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ⓒ UNESCO Mathematics for a Better World, UNESCO marks International Day of Mathematics, 14 March 2021-03-15 14 March, proclaimed by UNESCO as International Day of Mathematics (IDM), will be held under the theme “Mathematics for a Better World". Celebrating the beauty and relevance of mathematics, the Day highlights the essential role played by this discipline in reaching the United Nations Sustainable Development Goals. Organized by the International Mathematics Union, IDM will feature a mixture of virtual and face-to-face celebrations, notably in classrooms. Celebrations are scheduled in more than 70 countries with over 410 individual events. Mathematics, with its many technical applications, now underpins all areas of our lives. Together with algorithms, mathematics plays a key role in artificial intelligence and technological disruptions – and, as we address global issues such as the COVID-19 pandemic and climate change, we are reminded of the importance of mathematics in responding to the challenges of our time.   -- Audrey Azoulay, UNESCO Director-General The new feature of IDM 2021 is the Poster Challenge to which more than 2,100 schools and organizations responded, producing their own IDM poster to illustrate one facet of the theme of “Mathematics for a Better World”. The posters will be made available to all under an open licence. IDM 2021 is celebrated on all continents. From Madagascar to Gambia, from Panama to Chile, from Albania to Malaysia, from Bangladesh to Australia, people all over the world are organizing festivities. An international live celebration in English, French and Spanish will take place on 14 March, 2 to 6pm, UTC. Also, 48 hours of live coverage on the IDM website will start at 00:00 New Zealand time and end at 24:00 Pacific time. The international celebration is complemented by national and local competitions, conferences, exhibitions, and talks, organized by mathematical societies, research institutes, museums, schools, universities, etc. In Algeria, many events will take place all over the country to show how mathematics helps improve our world. They consist in the organization of webinars, national mathematics competitions, recreational mathematics, and classroom activities. A special event involving blind pupils shows that mathematics is a universal language. Celebrations are in partnership with the public television El Maarifa channel (TV7) which will report on the different events to promote them to the wider population.   -- Djamel Eddine Cheriet, Vice-President of the Algerian Mathematical Society In a joint project with the Simons Foundation, the mathematical societies of Algeria, Senegal, and the Republic of Congo will organize online and on site activities on mathematics and artificial intelligence, as well as mathematical games, for a large audience in French, Arabic, and English. They will also offer special training programmes for teachers and educators in Africa and the Arab region. The IDM is an opportunity to share the knowledge that men and women have developed throughout history. It is also a space to create, share, motivate and inspire future generations with mathematics. It is a day to remember that mathematics empowers us, sets us free, and makes us better citizens.   -- Laura Vanessa Gomez Bermeo (Colombia) Through the gloom of the pandemic, IDM is an opportunity for exciting and challenging activities in schools. Students can explore how mathematics helps to understand the spread of an epidemic and how the theory of fair division allows for more equitable policies.   -- Christiane Rousseau, University of Montreal, initiator for the IMU of the IDM project The date of 14 March is already known as Pi Day and celebrated in many countries. It is named after the important number π, the ratio between the circumference and diameter of a circle, approximately equal to 3.14. The IDM celebration expands Pi Day to include the whole spectrum of mathematics. In view of the pandemic, the 2021 theme of “Mathematics for a Better World” reminds us that athematics and statistics are essential tools for decision-makers in that they enable us to predict the evolution of the disease and optimizemitigation strategies with limited resources. But the role of mathematics in building a better world goes well beyond the pandemic response, and schools are invited to explore the mathematics of fair division, which has so many applications in designing economic and social policies. The IDM website is the main hub for the International Day of Mathematics. It hosts information material to be used by press and organizers (including logos and flyers in different languages) as well as proposals for activities related to the theme for everyone interested in hosting an event. All the official material provided through the website is under an open license, which means it can be freely shared, translated, and adapted. Partners:  The United Nations Educational, Scientific, and Cultural Organization (UNESCO), is headquartered in Paris. As the United Nations’ “House of Peace,” UNESCO serves to develop mutual understanding and the strengthening of bonds among nations through international cooperation in education, the sciences, culture and communication. More information At the 40th session of its General Conference, UNESCO proclaimed 14 March of every year International Day of Mathematics. More information The International Mathematical Union (IMU) is an international non-governmental and non-profit scientific organization, with the purpose of promoting international cooperation in mathematics. IDM is communicated and supported by the IDM website, which is hosted by IMAGINARY, a non-profit organization dedicated to communication about modern mathematics.  Sponsors:  The Klaus Tschira Foundation (which supports natural sciences, mathematics, and computer science in Germany) sponsor of the IDM website and communication. The Simons Foundation sponsor of the special IDM celebrations in Africa.  The Canadian Commission for UNESCO sponsor of the 2021 IDM Poster Challenge.  