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UNESCO Maputo Family get-together: from celebrating birthdays to bidding farewell to some staff

UNESCO Maputo Family get-together: from celebrating birthdays to bidding farewell to some staff

In the context of the office’s internal activities, especially in regard to the staff welfare, the UNESCO Maputo family took a brief break to supply and recharge their energies in a different way through a “mix and mingle” event.   This event was also a special moment to commemorate and celebrate the birthdays of staff members, as well as bid farewell to two members who have been working with UNESCO Maputo, and will embrace new and different challenges. Mr. Gaye Yatera, our interim administrator, who has been working with us for approximately 5 months, returning to France, Paris, and Aoife Kenna, a junior professional officer, who moved to the office of the UN Resident Coordinator. The event took place on July 17, 2020. Due to the State of Emergency and preventive measures in place in all the country, a limited number of staff was authorized to be in the event, which was chaired by the UNESCO Maputo Staff Welfare Committee.
Aug 5, 2020 , Source: unesconews
Technical meeting between the National Institute for Education Development (INDE) and UNESCO in the context of aligning the Primary and Secondary Education Curriculum with the Comprehensive Sexual Education Guide (ESA)

Technical meeting between the National Institute for Education Development (INDE) and UNESCO in the context of aligning the Primary and Secondary Education Curriculum with the Comprehensive Sexual Education Guide (ESA)

The technical meeting took place at UNESCO on July 8, 2020, in which the INDE presented the Matrix of ESA contents elaborated in the context of aligning the curricula of Primary Education and General Secondary Education with the ESA 2018 Guide. The final selection of content, in particular, key topics of ESA to be integrated into the curriculum will be made through consultations with students, teachers, parents, guardians and the community, taking into account the age group and the socio-cultural factors. It is also foreseen the elaboration of a Manual/ Brochure to support Primary School teachers and later integration of the contents in the curriculum for ESG. The UNESCO Representative, Paul Gomis, stressed that this moment is an opportunity to integrate these contents for a better quality of teaching in the country.
Aug 5, 2020 , Source: unesconews
UN Secretary-General warns of education catastrophe, pointing to UNESCO estimate of 24 million learners at risk of dropping out
“Sustainability Insight #10: Sustainability Partnership through a Business Lens in New Normal
Call for Application: Trainers for Journalism Clinic 2020 at UNTL

Call for Application: Trainers for Journalism Clinic 2020 at UNTL

The National University of Timor-Leste (Universidade Nacional Timor Lorosa'e, UNTL) and UNESCO Office Jakarta, with the support of the Netherlands Funds-in-Trust project, will organize a Journalism Clinic for students of Department of Social Communication. The Department of Social Communication, under the Faculty of Social Sciences, was established in 2008 with aim to educate Timor-Leste’s future journalists to enter the industry as qualified professionals, and, thus, improve the quality of journalism in Timor-Leste.
Aug 4, 2020 , Source: unesconews
Safe and continued learning should be an integral part of the global response to the COVID -19 pandemic

Safe and continued learning should be an integral part of the global response to the COVID -19 pandemic

