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UNESCO publishes new guidance tool for policy-makers on the prevention of violent extremism through education 2018-12-28 UNESCO just released its new guidance tool Preventing violent extremism through education: A guide for policy-makers. The new publication will help policy-makers within ministries of education prioritize, plan and implement effective actions for the prevention of violent extremism through education, and contribute to national prevention efforts. Member States acknowledged the importance of preventing violent extremism through education and requested UNESCO’s assistance in this endeavour. It also marks UNESCO’s effort to contribute to the implementation of the UN Secretary-General’s Plan of Action to Prevent Violent Extremism. ‘’Inclusive, equitable and quality education is one of the most powerful tools against the spread of violent extremist ideologies,” said Irina Bokova, UNESCO Director-General. “We need a specific type of education to create the conditions that can build learners resilience to hateful narratives and strengthen their commitment to non-violence and peace. This new UNESCO document offers guidance to help Member States deliver education programmes that build young people’s resilience to violent extremist messaging and foster a positive sense of identity and belonging.” Together with the Teacher’s Guide on the Prevention of Violent Extremism, this Guide for policy-makers outlines measures that can be taken within education systems to address challenges posed by violent extremism. For example, the development of inclusive education policies and non-discriminatory educational contents; the promotion of safe learning environments; the development of confident and well-trained teachers and, finally, the establishment of empowering partnerships. The document also presents modalities of implementation and includes frequently asked questions. The Guide will be shortly issued in French and then in other UN languages. Both guidance tools, A Teachers Guide on the Prevention of Violent Extremism and Preventing violent extremism through education: A guide for policy –makers, serve as a basis for UNESCO capacity building workshops on the prevention of violent extremism through education. URL:http://www.unesco.org/new/en/media-services/single-view/news/unesco_publishes_new_guidance_tool_for_policy_makers_on_the 
Leadership on GCED shown at High-Level Side Event during the 39th Session of the UNESCO General Conference 2018-12-28 On the occasion of the 39th Session of the UNESCO General Conference, a High-Level Ministerial Side Event took place with the title of ‘Dialogue on Global Competencies and Global Citizenship Education’ on 2 November at the UNESCO Headquarters. This side event was hosted by the Ministry of Education of the Republic of Korea and the Council of Ministers of Education of Canada, with the partenership of APCEIU and Global Affairs Canada. The dialogue attracted about 110 high-level participants, including 36 education ministers of Member States, as well as ambassadors from permanent delegations and senior officials from around the world. They gathered to discuss transformative and innovative education strategies to promote global competencies and global citizenship education. Ambassador Elaine Ayotte, Permanent Delegate of Canada to UNESCO welcomed the ministers and high-level officials to the dialogue by emphasizing the commitment of Canada and Korea to education and the realization of Education 2030 by saying “Canada and Korea, although different, have many common positions in the field of education. I believe that the reason why our two countries are here today is because Education 2030 agenda is a cornerstone for both our countries, which reaffirms the importance of providing opportunities to achieve education for the better.” Also, Ambassador Lee Byeong Hyun, Permanent Delegate of the Republic of Korea to UNESCO highlighted the role and need of GCED in a rapidly changing world and urged the efforts of stakeholders by saying “We need to mobilize resources and make the best use of those