construct an ambitious new Roadmap against racism and discrimination. The Roadmap aims to mobilize UNESCO’s crosscutting expertise, based on solid evidence-based social and human science research, to tackle the legal and institutional foundations which continue to perpetuate discrimination, and change mindsets to favour inclusion and mutual respect. It will position UNESCO to effectively combat racism and discrimination within the post-COVID context, building on its more than 70 years of moral and intellectual leadership on the issue, and leveraging its strong capacity to find intersectoral solutions through existing work on global citizenship education, the promotion of cultural diversity, the fight against hate speech, the combatting of mis and dis-information, and the mobilization of the social and human sciences to understand the problem. "We need to look deeper than just the individual racist attack. We need to focus on racism at the institutional level. We need to get the laws right"   -- Denise Yvonne Aki-Sawyerr, Mayor of Freetown, Sierra Leone The discussions at the Forum underscored that whilst racial discrimination remains prevalent and pervasive in contemporary societies, strong and independent national institutions can help to provide solid legal and regulatory protections to counter discrimination. The importance of practical approaches to support such efforts, such as UNESCO’s forthcoming scanning exercise and integrated anti-discrimination toolkit, was repeatedly underlined. "Racism and discrimination are a clear challenge, and it is a challenge that requires an immediate response. To this end, there is a need more than ever for international cooperation and the support of multilateral institutions, including UNESCO."   -- H.E. Choi Jongmoon, Vice Minister of Foreign Affairs, Republic of Korea "We need to develop an official mechanism and enact legislation for banning discrimination and realizing equality."   -- H.E. Young-ae Choi, Chairperson of the National Human Rights Commission of the Republic of Korea Panelists addressed the mutability of racism, and the need for policymakers to understand emerging forms of discrimination that require innovative responses to be effectively tackled. COVID-19 has exposed many of these new manifestations of racism, not least those related to inequities in the access to, and benefits from, digital technologies. Calls were made for a strong ethical foundation to ensure technological progress is inclusive and absent of bias, and the work UNESCO is advancing to prepare a new normative standard on the ethics of artificial intelligence was strongly welcomed in this regard. "It goes back to human decency and respect. We need to treat people as we want to be treated. If we start off with that notion "Treat my human fellow being as I want to be treated" we'll be halfway towards winning the battle."   -- Martin Luther King III The importance of forging partnerships and coalitions across different sectors and levels of government was also highlighted. Broad recognition was made to the critical nature of such collaboration for tackling the compounding effects of racism with other forms of discrimination, particularly that leveled on the grounds of gender. Additionally, the importance of providing support to local decision makers as those who are on the frontline of tackling racism and discrimination was stressed, and the essential role that networks such as UNESCO’s International Coalition of Inclusive and Sustainable Cities provide in this regard was recognized. Martin Luther King III, emphasized the importance of strong collaboration in his intervention, saying ‘we must create a partnership. For it is when you bring all the stakeholders together that it becomes possible to develop strategic plans and effect change.’ "Racism does not only hurt those directly affected; it challenges the trust and cohesion that holds our societies together."   -- Gabriela Ramos, UNESCO Assistant Director-General for Social and Human Sciences Closing the Forum, Gabriela Ramos affirmed that the Forum had equipped UNESCO with the strong insights and ideas needed to take forward this critical agenda through the new UNESCO Roadmap against Racism and Discrimination. She committed to continue the process of inclusive partnership to ensure the Roadmap represents an ambitious, intersectoral vision and practical strategy, echoing the words of Stefania Giannini, UNESCO Assistant Director-General for Education, and Firmin Edouard Matoko, UNESCO Assistant Director-General for Priority Africa and External Relations, who also participated in the Forum. Accompanying the Forum, the Republic of Korea launched a social media campaign  using the Forum’s hashtags #FulfillTheDream #FightRacism, bringing together a significant number of Ambassadors of the Group of Friends for Solidarity and Inclusion with Global Citizenship Education in UNESCO to reaffirm their commitment to this important issue. UNESCO intends to make the Global Forum against Racism and Discrimination an annual occurrence, providing an opportunity for the organization and its partners to take stock of progress at the same time next year.  Watch the Forum on YouTube Programme Concept Note More on UNESCO’s work to foster inclusion and non-discrimination More on the International Day for the Elimination of Racial Discrimination URL:https://en.unesco.org/news/fightracism-fulfillthedream-unesco-calls-strong-action-against-racism-and-discrimination © UNESCO One year into COVID, UNESCO convenes global meeting of education ministers to ensure learning continuity 2021-03-30 UNESCO maps national plans to vaccinate teachers One year into the COVID-19 pandemic, 85 education ministers highlighted measures to keep schools open, address learning losses and adapt their education systems at an event convened by UNESCO on 29 March 2021. Close to half the world’s students are still affected by partial or full school closures and over 100 million additional children will fall below the minimum proficiency level in reading as a result of the pandemic.  In the face of a prolonged crisis, we must redouble our mobilization and target the right priorities, those that will allow us to truly make education a common good, a fundamental right. The first of our principles is that schools are irreplaceable, as the pandemic has shown. The second is that more than ever we need resilient and innovative school systems to face present and future shocks. The third is that no screen can ever replace a teacher.