Contacts for further information:  Helge Holden, Secretary General of the International Mathematical Union, secretary@mathunion.org Christiane Rousseau, Chair of the IDM Governing Board, idm@mathunion.org, +1 514 9156081 Andreas Matt, Managing Director of IMAGINARY and of the IDM website, andreas.matt@imaginary.org, +49 151 51836352 The International Mathematical Union, Hausvogteiplatz 11A, D-10117 Berlin, Germany, imu.info@mathunion.org Pictures:  The logo and all pictures below can be used freely for articles about the International Day of Mathematics. Please find high-resolution versions via the “Download Link”. The pictures are from locally organized events (exhibitions, workshops, festivals) celebrating mathematics. Logo of the International Day of Mathematics Press Kit page with images and press releases URL:https://en.unesco.org/news/mathematics-better-world-unesco-marks-international-day-mathematics-14-march © UNESCO UNESCO figures show two thirds of an academic year lost on average worldwide due to Covid-19 school closures 2021-03-02 Paris, 25 January — One year into the COVID-19 pandemic, over 800 million students, more than half the world’s student population, still face significant disruptions to their education, ranging from full school closures in 31 countries to reduced or part-time academic schedules in another 48 countries, according to new data released on UNESCO’s interactive monitoring map. The map shows that globally, schools were fully closed for an average of 3.5 months (14 weeks) since the onset of the pandemic. This figure rises to 5.5 months (22 weeks) – equivalent to two-thirds of an academic year – when localized school closures are taken into account. The duration of closures varies greatly by region, from as many as 5 months (20 weeks) of complete nation-wide closures on average in Latin America and the Caribbean countries, to 2.5 months (10 weeks) in Europe, and just one month in Oceania. Similar regional variations are observed when accounting for localized closures: The duration of complete and localized closures exceeded seven months (29 weeks) on average in Latin America and the Caribbean compared to the global average of 5.5 months (22 weeks). Governments have endeavoured to minimize country-wide closures – down from 190 countries at the peak in April 2020 to 30 countries now –in favour of partial and/or local closures. Schools are now fully open in 101 countries. Prolonged and repeated closures of education institutions are taking a rising psycho-social toll on students, increasing learning losses and the risk of dropping out, disproportionately impacting the most vulnerable. Full school closures must therefore be a last resort and reopening them safely a priority. -- Audrey Azoulay, Director-General of UNESCO Data released today by UNESCO’s Global Education Monitoring Report shows that, even before the COVID-19 crisis, only 1 in 5 countries demonstrated a strong commitment to equity in education through their financing mechanisms, and there is little evidence of a strong equity angle in COVID-19 responses.  We need an adequately financed recovery package to reopen schools safely, targeting those most in need and setting education back on track for the COVID-19 generation. Today, on International Day of Education, I call on countries and partners to prioritize education, a global common good, in the recovery.-- Audrey Azoulay, Director-General of UNESCO UNESCO’s celebration of International Day of Education calls for increased and better financing of education, and draws attention to the low priority allocated to education in recovery efforts. UNESCO data shows that the sector only receives an estimated 0.78% of relief packages worldwide. Additionally, aid to education looks set to decline by 12% as a result of the pandemic. According to our findings, the pandemic also stands to increase the funding gap for education by one third to as much as $200 billion annually in low and middle-income countries, representing close to 40% of total cost. Upfront investment in catch-up and remedial programmes will save money down the line reducing by 75% the cost of repairing the damage caused by COVID-19. At the Global Education Meeting convened by UNESCO in October 2020, governments and partners committed to protect education budgets and to focus the recovery on the safe and inclusive re-opening of schools, and support for teachers, skills development and connectivity for all. To enable a safe return to school, UNESCO has called for the world’s 100 million teachers and educators to be given priority in vaccination campaigns. To mark the International Day of Education, UNESCO and the Global Partnership for Education, with UN Headquarters, are co-organizing an event to stress the necessity to protect and mobilize equitable funding for education, give voice to 'community heroes' who acted to leave no learner behind during school closures, and present innovations that pave the way towards more resilient and inclusive education systems. URL:https://en.unesco.org/news/unesco-figures-show-two-thirds-academic-year-lost-average-worldwide-due-covid-19-school  © UNESCO UNESCO Green Citizens showcases grassroot projects at the service of biodiversity and sustainable development 2020-10-20 Today UNESCO will launch the Green Citizens initiative to amplify the voice of some 100 local citizen projects worldwide in key domains of biodiversity and sustainable development, including the Ocean, Water/Hydrology, Education for sustainable development, Indigenous and local knowledge.  UNESCO has witnessed a great increase in the number and pertinence of local citizen projects over decades of scientific research in biodiversity, oceanography and hydrology, and conservation work in its protected sites around the world (Biosphere Reserves, Geoparks, natural World Heritage sites). The Organization wishes to highlight and support local, innovative, duplicable citizen projects with a verifiable impact on their community and stimulate the dissemination of new change driving ideas worldwide.  The project reflects the conviction that changes in our relationship with living ecosystems will only be achieved by bringing together the complementary actions of the different actors at all levels and the reinforcement of networks of committed individuals and organizations. It is also a call on decision-makers to act quickly and a reminder that it is only together that we can make the change that is needed. UNESCO Green Citizens is a collective endeavour bringing together the Klorane Botanical Foundation as a founding partner, Adveris digital agency, Passion Pictures Paris, Twitter (for Good), artists including Juan Delcan, Roxane Campoy, Desta Hailé, students and volunteers, as well as partners, dubbed Watchers such as Solar Impulse Foundation, Sparknews or ChangeNow that are critical in identifying outstanding local projects.  