resources to transform learning environments. This requires collective endeavors of all stakeholders involved in the process, including teachers, communities and policy makers to promote global citizenship education beyond classrooms.” Followed by opening remarks, Mr Qian Tang, Assistant Director-General for Education of UNESCO highlighted the important role of the Republic of Korea and Canada in promoting GCED and contributing to the realization of SDG 4.7. As well, he thanked APCEIU for its invaluable contribution to GCED. Showcasing the two countries’ work on global competencies and global citizenship education, education ministers from Canada opened the floor to share best practices. Honorable Dale Kirby, Minister of Education and Early Childhood Development of Newfoundland and Labrador, and the Honorable Sebastien Proulx, Minister of Education, Recreation, and Sports of Quebec introduced 6 components of Canada’s Global Competencies (►Critical thinking and problem solving, ►Innovation, creativity and entrepreneurship ►Learning to learn/self-awareness and self-direction ►Collaboration ►Communication ►Global citizenship and sustainability) and shared education reforms in Canada that aim to put global competencies and foster global citizenship at the forefront of education. On behalf of the Honorable Deputy Prime Minister and Minister of Education of the Republic of Korea, Kim Sang-Kon, Mr Yeonghan Choi, Director General of International Cooperation Bureau of the Ministry of Education of the Republic of Korea, talked about lessons learned and challenges in implementing Sustainable Development Goal 4 and Global Citizenship Education. He shared that despite rapid economic development of the country, there are still limitations in the implementation of GCED in the Republic of Korea, but strongly pointed out that this is the future of education for the country. “At this point where the country has flourished, the only way towards further development is to enhance the capacities of the future generations to be sensitive with global challenges and to creatively find solutions.”, mentioned Mr Choi. He also shared the partnership effort with APCEIU in promoting GCED in transforming education in the Republic of Korea towards fostering global citizenship. He introduced initiatives such as the GCED Lead Teachers and International Teacher Exchange Programme, and other programmes that promote international cooperation for education in the Asia-Pacific and beyond. After the presentations from Canada and Korea, the participants were invited to a dialogue moderated by John McLaughlin, Deputy Minister, Department of Education and Early Childhood Development of New Brunswick. The discussion questions focused on challenges and successful initiatives or strategies in developing GCED in schools. Honorable Joof Batlara, Minister of Higher Education of Gambia asserted the political and religious challenges Gambia faces should be tackled with education, especially through GCED to sustain peace. Honorable Benghabrit Remaoun Nouria, Minister of National Education of Algeria shared the serious social issues in Algeria such as social and political turmoil and extreme violence, and highlighted that GCED represents the need to transform education in Algeria. Also, she applauded the work of UNESCO to provide tools and materials on GCED, such as the 『GCED Topics and Learning Objectives』, supported by APCEIU in 2014. The high-level participants had an opportunity to share their experiences and expertise on policy frameworks and implementation of GCED through this dialogue. Honorable Mr Hang Chuon Naron, Minister of Education, Youth and Sport of Cambodia shared a current initiative in Cambodia, called “New Generation Schools” which provided resources, equipped teachers and updated methodology that allow students to work in a team and promote collaborative learning. He further mentioned that Cambodia is cooperating with APCEIU to integrate GCED in their national curriculum, which will help students to face and tackle global challenges. Also, Honorable Mr John Chrysestom Muyingo, Minister of State for Higher