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Projects from Ecuador and the United Republic of Tanzania Win First Edition of UNESCO Global Citizenship Education Prize 15 December 2025 Two exceptional projects from Ecuador and the United Republic of Tanzania were recognized in the inaugural edition of the new UNESCO Prize for Global Citizenship Education (GCED), funded by the Republic of Korea.9 December 2025 - Last update:10 December 2025The 2025 edition honoured a school project in the Amazon rainforest in Ecuador that guides children to become empathetic community leaders and forest guardians, and a youth-led non-governmental organization in the United Republic of Tanzania that mobilizes youth nationwide to counter hate speech and promote peace and security.The two laureates were selected out of 150 nominations from 76 countries, submitted by UNESCO Member States or by non-governmental organizations in official partnership with UNESCO. An independent international jury of five experts reviewed the nominated applications. The two initiatives were recognized for their excellence in promoting the values of global citizenship education and addressing some of the interconnected and complex challenges of the twenty-first century by helping learners or community members to collaborate, overcome differences, promote values of understanding and empathy and make a meaningful impact at local, national or regional levels.Awarded every two years, the UNESCO Prize for Global Citizenship Education (GCED), recognizes outstanding efforts in promoting and advancing GCED principles and values by two categories of applicants: 1) youth-led organizations and 2) a general category of applicants, which includes individuals, institutions, non-governmental organizations and other entities.Each laureate received an award of USD 50,000 during a ceremony held at UNESCO Headquarters in Paris on 9 December 2025, also coinciding with the International Day of Commemoration of the Victims of Genocide, Affirmation of their Dignity and Prevention of this Crime. African Leadership Initiatives for Impact (ALII), United Republic of TanzaniaThe African Leadership Initiatives for Impact (ALII), a youth-led NGO in the United Republic of Tanzania, received the UNESCO GCED Prize in the youth category for its Youth4Peace Agenda project. The project places young people at the center to promote social cohesion, peace and security. They are trained, connected and empowered across different groups to become changemakers, and to create unity, social cohesion and promote sustainable development at community level while countering misinformation, hate speech and discrimination.Grounded in local needs and youth priorities, the project promotes key universal values of global citizenship, such as dialogue and understanding, conflict resolution, and cross-cultural collaboration. The organization has reached over 50,000 young people through targeted and mass educational online campaigns, educational outreach through secondary schools, youth peace festivals, and the annual national Forum on Youth, Peace and Security. Through its Youth for Peace Coalition and Agenda, young change- and policy-makers have a platform to co-create and inform the country’s National Action Plan on Youth, Peace and Security. Bosque Escuela Tena, EcuadorBosque Escuela Tena, a school in the Kichwa Tamia Yura community of Tena, in the Amazon forest region of Ecuador, received the 2025 Prize for its Guardians of the forest, builders of the future programme. Founded in 2023, the school guides children from preschool to high school to protect nature and to become guardians of a more just and sustainable future. Amazonian and ancestral wisdom are interwoven with innovation in the school’s multicultural and multilingual spaces, fostering respect for diversity and heritage through creative, hands-on educational activities that nurture global citizenship and empathetic action in learners.Transforming the surrounding forest into a living classroom, the programme addresses today’s challenges, including climate change and community marginalization, by valuing cultural diversity and connecting youth to their heritage, and by developing ecological awareness and personal responsibility. By engaging with elders, artists, and scientists, students are exposed to multiple approaches to learning skills for intercultural dialogue, conflict resolution, leadership and ecological stewardship. Since 2023, the programme has enrolled over 110 children and youth with a vision to reach many more. Other shortlisted candidatesThe international Jury also recognized outstanding efforts in the field by 6 runners-up, three in each category, further highlighting the diversity in GCED approaches and initiatives, and their relevance and impact in all the regions of the world.The runners-up for the category of youth-led organizations were:Cordilleran Youth Center (CYC), Philippines, for their project Youth in Action (Ilocano language: Tignay Agtutubo)Asociación Latinoamericana Ímpetu, Ecuador, for their project Ímpetu Liderando la Educación Sin Fronteras (ILESF)Associação Internacional de Estudantes em Ciências Económicas e Empresariais, Portugal, for their project: Global Volunteer.The runners-up for the general category of individuals, institutions, nongovernmental