The Initiative enriches UNESCO’s extensive and growing range of programmes and partnerships aiming to protect biodiversity. **** More information  UNESCO biodiversity URL:https://en.unesco.org/news/unesco-green-citizens-showcases-grassroot-projects-service-biodiversity-and-sustainable ⓒ WHO جائحة كوفيد-19‏‎:‎‏ حثّ البلدان على اتخاذ إجراءات أكثر قوة لوقف انتشار المعلومات ‏الضارة 2020-10-02 The World Health Organization (WHO) together with the UN, specialised agencies and partners today called on countries to develop and implement action plans to promote the timely dissemination of science-based information and prevent the spread of false information while respecting freedom of expression.  WHO, the UN, UNICEF, UNAIDS, the UN Development Programme (UNDP), UNESCO, the International Telecommunication Union (ITU), the UN Global Pulse initiative and the International Federation of the Red Cross and Red Crescent Societies  (IFRC), together with the governments of Indonesia, Thailand and Uruguay held a webinar on the margins of the 75th UN General Assembly to draw attention to the harm being done by the spread of misinformation and disinformation, the latter being deliberate misinformation to advance an agenda. “As soon as the virus spread across the globe, inaccurate and even dangerous messages proliferated wildly over social media, leaving people confused, misled and ill-advised”, said UN Secretary-General António Guterres. ”Our initiative, called “Verified”, is fighting misinformation with truth. We work with media partners, individuals, influencers and social media platforms to spread content that promotes science, offers solutions and inspires solidarity. This will be especially critical as we work to build public confidence in the safety and efficacy of future COVID-19 vaccines. We need a ‘people’s vaccine’ that is affordable and available to all.” “Misinformation and disinformation put health and lives at risk, and undermine trust in science, in institutions and in health systems,” said WHO Director-General Dr Tedros Adhanom Ghebreyesus. “To fight the pandemic we need trust and solidarity and when there is mistrust, there is much less solidarity. False information is hindering the response to the pandemic so we must join forces to fight it and to promote science-based public health advice. The same principles that apply to responding to COVID-19 apply to managing the infodemic. We need to prevent, detect and respond to it, together and in solidarity.”  “On top of the immediate impact on pandemic responses, disinformation is undermining public trust in democratic processes and institutions and exacerbating social divides”, said UNDP Administrator Achim Steiner. “It’s one of the most concerning governance challenges of our time. UNDP is actively collaborating with Member States, fellow UN agencies, and other partners to find holistic responses which respect human rights.” “Misinformation is one of the fastest growing challenges facing children today,” said Henrietta Fore, UNICEF Executive Director. “It takes advantage of the cracks in trust in societies and institutions and deepens them further, undermines confidence in science and medicine, and divides communities. In its most pernicious forms, such as when it convinces parents not to vaccinate their children, it can even be fatal. Because misinformation is more a symptom than a sickness, countering it requires more than just providing truth. It also requires trust between leaders, communities and individuals.”  “We can beat COVID-19 only with facts, science and community solidarity,” said Executive Director, Winnie Byanyima. “Misinformation is perpetuating stigma and discrimination and must not come in the way of ensuring that human rights are protected and people at risk and those marginalized have access to health and social protection services.” “Since the start of the pandemic, UNESCO has mobilised its international networks of media partners, journalists, fact-checkers, community radio stations, and experts, to give citizens the means to fight against false information and rumours — phenomena that have been exacerbated by the pandemic,” said Audrey Azoulay, the UNESCO Director-General. ”Collective mobilisation to promote quality and reliable information, while strictly ensuring respect for freedom of expression, is essential. A free, independent and pluralistic press is more necessary than ever.” “Trust is a cornerstone of our digital world,” said Houlin Zhao, Secretary-General of the International Telecommunication Union. “Building on the long-standing WHO-ITU BeHe@lthy BeMobile initiative, ITU has been working with national ministries of telecommunications and health and mobile network operators since the beginning of this crisis to text people who may not have access to the internet, providing them with science- and evidence-based COVID-19 health advice directly on their mobile phones.” WHO and partners urged countries to engage and listen to their communities as they develop their national action plans, and to empower communities to build trust and resilience against false information.  “Engaging communities on how they perceive the disease and response is critical to building trust and ending outbreaks,” said Jagan Chapagain, IFRC Secretary General. “If our response does not reflect the communities’ concerns and perceptions, we will not be seen as relevant or trusted by affected populations, and the epidemic response risks failure.  More than ever, local responders are at the forefront of this crisis. We need to recognize the incredible role they play in understanding and acting on local knowledge and community feedback.” The co-hosts also called on the media, social media platforms, civil society leaders and influencers to strengthen their actions to disseminate accurate information and prevent the spread of misinformation and disinformation. Access to accurate information and the free exchange of ideas online and offline are key to enabling effective and credible public health responses. "UN Global Pulse was set up a decade ago inside the UN System to pioneer the use of real-time and predictive insights to protect vulnerable communities in times of crisis”, said Robert Kirkpatrick, Director of UN Global Pulse, the United Nations Secretary-General’s initiative on big data and artificial intelligence (AI). “During this pandemic we have seen a tremendous increase in requests for advanced analytics from across the UN System and Member States. We will continue to work with WHO and other partners to help identify and combat mis- and disinformation.”  