Education of Uganda mentioned Uganda took the initiative of integrating GCED in the national curriculum in Uganda, a collaborative initiative with APCEIU. Even though the curriculum was not yet wholly changed, it gave an opportunity for schools to complement with new materials for learners and teachers, and to educate trainers. The High-Level Ministerial Side Event contributed to the continued discussion on global competencies and global citizenship education, an integral part of the discussions and debate during the 39th Session of the UNESCO General Conference. Being part of the strategic objectives of UNESCO in the next biennium (2018-2019), the high-level side event was an important opportunity to enhance partnership amongst different stakeholders, particularly with ministries of education, towards realizing SDG 4.7. URL:Leadership on GCED shown at High-Level Side Event during the 39th Session of the UNESCO General Conference > APCEIU News - APCEIU (unescoapceiu.org) 
Enhancement Workshop on GCED Curriculum Development and Integration for Mongolian Project Coordinators: A Synergy between Mongolia’s Passion and Korea’s Expertise 2018-12-28 An enhancement workshop for the Mongolian GCED curriculum developers was held by APCEIU on 15 to 18 November. Seven participants, including researchers at the Mongolian Institute for Educational Research (MIER), a professor at the Mongolian National University of Education, and a teacher at a GCED model school, attended the workshop as representatives of the GCED curriculum development project team in Mongolia. For the workshop, Seoul Ancheon Elementary School and the Korea Institute for Curriculum and Evaluation (KICE) provided special cooperation. Mongolia has been developing and disseminating GCED curriculum in collaboration with APCEIU since last year, and its major outcome, a teacher’s guide on GCED will be published next year. In support of the project, the purpose of the workshop was to provide an opportunity for the Mongolian project team to collect resources and feedback from GCED experts and schools in Korea for the development of the Mongolian teacher’s guide on GCED. In his welcoming remarks, Utak Chung, Director of APCEIU, expressed thanks to the Mongolian government’s wholehearted support and the project team’s devotion in the GCED curriculum development. He wished for the workshop to provide upmost valuable supplementation to the development of the Mongolian teacher’s guide on GCED, and to serve as an opportunity to deepen the solidarity between the two countries under GCED. Throughout the 4-day workshop, the participants deepened their understanding on GCED through hearing the experience on the development of the GCED curriculum guide in Korea, receiving lectures on transformative pedagogies for GCED, visiting a GCED research school, and engaging in consultation with Korean GCED Lead teachers and curriculum developers from KICE. With the invitation by the Seoul Ancheon Elementary School to the report meeting on the GCED research school activities, workshop participants gained on-site experience by closely observing GCED classes in play and exchanging dialogue with teachers and students at the school. Sid Sanjaabadam, Research Director of MIER, proclaimed as the spokesperson to use the acquired experiences and resources to enhance the Mongolian teacher’s guide on GCED. Also, she hoped for the outcomes of the Mongolian team’s endeavor to reciprocate as valuable resources to Korea, creating a cycle of mutual support and cooperation between the two countries. URL:Enhancement Workshop on GCED Curriculum Development and Integration for Mongolian Project Coordinators: A Synergy between Mongolia’s Passion and Korea’s Expertise > APCEIU News - APCEIU (unescoapceiu.org) 