-- Audrey Azoulay, UNESCO Director-General While the protection of teachers is essential for schools to reopen safely, a survey conducted by UNESCO and the International Task Force on Teachers for Education 2030 finds that only 17 countries out of 149 prioritize teachers in the first phase of vaccination efforts. Another 20 countries include teachers as a priority group for the 2nd phase of vaccinations. Meanwhile 56 countries do not prioritize teachers in national vaccine rollout plans. Stronger support to protect and train teachers was highlighted across the three parallel sessions of the conference. In the first roundtable on keeping schools open and supporting teachers, ministers emphasized the need for schools to become more resilient and flexible. They described measures in place for prevention and control, including testing within schools, teacher vaccination plans, investments in mental health and the importance of stronger partnerships with ministries of health. In the second roundtable on mitigating school and university dropout and learning loss, ministers stressed the focus on equity, a redoubling of investments in remedial education, strengthening social services, prioritizing the youngest children and funding formulas to reach the farthest behind. In the third roundtable on digital transformation and the future of education, ministers highlighted the importance of teacher training and professional development; public-private partnerships and societal engagement to promote 21stcentury skills and youth employability. In his message at the event, echoing the themes of the conference, UN Secretary-General Antonio Guterrres said, “At this pivotal moment, I am calling on all countries (to) use the recovery to narrow education divides, expand digital connectivity and reimagine education.” The Director-General of the World Health Organization Tedros Adhanom Ghebreyesus warned that “Without universal access to education and health services, the inequalities which have expended even further during the pandemic will continue to grow. WHO recognizes the central role schools play in safeguarding student health and well-being,” a theme underlined during the conference. The Africa Union’s Commissioner for Education, Science, Technology and Innovation, Professor Sara Anyang Agbor, Commissioner for Education, Science and Technology emphasized that “The consequences of COVID 19 have reinforced the importance of transforming Africa’s education systems through digital transformation, referring to the AU’s framework encompassing online learning, teachers, skills, school connectivity and on and offline safety.” To support national strategies, UNESCO, UNICEF & World Bank announced a joint mission “Recovering Education 2021” focusing on three priorities: ensuring all children and youth are back in school and receiving comprehensive support including health, nutrition and psycho-social support; accelerating learning and breaking down the digital learning divide; and preparing and empowering all teachers.  Map 1: Interactive and static maps showing school closures Map 2: Prioritization of teachers in COVID-19 vaccine rollout (unesco.org) URL:https://en.unesco.org/news/one-year-covid-unesco-convenes-global-meeting-education-ministers-ensure-learning-continuity © UNESCO От понимания к действиям: учителя и учащиеся школ Кыргызстана уверенно реализуют Образование в интересах Устойчивого Развития 2021-03-21 “We must act! Act and protect our nature! " calls on one of the schoolgirls of the pilot schools which tested online materials within the framework of the UNESCO project on the Development of online curriculum for mainstreaming cross-cutting competencies for sustainable development in Kyrgyzstan. And this is exactly what the learning materials for 21st century skills development are aimed at, when we not only know about the challenges of our times, are able to empathize, but also take an active position and do something to prevent or solve pressing problems of our society locally and globally.45 teachers from 15 pilot schools were trained by a team of national trainers on the concept of Education for Sustainable Development (ESD) in 2020 and were able to conduct 124 lessons with their 5-6 graders during the first half of the 2020-2021 academic year. And this is only part of the achievements of the joint hard work of the team, presented by the Agency for Quality Assurance in Education "EdNet" during the wrap-up meeting on the project "Development of online curriculum for mainstreaming cross-cutting competencies for sustainable development in Kyrgyzstan" on March 17, 2021 at the Garden Hotel in Bishkek.The wrap-up meeting was opened with welcoming remarks by the Deputy Minister of Education and Science - Ms. Nadira Syntashevna Dzhusupbekova, Director of the UNESCO Cluster Office for Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan (UNESCO Almaty) Ms. Krista Pikkat and H.E. Mr Heiti Mäemees, Ambassador of the Republic of Estonia to the Republic of Kazakhstan, the Kyrgyz Republic, the Republic of Tajikistan, the Republic of Turkmenistan. The participants noted the importance of the project not only for equipping students with the 21st century skills that are critical for the achievement of the Sustainable Development Goals, but also the importance of disseminating the project experience and its materials throughout the country in preparation for PISA-2025. The beneficiaries of the project -trainers, teachers and school directors- confirmed the uniqueness and usefulness of the training materials and expressed their hope for the further systematic use of online modules in schools of the republic.The meeting provided an opportunity to present the results of more than two years of work both on the part of the organizers, trainers and experts of the project, but also from the perspective of teachers and students. It was especially gratifying to see the heads of schools from Naryn, Osh, Chui oblast and Bishkek in person and present certificates for the advanced training course in ESD, “I Promote ESD2030” badges to all teachers and students and laptops for 6 teachers, who won the competition for the best practices in ESD!Another important result of the project was the professional teacher training course that was developed specifically for the Republican Institute for Teacher Training. This will be used to train teachers on the implementation of education for sustainable development (ESD) throughout the country.Background: The project "Development of online curriculum for mainstreaming cross-cutting competencies for sustainable development in Kyrgyzstan" has been implemented by UNESCO Almaty since 2019 with the financial support of Estonia in cooperation with the Ministry of Education and Science of the Kyrgyz Republic. The first phase of the project (2019) was implemented jointly with the Center for Social Integration Policy. The second phase of the project (2020-2021) was implemented by the Agency for Quality Assurance in Education "EdNet". In addition, the key partners of the project were the Republican Teacher Training Institute under the Ministry of Education and Science of the Kyrgyz Republic and the Mahatma Gandhi Institute for Education for Peace and Sustainable Development (India), the Laboratory for Innovation Projects (Belarus), PF "Mondo" (Estonia), as well as experts from Lithuania and Russia.Following themes were covered with online modules developed:• Demography and Migration• Healthy lifestyle• Global Citizenship• Media and Information Literacy• Ecology URL:http://en.unesco.kz/from-comprehension-to-action-teachers-and-students-in-kyrgyzstan-confidently-implement