Note to Editors WHO defines an infodemic as an overabundance of information, both online and offline. It includes accurate information as well as mis- and disinformation.  In May 2020, WHO Member States passed Resolution WHA73.1 on the COVID-19 response at the World Health Assembly. The Resolution recognises that managing the infodemic is a critical part of controlling the COVID-19 pandemic: it calls on Member States to provide reliable COVID-19 content, take measures to counter mis- and disinformation and leverage digital technologies across the response. The Resolution also called on international organisations to address mis- and disinformation in the digital sphere, work to prevent harmful cyber activities undermining the health response and support the provision of science-based data to the public.  URL:https://www.who.int/news-room/detail/23-09-2020-covid-19-pandemic-countries-urged-to-take-stronger-action-to-stop-spread-of-harmful-information © UNESCO Всемирный день учителя 2020 года будет отмечаться недельной серией виртуальных мероприятий 2020-09-30 The World Teachers’ Day 2020 will be celebrated with a week-long series of virtual events Every year on 5 October since 1994, UNESCO celebrates the World Teachers’ Day (WTD) to commemorate the anniversary of the signing of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers and the 1997 Recommendation concerning the Status of Higher-Education Teaching Personnel. These normative standard-setting instruments set benchmarks regarding the rights and responsibilities of teachers and standards for their initial preparation and further education, recruitment, employment, and working conditions. This year the WTD will be celebrated virtually with the theme, “Teachers: Leading in crisis, reimagining the future.” The celebration will begin on 5 October 2020 with the official Opening Ceremony followed by the Award Ceremony of the 6th Edition of the UNESCO Hamdan Prize for the Effectiveness of Teachers. Events are planned throughout the week around the world. The official closing ceremony takes place on 12 October with a joint World Teachers’ Day and Mobile Learning Week session. The event will focus on the innovative use of technology for teacher professional development and mentoring during the time of COVID-19. More information about other WTD events can be found here. The adoption of the Sustainable Development Goals (SDGs), including Goal 4 on Education, recognizes teachers (Target 4.c) as key to the achievement of the 2030 Education Agenda. The WTD provides an annual occasion to take stock of achievements and raise awareness around challenges facing teachers and the role of teachers in the achievement of the global education targets. Day of the Teachers and Mentors in Uzbekistan In Uzbekistan, the World Teachers' Day is preceded by a state holiday - the Day of the Teachers and Mentors, which has been celebrated annually since 1997 on 1 October. The country pays attention to the improvement of the education system, building and reconstruction of educational institutions and improvement of the quality of education. In September 2020, a new version of the «Law on Education» entered into force in Uzbekistan, introducing for the first time the concept of inclusive education.  URL:https://en.unesco.org/news/world-teachers-day-2020-will-be-celebrated-week-long-series-virtual-events © Centro Universitario de Participación Social While the COVID crisis increases inequalities, UNESCO recalls that reading is the basis of development 2020-09-08 While 773 million adults and young people around the world still lack basic literacy skills, UNESCO will host an online International Conference on literacy teaching and learning in the COVID-19 crisis and beyond On International Literacy Day, 8 September. The conference will bring together experts and educators to reimagine literacy teaching and learning for youth and adults, in line with UNESCO’s Futures of Education initiative. UNESCO’s International Literacy Prizes 2020 will also award five outstanding literacy programmes from Ghana, Mexico, Nepal, United Kingdom and Yemen. The near-global lockdown caused by COVID-19 has disrupted education, affecting more than 91% of students and 99% of teachers.  Reading is the key to development. Adult literacy programs should not be the adjustment variable of education.-- Audrey Azoulay, UNESCO Director-General This year’s UNESCO’s International Literacy Prizes recognizes excellence in literacy programmes in the spirit of the theme of the Organization’s Literacy Day celebration. The two UNESCO King Sejong Literacy Prize awards for mother-tongue literacy education and training, sponsored by the Government of the Republic of Korea, will be given to: Ageing Nepal for its national programme: ‘Basic Literacy Class for Older Persons,’ Nepal. The country’s first programme to target older people who have moved from rural settings to urban areas. It empowers the elderly by supporting their ability to live independently through intergenerational adult literacy education in the national language, Nepali. Ageing Nepal is a national leading non-government organization registered with the government of Nepal and affiliated to the Social Welfare Council.  United World Schools for its programme ‘Providing Non-Burmese Speaking Out-of-School Children with Access to Education’, United Kingdom. The programme provides access to primary education for out-of-school children from linguistic minority communities in Myanmar’s Shan State. By employing and training community members as teachers, the programme allows children to study in their mother tongue, while bringing employment and capacity-building opportunities to teachers. United world schools (UWS) is an international charity based in the United Kingdom that focuses on sustainable quality education. The three awards of the UNESCO Confucius Prize for Literacy, supported by the Government of the People’s Republic of China, for work that benefits rural populations and out-of-school youth, particularly girls and women, will be given to: Centro Universitario de Participación Social of the Benmérita Universidad Autónoma de Puebla for its literacy programme: 'Learning by Teaching, Mexico'. Based on the creation of support networks, the programme supports the idea of global citizenship whereby volunteer college students, previously trained by mentors, live together in a rural community to teach young people and adults how to read and write, while also educationally supporting children. It is a unique model of participatory training and critical reflection on the different social problems in the context of life skills training. This approach aims to ensure sustainability and building relationships between different sectors of the society to create positive interdependency.  