UNESCO will award its Literacy Prizes on 7 September 2018-12-27 UNESCO will award its Literacy Prizes on 7 September on the eve of International Literacy Day, celebrated every year on 8 September. The theme chosen for 2018 focuses on literacy and skills development. The award ceremony of UNESCO’s International Literacy Prizes, at UNESCO Headquarters (5 to 6 pm, 7 September), will conclude the Organization’s global celebration of International Literacy Day. Earlier in the day, an International Conference on Literacy and Skills Development will bring together stakeholders and decision-makers from all over the world to examine how integrated approaches to literacy and skills development can help close the literacy gap and improve learners’ ability to meet the needs of today’s increasingly globalized and digitized employment market. Globally, at least 750 million people still lack basic literacy skills. Two-thirds of the people concerned are women and 102 million of them are youth aged 15 to 24. At the same time, many of the 192 million unemployed worldwide are unable to find a decent livelihood due to the lack of foundational skills, including literacy, and failing to meet the skill demands of the rapidly changing labour market. These challenges are at the heart of this year’s International Literacy Day, which will seek to identify effective, combined approaches to literacy learning and skills development so as prepare and support life-long learning, improve lives and livelihoods. “It is through literacy that every one of us can become the master of their destiny,” declared Director-General Audrey Azoulay. Acquiring this fundamental skill marks a first step toward freedom, liberation from social and economic constraints. Literacy is the cornerstone of individual and collective development. It helps break the vicious circles of social and gender exclusion.” “While considerable progress has been achieved in recent decades,” she adds. “We have yet to create a world in which every individual disposes of the basic skills they need. UNESCO is committed to working on the redefinition of literacy policies to foster innovative educational practices. On this Day, I invite all the actors in education and beyond to commit themselves to bringing us closer to the achievement of full literacy.” The International Literacy Prizes ceremony will celebrate the laureates and their programmes, examples of best practices in advancing literacy and skills development: The three awards of the UNESCO Confucius Prize for Literacy, supported by the Government of the People’s Republic of China, rewarding work that benefits rural populations and out-of-school youth, particularly girls and women, will be given to: Consolidated teaching of literacy and ICDL (International Computer Driving License) basic computer skills (Iran), a programme by the Literacy Movement Organization, which promotes literacy and computer skills for children and adults, focusing on women and girls in rural areas, minorities, factory workers, and people in detention. National Open University of Nigeria - Nigerian Prisons Study centres and inmates General Education Programme (Nigeria), a programme of the Nigerian Prisons Service that seeks to change attitudes, values and behaviours through literacy, and technical and vocational trainings for inmates to facilitate their social reintegration. Spanish as a second language for adult immigrants (Spain), a programme by The Foundation Elche Acoge that promotes social and workplace integration for immigrants, through Spanish classes and other activities that improve language and skills learning. The two UNESCO King Sejong Literacy Prize awards for mother-tongue literacy education and training, sponsored by the Republic of Korea, will be given to: Accelerated Education for Marginalized Women and Girls (Afghanistan), a programme created by Aid Afghanistan for Education immediately after the Afghan war to provide learning opportunities for women and girls outside of the formal school system. It gives people a second chance to complete their high school education and vocational training enabling them to find work or establish their own businesses. Programa Aprender Siempre (Uruguay), a programme by the Ministry of Education and Culture of Uruguay that offers flexible citizenship education to prisoners in a framework of lifelong learning, along with literacy and technical and vocational education and training. URL: https://mp.weixin.qq.com/s/q6ADoFWLn3Sv5Mh6cpDbfw 