organizations and other entities are:Mouza Ali Ahmed Alsaadi, Citizenship Education specialist, Ministry of Education, Oman, for the project Digital Citizenship for Empowered LearnersDominique Paola Dakouri, Founder and Director of Centre Esther and Coeur d’Esther, Côte d’Ivoire, for the project To the table... Green futureCool.org, Australia, for their project Equipping Educators –Empowering young people About global citizenship educationThere is an urgent need to address global challenges, such as the resurgence of armed conflicts and community tensions, worsening climate change, rising forms of hatred, polarization, discrimination and racism, and persistent and growing inequities at both local and global levels.The UNESCO Recommendation on Education for Peace, Human Rights and Sustainable Development (2023) provides a framework to address these issues through education.Global Citizenship Education (GCED) is an approach which responds to such challenges by promoting a sense of belonging to a global community and encouraging the active participation of every person to collaborate, bridge inter-group divides and find solutions in solidarity. UNESCO Prize for Global Citizenship EducationLearn more → 
Latin America and the Caribbean Move Toward Education for Peace: Santo Domingo Sets the Stage for a Regional Roadmap 15 December 2025 Delegates from 20 countries shared experiences in transformative education and discussed priority actions within the scope of UNESCO’s Recommendation, laying the foundation for future debates and planning measures at the national level.25 November 2025 - Last update:26 November 2025 How can education become a driving force for more just and peaceful societies? This question guided the Regional Meeting on the Recommendation on Education for Peace, Human Rights and Sustainable Development, organized by UNESCO’s Regional Office in Havana and the Ministry of Education of the Dominican Republic, held in Santo Domingo from November 12 to 14.Over three days, representatives from ministries of education, teachers, researchers, and civil society organizations debated proposals and actions that will serve as a starting point for a roadmap aimed at strengthening educational policies and practices in Latin America and the Caribbean, in line with the Recommendation adopted in 2023 by UNESCO’s 193 Member States. "The regional meeting was a polyphony of ideas, exchanges of experiences, and innovative initiatives for transformative education. Beyond a starting point for a roadmap, what we are creating is a community of practice where UNESCO Member States can support each other in an ongoing conversation"Anne LemaistreDirector of UNESCO’s Regional Office in Havana The vision behind this normative instrument is clear: peace is not limited to the absence of violence but is conceived as an active, multidimensional process that transforms social, political, and economic structures to prevent violence at its roots and create conditions for political, climate, and cultural justice."The Recommendation is a lens through which we view our policies. Once we commit to peace, inclusion, and attention to diversity, we can no longer see the world in any other way"Vannina TrentinDeputy Coordinator for Training at UNESCO’s International Institute for Educational Planning (IIEP) for Latin America and the Caribbean Among the topics discussed was the need for transformative education: curricula integrating environmental education, civic ethics, and the arts; continuous teacher training; safe learning environments; and policies that incorporate human rights and sustainability perspectives at all educational levels."Education cannot remain neutral in the face of today’s challenges; it must be a conscious act of building citizenship and peace"Ancell SchekerVice Minister of Education of the Dominican Republic Regional experiences and consensusTwenty-one Member States shared initiatives showing how education can become a driver of peace: programs against racism and hate speech, school coexistence plans based on a culture of peace, curricula integrating global citizenship and sustainable development, and strategies for the ethical use of technology and artificial intelligence. Innovative proposals such as educational games for teachers and students were also presented.Organizations like the Latin American Campaign for the Right to Education (CLADE) and Education International (EI) reaffirmed education as a human right and a public good. From academia, experiences included Brazil’s Paulo Freire Institute, emphasizing South-South dialogue between Latin America and Africa and the fight against racial discrimination; Chile’s Universidad Católica Silva Henríquez, with studies on youth life projects; and Uruguay’s UNESCO Chair on Social Transformations and Human Condition, working with communities through a culture of peace.Ministries also showcased concrete progress. “We have incorporated programs that strengthen knowledge and promote harmony among students, the community, and nature, aiming for every student to become a social agent and promoter of peace,” said Alexander Colón from the Dominican Republic’s Ministry of Education. From Panama, Jaime Castillo highlighted: “We are transforming the curriculum to integrate peace, sustainable development, and