The General literacy office in Sanaa, Yemen, for its programme ‘Educating and integrating refugees in literacy classes in Yemeni society,’. This exemplary local programme operating despite war and displacement, caters to illiterate refugees regardless of their nationality. It helps them acquire literacy skills so that they can benefit from a range of learning opportunities throughout life, including the acquisition of life skills needed to face the social and economic challenges. The programme employs flexible pedagogies adapted to different age groups and abilities to help them qualify for enrollment in formal education. The General Literacy Office in Sanaa is part of the Literacy and Adult Education Organization of the Yemeni ministry of Education, which operates in 21 provinces and supervises over 215 literacy centres in 11 districts in Yemen.    Just Commit Foundation (JCF) for its programme ‘Inspirational Business Stories,’ Ghana. This programme has an innovative approach to literacy teaching and learning through business story books that inspire and guide children and youth to create sustainable businesses with limited resources. It promotes the use of waste such as paper, plastic, fabric and e-waste to create new, inexpensive and reusable products. The beneficiaries learn eco-entrepreneurship in both their local language and English, including how to develop business models, set up and run successful, sustainable and environmentally-friendly businesses. The programme also develops young peoples' personal skills such as confidence, team-work, leadership and problem-solving, and combines literacy and sustainability for the broader community. JCF was established in 2017 as a non-profit organization to leverage innovation at the service of youth and children. URL:https://en.unesco.org/news/while-covid-crisis-increases-inequalities-unesco-recalls-reading-basis-development ⓒ WHO سؤال وجواب: المدارس وكوفيد-19 2020-09-03 A new school year has begun! Find out here what precautions should be taken to keep children, teachers, other staff and the wider community safe.  Q: Are children at lower risk of COVID-19 than adults?  Children are less often reported as cases when compared with adults, and the illness they experience is usually mild. From data reported to WHO, children and adolescents up to 18 years of age represent 1 to 3% of reported infections, even though this age group makes up 29% of the global population. While children may be less affected, they may also have a greater number of contacts in school and community settings. Further studies are underway to assess the risk of infection in children and to better understand transmission in this age group. Q: What is the role of children in transmission? The role of children in transmission is not well understood. To date, few outbreaks involving children or schools have been reported. However, the small number of outbreaks reported among teaching or associated staff also suggests that spread of COVID-19 within educational settings may be limited. As children generally have milder illness and fewer symptoms, cases may sometimes go unnoticed. Importantly, early data from studies suggest that infection rates among teenagers may be higher than in younger children. Some modelling studies suggest that school re-opening might have a small effect on wider transmission in the community, but this is not well understood. Further studies are underway on the role of children in transmission in and outside of educational settings. WHO is collaborating with scientists around the world to develop protocols that countries can use to study COVID transmission in educational institutions, which will soon be available at this link. Q: Should children with underlying health conditions (asthma, diabetes, obesity) return to school?  Whether a child should go to school depends on their health condition, the current transmission of COVID-19 within their community, and the protective measures the school and community have in place to reduce the risk of COVID-19 transmission. While current evidence suggests that the risk of severe disease for children is lower overall than for adults, special precautions can be taken to minimize the risk of infection among children, and the benefits of returning to school should also be considered. Current evidence suggests that people with underlying conditions such as chronic respiratory illness, obesity, diabetes or cancer are at higher risk of developing severe disease and death than people without other health conditions. This also appears to be the case for children, but more information is still needed. Q: Should teachers and other staff with underlying health conditions return to school?  Adults 60 years and older and people with underlying health conditions are at higher risk for severe disease and death. The decision to return to a teaching environment depends on the individual and should include consideration of local disease trends, as well as the measures being put in place in schools to prevent further spread. Q: What is the incubation period for children?  The incubation period for children is the same as in adults. The time between exposure to COVID-19 and when symptoms start is commonly around 5 to 6 days, and ranges from 1 to 14 days. Q: What should be considered when deciding whether to re-open schools or keep them open?  