UNESCO Co-Chair on “Media and Gender” Unveiled at China Women’s University 2018-12-27 Gender equality is essential to achieving the United Nation’s Sustainable Development Goals (SDGs). This is especially pertinent today, as China is faced with the challenge of achieving balanced growth and equitable development that benefit all people from all regions of the country and all segments of society, especially girls and women. Despite women often being dominant when it comes to making number one hit songs, gender equality in media still has a long way to go. According to the Global Report on the Status of Women in the News Media (2011), in relation to media organizations, “men hold the vast majority of the seats on governing boards and in top management across seven regions, at 74.1% and 72.7%”. In the Who Makes the News, Global Media Monitoring Project (2015), it is written that and “76% of the people heard or read about in the world’s news are male. The world seen in news media remains largely a male one.” The UNESCO Chair on Media and Gender was thus established, on the one hand, to provide evidence and evidence-based suggestions to promote the gender equality in and through media and communications; on the other hand, to empower girls and women through capacity building among media professionals, especially in disadvantaged regions. The Chair was originally hosted at the Communication University of China (CUC) in 2005. Yesterday, China Women’s University (CWU) officially join in the UNESCO Chair Programme as a Co-Chair on Media and Gender, which marks the beginning of the cooperation between CWU and CUC on improving women’s equality in and through media and communications. “We have every confidence that the combined expertise and efforts from both Universities will largely enhance the institutional capacity of the Chair in advancing gender equality and women’s empowerment in and through media and communications in China,” Ms. Marielza Oliveira, Director of UNESCO Beijing Cluster Office, said at the unveiling ceremony. In her speech, she also mentioned the need to pay special attention to the media professionals in disadvantaged regions in China. Ms. Li Ruiying, Broadcasting Tutor of CCTV, highly agreed with this point. Mr. Chen Wenshen, Communist Party Secretary of CUC, also highlighted, “the establishment of the Co-chair can further expand the social and international influence of the two universities in the fields of higher education, communication and information and women's development.” Since its establishment, the Chair’s team have carried out extensive research, teaching, training, academic exchange and cooperation in the field. In recent years, the Chair has transformed a number of UNESCO global initiatives on gender and media into actions in China, such as the annual celebration of Women Make the News. “Platform for academic research and social collaboration on Media and Gender … will contribute to spread the stories, rich experiences and specific positions of Chinese women to the world,” said Prof. Liu Liqun, Chair-holder of UNESCO Chair on Media and Gender and President of CWU. “We will further enhance the communication and cooperation with UN agencies and women's organizations from other countries, and strive to promote gender equality, women's all-round development, and world peace,” stressed Mu Hong, Chief of Liaison Department of the All-China Women’s Federation (ACWF). The Chair has been playing a significant role in the field of media and gender studies in China. The Chair has carried out over 30 important research projects, and published more than 30 publications and over 100 academic papers. In addition, nearly 100 people completed their study in Communication Studies with a focus on Media and Gender Studies in the past years. Launched in 1992, the UNITWIN/UNESCO Chairs Programme, which involves over 700 institutions in 116 countries, promotes international inter-university cooperation and networking to enhance institutional capacities through knowledge sharing and collaborative work. Through this network, higher education and research institutions all over