human rights, placing students and families at the center of the education system.”The importance of a territorial approach to building peace from communities was also emphasized, involving local actors and knowledge. Representatives from Learning Cities and Biosphere Reserves agreed these spaces are essential for linking education, culture, and sustainability. The UNESCO Associated Schools Network also demonstrated its potential as a living laboratory of ideas and transformative practices. An indicative roadmap and tools for actionThe meeting concluded with the presentation of the Santo Domingo Roadmap, conceived as a starting point to deepen debate and plan measures at the national level. Indicative actions include creating a community of practice among focal points, horizontal cooperation among Member States, and awareness campaigns on the Recommendation. Strategic lines were also defined in policies and laws, curricula, teacher training, and educational materials."In a world where we face so many challenges every day, it is essential for Member States to work together to implement the 2023 Recommendation. When we act collectively, we achieve more"Sithree van HeydoornMinister of Education, Science, Culture and Sports of CuraçaoTo support implementation, UNESCO presented a Resource Kit with guides and methodologies adapted to different educational levels, including the Implementation Guide for the Recommendation, the Handbook for Preventing Hate Speech, the “Education in Colors” methodology, and innovative materials such as the board game African Diaspora, along with resources on socio-emotional learning and integrating the General History of Africa into education systems.With this indicative roadmap and shared resources, the region now has a foundation to advance toward education systems that integrate peace, human rights, and sustainability. The meeting made clear that this process requires cooperation among Member States, educational communities, and partners—and that the conversation initiated in Santo Domingo will be key to guiding future policies and practices. 
UNESCO and AFS strengthen cooperation for education for peace and global citizenship 11 December 2025 Both organisations renewed their partnership with the signing of an agreement at the Global Education Symposium 2025 in Córdoba. 2 December 2025 As part of the AFS Global Education Symposium 2025, entitled “Education for Peace: inclusion, empathy and diversity as keys to building a sustainable future”, on 26 April the Director of UNESCO Regional Office in Santiago, Esther Kuisch Laroche, delivered the opening address and formally signed a cooperation agreement between the two organisations.This agreement reaffirms and builds on a strategic alliance between UNESCO and AFS that already spans more than a decade of joint work at global and regional levels, with the aim of strengthening education for peace.In her remarks, the Director highlighted that “in a deeply interconnected world, where global challenges affect us all, education must help us understand that shared reality. We need classrooms where we learn to live together and act together for a sustainable future for all. New challenges, from climate change to the technological revolution, demand an urgent renewal of our commitments and a transformation of our education systems.”The event brought together educators, young people, experts and authorities from various countries, in a gathering that not only highlighted the transformative role of education, but also reinforced the message that the classroom is a fundamental space for building peace.A partnership with global and regional impactAFS Intercultural Programs, which has held consultative status with UNESCO since 2015, has been a key partner in numerous initiatives on youth, intercultural dialogue and global education. In Latin America and the Caribbean, joint work between UNESCO Regional Office in Santiago and AFS has intensified, particularly through the Latin American Alliance for Intercultural Education (ALEI), made up of 14 AFS national offices in the region.This new agreement seeks to consolidate a strategic partnership to drive joint actions, teacher training, research, and campaigns that promote inclusion, empathy, critical thinking and civic engagement from within the classroom.“Today, more than ever, we see the need to help people develop the capacities and values necessary to build a world that is not only more peaceful, but also more sustainable. AFS and UNESCO are jointly committed to implementing educational and exchange programmes for students and educators. We are deeply grateful for this partnership with UNESCO,” said Daniel Obst, President and CEO of AFS Intercultural Programs.The conference also served as a reminder of the urgency of strengthening teachers’ capacities.“The will is there. But teachers need more support,” Kuisch Laroche emphasised. In response, UNESCO has recently developed the Recommendation on Education for Peace, Human Rights and Sustainable Development, the only global normative instrument providing a roadmap for transforming education systems in favour of lasting peace.The symposium in Córdoba marked a new milestone in cooperation between UNESCO and AFS, reflecting a shared commitment to empowering new generations as agents of change. 