Deciding to close, partially close or reopen schools should be guided by a risk management approach to maximize the educational, well-being and health benefit for students, teachers, staff, and the wider community, and help prevent a new outbreak of COVID-19 in the community. The local situation and epidemiology of COVID-19 may vary from one place to another within a country, and several elements should be assessed in deciding to re-open schools or keep them open: 1. Benefits and risks: what are the likely benefits and risks to children and staff of open schools? Including consideration of :  Disease trends: are COVID-19 cases being reported in the area? Effectiveness of remote learning strategies Impact on vulnerable and marginalized populations (girls, displaced, disabled, etc.) 2. Detection and response: are the local health authorities able to act quickly? 3. Collaboration and coordination: is the school collaborating with local public health authorities? In addition to the local situation and epidemiology, a careful assessment of the school setting and ability to maintain COVID-19 prevention and control measures needs to be included in the overall risk analysis. Q: What benefits would school re-opening provide?  The decision to open schools should include consideration of the following benefits:  Allowing students to complete their studies and continue to the next level Essential services, access to nutrition, child welfare, such as preventing violence against children Social and psychological well-being Access to reliable information on how to keep themselves and others safe Reducing the risk of non-return to school Benefit to society, such as allowing parents to work Q: What are the prevention and control measures to be prepared and put in place in schools?  There are several actions and requirements that should be reviewed and put in place to ensure the safety of children and school staff while at school.  Special provisions should be considered for early childhood development, higher learning institutions, residential schools or specialized institutions. WHO recommends the following: Policy, practice and infrastructure: Ensure the necessary resources, policies and infrastructure are in place that protect the health and safety of all school personnel, including people at higher risk. Behavioural aspects: Consider the age and capacity of students to understand and respect measures put in place. Younger children may find it more difficult to adhere to physical distancing or the appropriate use of masks. Safety and security: School closure or re-opening may affect the safety and security of students and the most vulnerable children may require special attention, such as during pick-up and drop-off. Hygiene and daily practices: Hand hygiene and environmental cleaning measures should be in place to limit exposure. Schools should consider training of staff and students, a schedule for daily cleaning, availability of hand hygiene facilities and national/local guidance on the use of masks. Screening and care of sick students, teachers and other school staff: Schools should enforce the policy of “staying home if unwell”, waive the requirement for a doctor’s note, create a checklist for parents/students/staff to decide whether to go to school (taking into consideration the local situation), and consider options for screening on arrival. Communication with parents and students: Schools should keep students and parents informed about the measures being implemented to ensure their collaboration and support. Additional school-related measures such as immunization checks and catch-up vaccination programmes: Ensure continuity or expansion of essential services, including school feeding and mental health and psycho-social support. Physical distancing: Physical distancing of at least 1 metre between people should be implemented in the school premises and in the classrooms. This includes increasing desk spacing and staging recesses, breaks and lunchbreaks; limiting the mixing of classes or age groups; considering smaller classes or alternating attendance schedules, and ensuring good ventilation in classrooms. Remote learning: Tele-schooling and distance learning options such as delivering assignments, broadcasting lessons on radio or television and frequent follow-up support should be adapted to the situation. Q: What are the risks during transportation to and from schools?  The following adaptations to transport to and from school should be implemented to limit unnecessary exposure of school or staff members.  Promote and put in place respiratory and hand hygiene, physical distancing measures and use of masks in transportation such as school buses, in accordance with local policy. Provide tips for how to safely commute to and from school, including for public transportation. Organize only one child per seat and ensure physical distancing of at least 1 metre between passengers in school buses, if possible. This may require more school buses per school. If possible and safe, keep the windows of the buses, vans, and other vehicles open. Q: Does WHO recommend staff and children to wear masks at school? And if yes, what type of masks?  The decision to wear a mask depends on the assessment of risk. For example, how extensive is COVID-19 in the community? Can the school ensure physical distance of at least 1 metre from others? Are there students or teachers with underlying health conditions? Fabric masks are recommended to prevent onward transmission in the general population in public areas, particularly where distancing is not possible, and in areas of community transmission. This could include the school grounds in some situations. Masks may help to protect others, because wearers may be infected before symptoms of illness appear. The policy on wearing a mask or face covering should be in line with national or local guidelines. Where used, masks should be worn, cared for and disposed of properly.  It is important that anyone feeling unwell should stay at home and call their health provider. Q: Are there any specific recommendations on school ventilation and air conditioning use?  Clean, natural ventilation should be used inside buildings where possible, without re-circulating the air. If air re-circulation is necessary, filters and duct systems should be cleaned regularly and routinely changed according to the manufacturer’s instructions. Heating and cooling systems should be well maintained. Q: What should be monitored after re-opening of school?  