The COVID-19 pandemic led to an unprecedented education disruption with school closures that impacted more than 90% of the learners globally. At the height of the pandemic, schools, universities and other learning institutions were closed in more than 160 countries, affecting 1.6 billion students. The crisis has exposed the vulnerabilities and amplified social, gender, learning, and digital inequalities.   Recognizing the critical importance to reaffirm the centrality of education in the global efforts to build back better and engage Member States with the major education stakeholders on the education response to COVID-19, the Group of Friends for Education and Lifelong Learning and UNESCO organized the virtual high-level briefing ‘Education Disrupted, Education Transformed’ on 30 June 2020.   The discussion brought together voices of Member states, senior representatives of the UN system and key education stakeholders, including UNESCO, UNICEF, Global Partnership for Education and Education International, as well as representatives of the private sector, teachers and civil society. The panel, moderated by Borhene Chakroun, UNESCO Director of Policies and Lifelong Learning Systems Division, highlighted lessons learned from COVID-19 crisis, from application of innovative alternative learning delivery models to strategies deployed to reach the most disadvantaged, as well as recommendations how to make education systems more resilient and inclusive.   On behalf of the co-chairs of the Group of Friends for Education and Lifelong Learning, H.E. Lazarus Ombai Amayo, Ambassador and Permanent Representative Kenya to the United Nations and co-chair of the Group of Friends, stressed the importance of Member states’ commitment for ensuring the right to education to all during the pandemic and beyond.  Ambassador Amayo noted that Member states are in a position to make a difference through when their national education responses are grounded on inclusion and equity, multilateral approach, solidarity and viable partnership, including with the private sector. The Group of Friends urged for strengthened financial investment in education through sustained domestic funding and international cooperation to ensure access to technologies and education during the COVID-19 pandemic and its aftermath. Furthermore, the Group encouraged the UN membership to the commitment to promote centrality of right to education and learning continuity as key for the success of COVID 19 response and recovery in various decision-making processes at the UNHQs.   On behalf of UNESCO, Stefania Giannini, Assistant Director-General for Education, briefed participants on the education response to the global crisis worldwide. She emphasized that without a timely action, 17 million of children and youth are at risk of not retuning to schools next year, also making a reference to the findings of the latest Global Education Monitoring report that estimates that about 40% of poorest countries failed to support learners at risk during COVID-19 crisis. UNESCO Education chief made a strong call on Member states to support the provision of education, as crucial for the entire 2030 Agenda, and reaffirm collective commitment to ensure that no one is left behind.    Education is a foundation of sustainable development and peace. It should be at the core of the political agenda of the governments towards sustainable and inclusive recovery- Stefania Giannini, Assistant Director-General for Education, UNESCO.   Having education as one of his key priorities, the President of the 74th session of the UN General Assembly, H.E. Tijani Mohammed Bande, underscored that the disruption in education caused by the pandemic did not just affect the basic literacy achievements of students, but threatened their analytical skills and critical thinking enabling them to practice intercultural dialogue and tolerance for different beliefs, cultures, and values. He urged donors to bridge the annual financing gap regarding education, and mainstream education in their response to mitigate conflict, hunger, poverty and instability, which weaken a child’s ability to learn. The President of the General Assembly encouraged countries to recommit at least 4% of GDP or at least 15% of public expenditure to education, and donors to meet the UN target of 0.7% of gross national income to foreign aid and allocate 10% of that aid to primary and secondary education.   Amina Mohammed, UN Deputy Secretary-General and Chair of the UN Sustainable Development Group, briefed Member states on the efforts of the UN system to tackle the adverse affects of the pandemic. In particular, she commended all of the education partners for stepping up during this crisis and coming under the UNESCO-convened COVID-19 Global Education Coalition to provide better data, policies, practices and practical advice for governments. The Deputy Secretary-General outlined the need to reimagine education and ensure it is front and central in the global COVID-19 response and recovery efforts in order to accelerate action towards our 2030 goals and equip young people with 21 century skills.   Robert Jenkins, Global Chief of Education, UNICEF, stressed the emphasis on reaching the most marginalized. As schools in many countries start to re-open, he brought the attention to the Framework for reopening schools, developed by UNESCO, UNICEF, the World Food Programme and the World Bank. This framework is already used by many countries to guide discussions on reopening worldwide. Mr. Jenkins also outlined the need to improve skills and learning outcomes of all learners through improved pedagogy and support to teachers. Finally, UNICEF representative underscored the importance of a holistic approach, that takes into account socio-emotional wellbeing of children, schools’ safety and sanitation.   Alice Albright, Chief Executive Officer, Global Partnership for Education, focused her intervention on the important aspect of mobilizing the support for the continuity of learning for all children and youth, especially those in the most vulnerable settings. She urged Member states and partners to keep education at the top of the agenda in terms of financing, by investing in education, partnerships, bridging the digital divide and integrating innovative financial instruments.   Bringing the perspective of teachers and educators, Haldis Margrete Holst, Deputy General Secretary, Education International, requested that teaching professionals are invited on the table with the policy- and decision-makers in shaping the education response. She underlined the importance of trusting and supporting  education professionals on the ground with needed tools and technology, while stressing that the later is a tool but not a replacement for teachers.   Participants also heard a briefing from Salman Khan, Founder of Khan Academy, one of the world’s leaders in distance learning and one of the major partners in the Global Education Coalition. Stressing the importance of teachers, he revealed the potential of the innovative technological solutions to be at service of teachers, partners and students. Moving forward, he stated that it is crucial to make education and lifelong learning as interactive and human as possible.   Brining the perspective of private sector, Thierry Coilhac, Director of e-Education, Groupe Orange, shared how the company was supporting developing countries by providing low cost solutions for continued learning. More than 1000 schools in 50 countries have been provided with tablets, projectors and servers.   Following the panellists’ interventions, Member states, engaged in an interactive discussion with the speakers. Participants shared key lessons learned from the crisis, national experiences in applying new and alternative learning delivery models, and highlighted the essential role of partnerships to develop inclusive solutions.  Key agreement remained that financing education should be part of recovery measure from the COVID-19 pandemic, given that education is a global public good and development imperative.   -------------------------------------- The Group of Friends for Education and Lifelong Learning, co-chaired by the Permanent Missions of Argentina, the Czech Republic, Japan, Kenya and Norway, provides an informal platform for the Member states’ delegations and major education partners to deliver on agreed messages on education, in particular those on the transformative power of education within the 2030 Agenda for Sustainable Development.
Aug 4, 2020 , Source: unesconews
Sustainability Insight #9: Evidence Base for Environmental Justice and Sustainability
The UNESCO Water Family in Asia and the Pacific responds to the Covid-19 pandemic
UNESCO and ICCROM analyze museum trends during and after the pandemic