UNESCO and Global Media Networks Unite to Advance Media and Information Literacy 24 October 2025 16 October 2025On 26 September 2025, UNESCO convened a meeting of global media networks working on Media and Information Literacy (MIL). The online event brought together senior representatives of regional and international private, public, and community media and journalist networks across all regions. Collectively, these partners represent over 800 members, reaching an audience of over 7 billion people. The event aimed to foster greater collaboration, exchange of best practices, and build media networking around MIL in media. "MIL is a commitment to audiences. It goes beyond informing, it’s about enabling citizens to think critically, to discern truth from dis and misinformation, and to participate actively in society. Together, we can advance the Global Media Partnership on Media and Information Literacy."Sylvie CoudrayDirector of the Division of Freedom of Expression, Media Development and Media and Information Literacy Integrating Media and Information Literacy in Media Policies and PracticesParticipants agreed that media are powerful platforms for public discourse and lifelong learning, reaching audiences beyond formal education. To fulfill this potential, media organizations increasingly recognize the strategic importance of Media and Information Literacy (MIL). Integrating MIL into editorial policies and operations is vital to rebuild public trust in journalism and encourage public engagement in MIL initiatives.Media can contribute by developing dedicated MIL programming, joining awareness campaigns, and partnering with diverse stakeholders. However, current efforts often remain fragmented and lack a systematic approach. To address this, UNESCO, in collaboration with Thomson Media and global media networks, has developed a new resource: the Multimedia MIL Toolkit for Media and MIL Indicators for Media.This resource stems from cooperation with 13 major media and journalist networks, including the African Union of Broadcasting, World Association of News Publishers, Asia-Pacific Broadcasting Union, the Federation of African Journalists, and International Association of Community Radio/Latin America and the Caribbean. Together, these networks have developed MIL policies, strengthened the capacities of 1,875 media leaders and journalists, and mentored over 140 media outlets in 50 countries to integrate MIL into their editorial strategies.Unveiled during the event, the Multimedia MIL Toolkit for Media is built around nine indicators to guide media organizations in planning, implementing, and monitoring MIL initiatives. It provides adaptable templates, case studies, and multimedia resources and will be officially presented during Global MIL Week in Cartagena (22–24 October 2025). The toolkit also serves journalism schools, media regulators, and civil society actors working with media on MIL. Advancing a global media partnership on MILA key takeaway from the meeting was the need for stronger collaboration among media actors. Participants reaffirmed their commitment to build partnerships, share best practices, and coordinate joint advocacy to advance MIL globally.The event gathered partners such as African Union of Broadcasting (AUB), Asia-Pacific Broadcasting Union (ABU), International Association of Broadcasting (AIR-IAB), Arab States Broadcasting Union (ASBU), Association of Caribbean Media Workers (ACMW), Caribbean Broadcasting Union (CBU), European Broadcasting Union (EBU), Eurovision News Exchange for Southeast Europe (ERNO), International Association of Community Radio/Latin America and the Caribbean (IMARC/LAC), International Federation of Journalists (IFJ), Federation of African Journalist (FAJ), World Association of News Publishers (WAN-IFRA), and International Center of Films for Children and Young People (CIFEJ). 