Monitoring of the following should be considered through a range of mechanisms:  Detection of new COVID-19 cases in educational institutions and success of contact tracing Implementation of and adherence to recommended public health measures in school settings Information on school drop-out, disaggregated for sex, age, disability and socio-economic status Effectiveness of remote education strategies Effects of policies and measures on educational objectives and learning outcomes Effects of policies and measures on the health and well-being of children, siblings, staff, parents and other family members Based on what is learned from this monitoring, further modifications should be made to continue to provide children and staff with the safest environment possible. URL:https://www.who.int/emergencies/diseases/novel-coronavirus-2019/question-and-answers-hub/q-a-detail/q-a-schools-and-covid-19 ⓒ UNESCO МИГ воспитание детей: 10 полезных карточек, которые помогут вашим детям в критическом осмыслении информации 2020-08-19 UNESCO produced a series of graphic messages on Media and Information Literate (MIL) Parenting. Parents/Guardians are also teachers. This reality has intensified consequent to the COVID-19 pandemic. Parents/Guardians can explain daily events occurring to children and help them to understand the related information. MIL Parenting is when parents/guardians equipped with MIL competencies and tools, help to enable children’s independent and critical thinking about information, media content, and use of technology. The UNESCO Tashkent Office prepared translations of the graphic cards into Russian and Uzbek. Download all the graphic cards (ZIP File): in Russian - Uzbek.Download and share them widely! Recall that, at the outbreak of the COVID-19 pandemic, UNESCO produced visuals, graphics and social media messages to counter disinformation, fight discrimination, and promote best practices. More visual resources are available here URL:https://en.unesco.org/news/mil-parenting-10-useful-cards-help-your-children-critical-thinking-about-information © UNESCO Respect for human rights must become an everyday reality, UNESCO’s Director-General said in her welcome address at the Samarkand Human Rights Web Forum 2020-08-19 On 12-13 August 2020, the Samarkand Human Rights Web Forum was held in Samarkand in the format of a videoconference on different issues of rights of youth. It was a part of the UN75 initiative proclaimed by the United Nations during the year of its 75th anniversary and served as a follow-up to the Asian Human Rights Forum held in Samarkand on 22-23 November 2018. It was aimed to discussing improvements in existing international and regional instruments and mechanisms for the protection and promotion of rights of youth. The Forum was organized by the Government of the Republic of Uzbekistan, the National Centre for Human Rights, the Ministry of Foreign Affairs of the Republic of Uzbekistan in partnership with the Office of the United Nations High Commissioner for Human Rights (OHCHR), the United Nations Country Team in Uzbekistan, the OSCE Project Coordinator in Uzbekistan and the Friedrich Ebert Foundation. During the two-day discussion, the participants discussed the role of young people in the implementation of sustainable development goals, identified key problems in the implementation of their rights, raised issues of human rights education for youth, as well as considered the role of the young generation in ensuring a safer future towards 2030.  The Forum was attended by representatives of UN specialized agencies, including the International Labour Organization, the International Organization for Migration, the United Nations High Commissioner for Human Rights, the United Nations Development Programme, the United Nations Educational, Scientific and Cultural Organization, the United Nations Population Fund, the United Nations Children's Fund as well as representatives of the African Union, the Asian Parliamentary Assembly, the Commonwealth of Independent States, the Council of Europe, the Inter-Parliamentary Union, the Organization of Islamic Cooperation, the Organization for Security and Co-operation in Europe, the Shanghai Cooperation Organization. More than 30 youth organizations from all the regions of Uzbekistan participated in the Forum, including the Youth Union of Uzbekistan, the Youth Parliament under the Legislative Chamber of the Oliy Majlis, the National Movement "Yuxalish" and others. The Director-General of UNESCO, Ms Audrey Azoulay, gave a welcome address at the opening of the Forum participants. In her video message, she stressed the importance of calling for universal peace, and noted that human rights must become an everyday reality.  "The universal message of peace has been vital for the past 75 years. It will be even more important in the future, because we need to come to making human rights an everyday reality, we still have a very long way to go especially for young people. Making these rights a reality, creating a new opportunity for youth – this is what UNESCO’s commitment to the future generation is all about. It means allowing them to reach the full potential through education and UNESCO is, as you know, strongly committed to this right especially for vulnerable youth, for girls, for women, for refugees. Secondly, this means giving young people the right tools to navigate tomorrow’s world, a world, where digital issues and an environmental protection will be more essential than ever. UNESCO works to provide youth with the skills they need in these fields. Lastly, it means supporting young people’s involvement in these policies so they can be active participants, not just observers". Full video message (24:48). Mr Alexander Schischlik, Chief of Youth and Sport Section of the Social and Human Sciences Sector of UNESCO Headquarters gave a presentation at Session 3 of the Forum. He spoke about how to strengthen human rights education (HRE) for youth and gave examples of different UNESCO initiatives:"Strengthening human rights education for youth means greater efforts to ensure that HRE is holistic, inclusive and equitable – that it is available for all youth groups in society, through formal, non-formal and informal spaces. It must also be value-based, promoting universally shared values such as non-discrimination, equality, respect and dialogue. All this, of course, requires also capacity and investment for adaptability and contextualization – from content and curricula to teachers, from learning methods to learning spaces, from families to community services". Mr Schischlik stressed that the promotion of civic engagement of youth contributes to