UNESCO and ICCROM analyze museum trends during and after the pandemic

On 23 July 2020, UNESCO and ICCROM organized a webinar on Museums after the Pandemic that gathered experts from different regions of the world. The debates, moderated by Lazare Eloundou, Director of the Entity for Culture and Emergencies of UNESCO, and Valérie Magar, Unit Manager, Programmes, ICCROM, were organized around 3 axes of reflection: the situation of museums in the face of COVID-19; the importance of museums for societies and their potential for development, and the future to envisage for museums. Ernesto Ottone R., Assistant Director-General for Culture of UNESCO, stressed the need to support museums and recognize their role in society in the current and post COVID-19 contexts, as well as the importance for the museum sector to work together with the communities, to exchange experience and to promote solidarity. “The UNESCO 2015 Recommendation on Museums and Collections is more significant than ever, and UNESCO appeals to its Member States to further integrate its principles”, he said Webber Ndoro, the Director-General of ICCROM, underlined the social role of museums and the necessity for them to reposition and demonstrate their full potential as agents of change, noting that “the conservation of collections is an agent of sustainability.” Reviewing the findings of the UNESCO report “Museums around the World in the face of COVID-19, the experts confirmed that many museums have still not reopened in many parts of the world and that they continue to suffer from the closing constraints imposed in the affected countries. They unanimously noted that these closures and the interruption of tourism, especially in Small Island Developing States, have had a human and financial impact and may also dramatically affect the collections, especially those not yet digitized. Some experts were particularly concerned by additional difficulties that may occur when natural disasters such as earthquakes affect museums in times of pandemic. In such instances local capacities and preventive measures are essential, and must be well developed. The recent ICCROM survey « How much Heritage Collections matter to People and why? » served as a basis to recall the importance of museums for societies and their potential for sustainable development. The debates highlighted that it is very difficult for museums to realize their full potential in the current situation, but that the crisis may be the occasion to review it. Policies should evolve and museums, housing the achievements of humankind, must turn towards communities, develop educational programmes and answer fundamental questions. E-polls undertaken during the debates indicated that 65% of the audince think that museums are not realizing their full potential to benefit their communities and society at large. The third session focused on the future of museums and the post-COVID period. It began with a presentation of the principles of the 2015 UNESCO Recommendation Concerning the Protection and Promotion of Museums and Collections, their Diversity and their Role in Society and the conclusions of the first Implementation Report of the Recommendation. The experts stressed that museums have never closed for such a long time and that it was not known how long this situation would last, revealing the fragility of the museums. They further emphasized the need to recognize the value of museums in society, so that the museum sector attracts and benefits from funding, which is necessary for its survival. In rethinking the future of museums, a number of issues were identified during the exchange including the need to change policies, elaborate new strategies, develop digitization, mobile applications, and publications, better include communities including artists, promote educational programmes and Human Rights, and demonstrate how museums are deeply rooted in our time. In a second e-poll, the public selected the following priorities for museums: new technologies of information; exhibitions involving communities; decolonization of heritage and creative industries.
Aug 4, 2020 , Source: unesconews
COVID-19: A wake-up call to invest in literacy

COVID-19: A wake-up call to invest in literacy

Aug 3, 2020 , Source: unesconews