the globe pool their resources, both human and material, to address pressing challenges and contribute to the development of their societies. Appendix: UNESCO Chair in China (updated in September 2018) UNESCO Chair in Plant Biotechnology (1992), Peking University, Beijing (62) UNESCO Chair in Cultural Management (1998), Southeast University (S.E.U.), Nanjing (411) UNESCO Chair in Continuing Engineering Education (1999), Tsinghua University, Beijing (429) UNESCO Chair in Higher Education (1999), Peking University, Beijing (461) UNESCO Chair in Copyright and Neighbouring Rights (2001), The Renmin University of China, Beijing (552) UNESCO/ EOLSS Chair in Science and Technology Policies (2001), Zhongshan (Sun Yat- Sen) University, Guangzhou (633) UNESCO Chair in Teacher Education (2004), The East China Normal University, Shanghai (664) UNESCO Chair on Cooperation Between Higher Engineering Education and Industries (2005), Beijing Jiao-Tong University, Beijing (672) UNESCO Chair on Media and Gender (2005), Communication University of China / China Women’s University, Beijing (690) UNESCO/COUSTEAU Ecotechnie Chair (2005), Yunnan University (709) UNESCO Chair in Entrepreneurial Education (2010),the Zhejiang University, Hangzhou (892) UNESCO Chair in Technical and Vocational Education and Training (TVET) and Lifelong Learning (2011), The Hong Kong Institute of Education (915) UNESCO Chair in South-South Cooperation on Science and Technology to Address Climate Change (2012), Beijing Institute of Technology, China Science and Technology Exchange Center (963) UNESCO Chair in Comparative Education (2012), University of Hong Kong (976) UNESCO/IOC Chair on Ocean and Urban Development (2014), East China Normal University (1042) UNESCO Chair on Ceramic Culture: Preservation and Creativity (2017), Jingdezhen University (1219) UNESCO Chair on Industrial Heritage (2017), Huazhong University of Science and Technology (1241) UNESCO Chair on Peace Studies (2017), Nanjing University (1242) URL: https://mp.weixin.qq.com/s/rWpS28IzlSbISR9SPPNH7A 
The launch of Asia-Pacific education center for sustainable development in Beijing, China 2018-12-27 5月17-20日，来自UNESCO和中国、美国、加拿大、英国、澳大利亚、德国、瑞典、日本、韩国、蒙古、秘鲁等12国家与地区的专家30名中外学者在北京石景山区万商花园酒店参加亚太可持续发展教育专家会议暨亚太可持续发展教育中心启动会。 当代著名教育家、联合国教科文组织协会世界联合会副主席陶西平、教育部教育发展研究中心主任张力、中国可持续发展教育全国工作委员会主任、北京教科院院长方中雄等领导到会祝贺并发表讲话。陶西平主席指出，亚太可持续发展教育中心的成立，对加强可持续发展教育研究、宣传与实践，推进亚太和世界可持续发展教育都具有重大意义。 张力主任从“面向所有人的可持续发展教育”的高度，希望亚太可持续发展教育中心的“高级厨师”们，做出一道道非常好的菜，形成相对比较成熟的菜谱；从地区化行动，到区域的全球化行动，使亚太可持续发展教育中心形成一个品牌。 方中雄院长表示，北京教科院作为亚太可持续发展教育研究中心的办公所在地，将以亚太可持续发展教育中心成立为契机，加强与亚太区域及世界各国在可持续发展教育的政策与实践的研究与合作；加强可持续发展教育的交流与信息共享，建设区域可持续发展教育专家网络与教师培训体系；继续举办可持续发展教育国际论坛和国家讲习班，推动政策对话与伙伴关系的形成；联合北京、全国高等院校以及社会团体等多方资源，为可持续发展教育的国际合作与交流提供条件，为推动可持续发展教育事业做出积极贡献。 本次专家会议由北京教育科学研究院可持续发展教育研究中心主任谢春风主持。会议以 “可持续发展教育：优质教育之道” 为主题， 通过大会主题报告与代表国别报告，重温了联合国2005 年《可持续发展教育国际实施计划(2005--2014)》（简称《十年计划》 DESD）、2009年《审查可持续教育的背景和结构》报告和2012年《塑造明天的教育-----可持续发展教育的过程和学习》报告等重要文件，回顾了各国为落实这些文件精神而采取的行动及取得的经验。北京可持续发展教育协会会长史根东博士在会上作了题为《可持续发展教育的思想实验与评价标准》主题报告。此外，与会专家还考察了北京石景山可持续发展教育国家实验区的成功经验。会议的主要任务是：回顾《十年计划》发布以来全球可持续发展教育成果，为联合国可持续发展教育2014年大会文件内容提供专家咨询建议。 10多年来，中国可持续发展教育理论研究和实践探索不断取得新进展，在国际社会产生了良好影响。为了更加紧密开展国际合作，经联合国教科文组织中国全委会的同意，联合国教科文组织教师教育联盟、中国可持续发展教育全国工作委员会和北京可持续发展教育协会共同发起，创建亚太可持续发展教育中心。该中心的主要职能是：进一步密切亚太地区与全球可持续发展教育信息交流、教室培训、研究合作和经验传播。组建了由陶西平为名誉主任、杜越、方中雄为主任的专家咨询委员会。设立了由史根东、查尔斯.霍普金斯为主任的UNESCO亚太可持续发展教育中心常设机构，秘书处设在北京教育科学研究院。 参会国际专家听取了石景山区教委主任郝显军关于可持续发展教育实践创新情况报告，考察了六一小学和苹果园中学的可持续发展教育特色经验，高度评价该区经验的良好示范作用和国际传播价值。 在综合专家对石景山经验考察评价结果及会议研讨结论之后，本次会议将以成果文件形式向将在今年11月召开的全球可持续发展教育大会提交建议报告 