enhancing human rights education:"It is a means for them (youth – ed.) to contribute to driving change and to improve the societies they live in. This provides a sense of purpose, meaning and belonging that connects youth to their societies and which is absolutely fundamental in preventing risk behaviours, violence or marginalization". The Forum resulted in the adoption of the Samarkand Resolution "Youth 2020: Global Solidarity, Sustainable Development and Human Rights", which calls upon States to undertake a number of initiatives. The Resolution also called on the UN General Assembly to take note of Uzbekistan's initiative to adopt a new International Convention on the Rights of Youth. At the 72nd UN General Assembly, the President of the Republic of Uzbekistan H.E Mr Shavkat Mirziyoyev proposed the development of this Convention. URL:https://en.unesco.org/news/respect-human-rights-must-become-everyday-reality-unescos-director-general-said-her-welcome  ⓒ UN Climate Change News Los jóvenes están impulsando la acción mundial sobre el clima 2020-08-18 12 August marks International Youth Day, a day to celebrate the voices, actions and contributions of young people in building a better world. This year’s theme is “Youth Engagement for Global Action” – an opportunity to highlight the engagement of young people in climate action at the local, national and global levels as well as in the UN Climate Change process. According to UN estimates, there are 1.21 billion young people between the ages of 15 and 24 in the world today, accounting for 15.5 per cent of the global population. The need to include youth voices has become more pressing than ever as young people, whose futures are threatened by accelerating global heating, are increasingly demanding action towards a more just, equitable, and climate-resilient society. The voices and contributions of the youth are notably essential for the effective implementation of the Sustainable Development Goals and of the Paris Agreement, as recognized in the preamble of the Paris Agreement which reaffirms intergenerational equity as a guiding principle shaping climate action. “Most of the global challenges we face today, especially climate change, require a concerted and inclusive global effort where everyone can meaningfully contribute. Youth can be an important positive force for change and climate action when engaged and empowered effectively. So, on this youth day let us recognize and celebrate the key role of youth in our societies and welcome their ideas and participation,” said Adriana Valenzuela, UN Climate Change Education and Youth focal point. YOUNGO Officially Represents Youth in the UNFCCC Context YOUNGO is the official Youth Constituency of the UNFCCC and is invited to represent youth at negotiations and other UN events related to climate change. YOUNGO organizes the annual Conference of Youth which brings together young people from around the world to exchange ideas, good practices and experiences to strengthen climate action. Since 2012, two YOUNGO focal points are nominated each year – one from the Global North and one from the Global South to ensure fair youth representation at the intergovernmental processes. These focal points work closely with the Action for Climate Empowerment Agenda to design and implement activities and regularly provide input to shape global climate policies. Marie-Claire Graf, YOUNGO Focal Point for Global North, said: "Youth must sit at the table when decisions are taken and be included in climate-related policy formulation as well as its implementation." And Heeta Lakhani, YOUNGO Focal Point for Global South added: Youth have the solutions to ensure that the inheritance we leave for our future generations is one of justice, equality and a healthy planet. We need everyone to work together in order to achieve this.” The Action for Climate Empowerment Agenda The UN Framework Convention on Climate Change (UNFCCC) actively acknowledges the role of youth as essential partners in the fight against climate change and facilitates youth engagement under its Action for Climate Empowerment (ACE) agenda. And the Katowice package recognizes the key role of youth in the implementation of ACE.  The ACE program under the Doha Work Programme (2012-2020) works to educate, empower and engage youth in climate action and encourages their participation in developing and implementing climate policies. It does so by undertaking various activities such as organizing the annual Global Youth Video Competition and hosting the Young and Future Generations Day which features the intergenerational inquiry on climate change event and includes high-level youth briefings and a UN Youth Booth at the annual Conferences of Parties (COPs). Engagement of youth in the intergovernmental and formal policy-making processes enables better, more inclusive and sustainable policies. The ACE Dialogues provide such a platform to youth to present their ideas to governments. Youth can also currently engage in the global consultation process to design stronger national action plans through the NDC partnership  and UNDP’s NDC Support Programme to  develop and review their country’s nationally determined contribution (NDC). In addition, Italy, in partnership with the UK, is organizing youth dialogues and events in the lead up to COP26. The Italian Ministry of Environment, in collaboration with Connect4Climate - World Bank Group and the Office of Secretary-General's Envoy on Youth, has recently launched a series of virtual, interactive sessions for youth entitled "Youth4Climate Live Series: Driving Momentum Towards Pre-COP26" where the youth can join the conversation on climate action. And finally, youth and children can participate in ongoing competitions such as Youth Policy Case Competition and the Children’s Visual Art Competition organized by The Adaptation Exchange. About Action for Climate Empowerment Action for Climate Empowerment (ACE) is a term adopted by the United Nations Framework Convention on Climate Change to denote work under Article 6 of the Convention (1992) and Article 12 of the Paris Agreement. The over-arching goal of ACE is to empower all members of society to engage in climate action, through education, training, public awareness, public participation, public access to information, and international cooperation on these issues. URL:https://unfccc.int/news/young-people-are-boosting-global-climate-action