UNESCO Almaty and APCEIU jointly hosted a Regional Workshop on GCED in Central Asia, Iran and Pakistan 17 June 2025 A regional workshop on Global Citizenship Education took place in Almaty on 19-21 May. 26 May 2025 - Last update:29 May 2025 The UNESCO Regional Office in Almaty and the Asia-Pacific Centre of Education for International Understanding (APCEIU) hosted the Regional Workshop on Implementation of UNESCO 2023 Recommendation on Education for Peace, Human Rights and Sustainable Development with the Focus on Global Citizenship Education (GCED). The regional seminar was held as part of the implementation of the 2023 Recommendation. It is a revision of the 1974 Recommendation adopted by the UNESCO Member States in November 2023, reflecting shifts in the global and educational landscape in the 21st century, particularly the requirements of Sustainable Development Goal 4 on quality education. Following the 2024 Asia-Pacific Policy Dialogue and Launch of the Recommendation on Peace, Human Rights and Sustainable Development, which was convened in Bangkok, Thailand, this regional forum in Almaty represents an important step in efforts to fulfil the 2023 Recommendation and achieve sustainable development across Central Asia, Iran and Pakistan. “All the seminar sessions were incredibly useful and inspiring. Each one contributed to a deeper understanding of Global Citizenship Education (GCED). One highlight was the visit to the Nazarbayev Intellectual School — the exchange of ideas with students and the presentation of their projects left a lasting impression on us. We also gained many new ideas not only from the trainers, but also from fellow participants from neighboring countries, which made the overall experience even more valuable and multifaceted.”Aborjon Uktamov, Head of Department, Methodology and Textbooks Department, Ministry of Preschool and School Education This onsite workshop was attended by about thirty representatives from Iran (Islamic Republic of), Kazakhstan, Kyrgyzstan, Pakistan, Tajikistan, Turkmenistan and Uzbekistan, such as officials from Ministries of Education, educational policymakers, curriculum experts, teacher trainers, teachers and civil society representatives. “Participating in the regional seminar deepened our understanding of UNESCO’s 2023 Recommendations on education for peace, human rights, global citizenship, and sustainable development. We received valuable practical tools and strategies that will support the effective integration of these principles into national education systems. Such seminars are extremely important, as they create a shared space for dialogue and cooperation between countries. They foster the implementation of cross-country initiatives in the field of education for peace and global citizenship.”Ayaulym Torebekova, Chief Expert, Center for Strategy and Analysis, Y. Altynsarin National Academy of Education under the Ministry of Education of the Republic of Kazakhstan UNESCO and APCEIU equipped educators and policymakers with the strategies and tools necessary to foster resilience within societies through teaching and learning, thereby promoting a more just, inclusive and peaceful future in the seven countries. “In cooperation with the UNESCO Almaty Office, APCEIU will support the participants to implement their own GCED activities in their local context. The action plans designed during the workshop are mentioning necessary support from APCEIU, such as support for the integration of GCED into their curriculum or programmes, organization of GCED workshop, and co-development of GCED material, etc. APCEIU will thoroughly review these requests, identify intersections between the requests and APCEIU's programmes, and carry out possible collaboration with the participants. Considering that one of the goals of APCEIU is to promote GCED particularly in Central Asia, Iran and Pakistan, APCEIU would like to provide its support as much as it can for the region.”Jay Jaehong Kim, Head of Education and Training, APCEIU URL: https://www.unesco.org/en/articles/unesco-almaty-and-apceiu-jointly-hosted-regional-workshop-gced-central-asia-iran-and-pakistan?hub=66921 