加强社区参与，促进可持续发展教育 2018-12-27 On 10-14 September 2018, the Regional Workshop on Enhancing Community Engagement for Education for Sustainable Development (ESD) towards achieving Sustainable Development Goals (SDGs) was held in Okayama, Japan. More than 40 participants from 16 Asian countries shared their experience in promoting ESD and SDGs, reviewed the Community Learning Centres (CLCs) guide and teacher education resources, and shared on the follow up country action plans. The 5-day workshop was organized by UNESCO Beijing Cluster Office, New Delhi Office and UNESCO Regional Bureau for Education, in partnership with Okayama University, Okayama City, Okayama ESD Promotion Conference and Asia-Pacific Culture Center for UNESCO (ACCU), with support from Japanese National Commission for UNESCO and ESD Resource Center of Japan. Senior officials from the Ministries of Education and national institutions from 16 countries have gained firsthand exposure to Okayama City’s experiences built on strong political commitment, solid partnerships, and effectively localized and engaged education institutions and local communities that promoted SDGs under existing mechanism and platforms in Education for Sustainable Development. Okayama City has had successfully developed a unique model to promote CLCs and localized and institutionalized SDGs through ESD platform. In 2016, the Okayama City’s ESD project was awarded the UNESCO-Japan Prize on ESD, in recognition of successfully institutionalizing ESD at local level. The project was recognized for its ‘whole city’ approach to ESD involving schools, the government, corporations, NGOs and other civil society associations. In Okayama City, ESD begins in elementary schools and extended to all levels of education, where pupils have many chances to visit local farms, meet with elders who have specialized knowledge of the local area, take part in rice planting, work with non-profit organizations and more. Okayama University, as a leader of the Okayama ESD Project, takes a UNESCO Chair in the promotion of ESD. It makes great effort in the experience dialogue and knowledge sharing at national and international levels. This regional workshop organized jointly by UNESCO and Okayama University, is a showcase of the commitment of UNESCO and its Member States to the enhancement of quality education for sustainable development within the framework of the UNESCO Global Action Programme (GAP) on ESD and SDG4-Education 2030 Agenda. UNESCO promotes the access to ESD at all levels and in all social contexts, as a key contribution to the realization of SDGs at national levels. Target 4.7 of SDG 4 on education specially addresses ESD and related approaches. The participants in the workshop will bring back what they have observed and learnt in Okayama to their respective countries and communities, to support their people developing knowledge, skills, values and behaviors needed for sustainable development. Read more:UNESCO ESD Thematic pageGlobal Action Plan on Education for Sustainable DevelopmentOkayama ESD Promotion Commission URL:https://en.unesco.org/news/enhancing-community-engagement-education-sustainable-development 
联合国携手青年代表预防暴力极端主义 2018-12-27 为期2年的“以青年赋权预防约旦、利比亚、摩洛哥和突尼斯暴力极端主义”项目于2018年4月24日，在联合国教科文组织巴黎总部启动，青年代表、联合国教科文组织和联合国反恐中心（UNCCT）共同参与启动仪式。 这一新项目将支持该地区由青年推动的教育、科学、文化和媒体领域活动计划，以预防暴力极端主义。新项目将调动青年组织、教育利益相关方和专业媒体人员参与跨文化青年对话、冲突敏感地区的新闻报道培训、批判性思维实验室等具体活动。 启动仪式由社会和人文科学助理总干事Nada Al-Nashif主持。几位来自该地区的年轻人或者以暴力极端主义亲历者的身份分享自身经历，或者作为活动发起人介绍其前景看好的具体项目。启动仪式充分展示了他们的故事：•来自摩洛哥的Loubna Bensalah ，以其在摩洛哥开展的名为“我与她同行”的1千公里行走项目知名，该项目旨在鼓舞与女性的对话，并已推广至突尼斯；•来自利比亚的Nada Elfeituri是一名建筑师、活动家及博客作者，在过去7年里其作品一直以利比亚公民社会为主题；•来自突尼斯的Hayfa Mansouri曾在14岁时被灌输过激进伊斯兰主义思想，现致力于唤醒年轻人的意识；•来自约旦的Saddam Sayyaleh是一位社会企业家，他采用基于社区的策略，为被剥夺权利社区的青少年和儿童赋权。 © UNESCO / Christelle AlixLoubna解释：“我们要通过青年来赋权青年……我们更想做我们自己，而非我们的父辈。”Hayfa认为 ：“所有预防暴力极端主义的战略都必须把年轻人放在首位，这不仅仅是因为他们是激进主义的主要目标，更重要的是，要在年轻人中传播信息及寻找年轻人面临的问题的对策，年轻人能做得更好。青年也是社会中最有抱负的，这意味着对他们而言，改变和进步永无止境。” 联合国教科文组织总干事奥德蕾·阿祖莱和联合国反恐办公室副秘书长弗拉基米尔·沃龙科夫与2位来自阿拉伯地区的积极推动变革的青年代表进行了公开对话，探讨联合国和联合国教科文组织对暴力极端主义的应对。这2位青年代表是突尼斯的Souli Aslam和叙利亚的Hajer Sharief。弗拉基米尔·沃龙科夫说：“现今，24岁及以下的年轻人占到全球人口的46%，非洲和中东地区的年轻人口比例更大。他们是我们的财富，也是领导力的源泉——他们本身就代表着希望和承诺，他们才是现今的领导者。” 奥德蕾·阿祖莱补充：“青年是教科文工作的一部分，但更重要的是教科文与青年共同努力。我相信，青年本身就是载体和信息。” 仪式的结尾部分是来自摩洛哥的青年文化项目经理Maha Bouzerda和来自约旦的青年社会企业家 Sami Hourani的分享。按照Sami的理解，“这一赋权青年项目的创新在于其以创造机会为基础的方式，此种方式通过为年轻人提供多方面多层次的赋权吸引他们的参与。从今天起，约旦、突尼斯、摩洛哥、利比亚和世界各地的青年们，请行动起来，打破极端主义的恶性循环，挑战自我，参与其中，做好准备，武装自己，建立一个没有暴力、充满和平和希望的的世界。” Maha总结：“现今，年轻人能够以一种消极的或者积极的方式彻底改变世界。国际组织的职责就在于支持年轻人，使这场变革向着积极的方向发展。” 时长1小时的活动共聚集了150名参与者，包括加拿大、约旦、利比亚、摩洛哥、突尼斯等国常驻团代表、包括公民社会组织在内的项目合作伙伴、 联合国教科文组织教席、专家和研究机构代表，以及联合国教科文组织工作人员。活动期间，参与者还被应邀参观了Emeric Fohlen的“新一代年轻城市艺术家”摄影展，并聆听了流行/灵魂乐队Bénarès的演奏。 活动和演讲者信息：https://en.unesco.org/sites/default/files/pve_launch_programme_24april2018_v4.pdf项目信息：https://zh.unesco.org/node/284547联合国反恐怖主义办公室（UNCCT）：http://www.un.org/zh/counterterrorism/ 
World Teachers' Day: Quality education requires well-trained teachers 2018-12-27 教室过于拥挤、师资培训不足、教师职业发展机会缺乏，所有这些因素都会对教学产生负面影响。每年10月5日是世界教师日，今年的教师日聚焦受教育权，这意味着拥有合格教师的权利。10月4-5日这两天，教科文组织总部将举办数场活动以庆祝这一节日。 训练有素的教师对优质教育至关重要。然而，许多没有接受必须的教学培训的老师也站上了讲台。根据教科文组织统计研究所（UIS）2017年的数据，全世界85％的小学教师受过教师培训。但是，这个数字掩盖了地区间的显著差异。例如，在撒哈拉以南非洲地区，只有64％的小学教师接受过培训；在南亚，这一比率也仅为71％。 教师缺乏培训与大班额往往如影随形，二者的叠加使得情况更为堪忧。撒哈拉以南非洲的小学师生比为1:38，而南亚则为1:35名（资料来源：UIS）。 教师日当天教科文组织总部的活动将以教师培训为核心议题。 10月4日的活动是出版物《提高撒哈拉以南非洲教师教育质量》的发行仪式（10:00-12:00，2号厅）。 10月5日，教科文组织总干事奥德蕾·阿祖莱将为正式庆祝仪式揭幕（14:00，1号厅）。在此之前，关于教师和受教育权的讨论会（10:00-12:00，2号厅）将在上午举行。庆祝仪式之后则安排了第5届联合国教科文组织哈姆丹·本·拉希德·阿勒马克图姆奖 的颁奖仪式，该奖项旨在表彰为提高教学质量做出杰出贡献的项目。 世界教师日 于1994年设立，意在纪念1966年的《联合国教科文组织/国际劳工组织关于教师地位的建议书》签署。教师日的庆祝由联合国儿童基金会（UNICEF）、联合国开发计划署（UNDP）、国际劳工组织（ILO）和国际教育组织合作举办。 自预期于2030年实现的关于教育的可持续发展目标4设立以来，世界教师日同时成为了评估相关成就和宣传教师职业的机会。除教科文组织总部的国际活动之外，世界各地亦将举办许多庆祝活动。 ***教师日日程 联合国教科文组织统计研究所 联合国教科文组织哈姆丹奖获奖名单 
Spotlight on GCED: APCEIU and IBE show why it is more important now than ever 2018-12-27 The Asia-Pacific Centre of Education for International Understanding (UNESCO-APCEIU) and IBE-UNESCO held a Global Citizenship Education (GCED) workshop with eight education experts from Mongolia, Uganda, Colombia, and Cambodia on 8-10 November. Jointly led by Mr. Kim, head of Office of Research and Development, UNESCO-APCEIU and Mr. Opertti, coordinator of the Innovation and Leadership in Curriculum Learning and Assessment program, IBE-UNESCO, it took place at IBE-UNESCO’s headquarters in Geneva. Two international experts from Chile and the United States (US) also provided global input and expertise. Watch our global experts.Global citizenship is a hot topic. Indeed, recent research shows many countries see themselves as global citizens more than citizens of their own countries*. “Given the constant challenges all citizens face in today’s world, it is more important now than ever that we address key issues including human rights, peace, gender equality and sustainable development through education. We are delighted that APCEIU is leading the way and has partnered with us to ensure that global citizenship becomes embedded in curricula globally,” says Mr. Opertti, who leads the GCED work at IBE-UNESCO. The four countries in attendance, covering three continents, have laid the foundations for global citizenship education in their respective regions. At the workshop, the in-country experts presented the results of the analysis of the implemented curriculum, the challenges, issues, and opportunities to strengthen global citizenship education. The objective is to develop roadmaps to guide implementation in the four countries, as well as global guidance. The two international experts Sergio Riquelme Munoz, a specialist in comparative education from Pontificia Universidad Católica de Chile and Felisa Tibbits, founder of Human Rights Education Associates (HREA), and lecturer in comparative education at Columbia University, US, provided broader global insights.This GCED work underlines IBE-UNESCO’s mandate to strengthen the capacities of member states to design, develop, and implement curricula that ensure the equity, quality, development-relevance, and resource-efficiency of education and learning systems. GlobeScan conducted a poll between December 2015 and April 2016 for the BBC World Service among more than 20,000 people worldwide. 18 countries where this question was asked in 2016, the poll suggests more than half (51%) see themselves more as global citizens than citizens of their country, against 43 percent who identify nationally. Related links:http://www.unescoapceiu.org/en/index.phphttp://www.globaleducationmagazine.com/global-citizenship-education/http://blogs.edweek.org/edweek/global_learning/2016/10/building_empathy_in_children_lessons_from_early_childhood_education.htmlhttps://www.washingtonpost.com/news/worldviews/wp/2016/10/05/theresa-may-criticized-the-term-citizen-of-the-world-but-half-the-world-identifies-that-way/