Sub-regional Workshop on GCED in Almaty, Kazakhstan: Connecting UNESCO 2023 Recommendation and the Asia-Pacific Road Map to Central Asia’s Educational Aspirations 29 May 2025 APCEIU hosted a three-day sub-regional workshop from 19 to 21 May in Almaty, Kazakhstan, to promote the implementation of the UNESCO 2023 Recommendation and the Asia-Pacific Regional Road Map. The workshop aimed to build the capacity of participating countries to effectively integrate these frameworks into their national education systems. Co-organized with the UNESCO Almaty Office, the workshop brought together over 30 education officials from seven countries — Iran, Kazakhstan, Kyrgyzstan, Pakistan, Tajikistan, Turkmenistan, and Uzbekistan. Key speakers from UNESCO Category 1 institutes, such as UNESCO MGIEP and UNESCO IITE, also joined, raising expectations for expanded future collaboration.On the first day, participants shared country-specific challenges and opportunities, deepening mutual understanding of current educational contexts. This was followed by sessions that offering an in-depth overview of the UNESCO 2023 Recommendation and Asia-Pacific Road Map, as well as the theoretical foundations of GCED and related pedagogical strategies emphasizing democratic communication. The second day featured presentations of regional case studies aligned with key action areas and themes highlighted in the UNESCO 2023 Recommendation, such as learning environments, teacher education, media and information literacy (MIL), social and emotional learning (SEL), and climate change. These sessions encouraged peer learning and cooperation among countries. Later, participants visited local schools to observe real-life examples, including school management models and student-led initiatives. On the final day, based on the content covered in earlier sessions, participants worked collaboratively to develop and present a draft regional action plan focused on five priority areas: Curriculum and pedagogy, Assessment and evaluation, Learning environments, Development of teachers and education personnel, and Regional collaboration and partnership. The draft action plan, shaped through multiple rounds of group discussions, outlines actionable and contextually relevant strategies. It will undergo further review before being submitted to the respective Ministries of Education. This workshop served as a valuable platform not only to deepen understanding of the UNESCO 2023 Recommendation, the Asia-Pacific Road Map, and GCED, while simultaneously fostering regional education cooperation and networks. In particular, it is significant not only from a regional perspective of Central Asia but also for APCEIU that this workshop laid the groundwork for the implementation and cooperation of GCED in Central Asia—a region that has had relatively limited opportunities for collaboration with APCEIU until now. Moving forward, APCEIU plans to continue providing tailored support and cooperation for Central Asia, Iran, and Pakistan, centered around the action plan developed through this workshop. URL: https://www.unescoapceiu.org/post/5337 
GCED CDI Capacity-Building Workshop in Nepal: Strengthening GCED Through Curriculum and Textbook Development 29 May 2025 A five-day Capacity-Building Workshop on GCED Integration was held from 18 to 22 May 2025 in Kathmandu as part of the second year of the Global Citizenship Education Curriculum Development and Integration (GCED CDI) Project. Co-organised by the Curriculum Development Centre (CDC) and the Asia-Pacific Centre of Education for International Understanding (APCEIU), the workshop aimed to provide technical guidance for textbook writers, curriculum specialists, and educators engaged in reviewing the revised Social Studies curriculum for Grades 8 and 10 and working to development textbooks based on the revised curriculum. Around 40 participants, including textbook writers, educators, and core members of the GCED CDI Committee, attended the workshop. Sessions were facilitated by international resource persons Dr. Esther Care, Ms. Lea Espallardo, and Ms. Jeongmin Eom, Deputy Head, Institute of GCED, APCEIU. The workshop began with an opening session with opening remarks from Mr. Purushottam Ghimire (Director, CDC), then remarks from Ms. Jeongmin Eom, Mr. Rameshwor Prasad Yadav (Deputy Secretary General, Nepal National Commission for UNESCO), Mr. Yubaraj Poudel (Director General, CDC), and Mr. Shiva Kumar Sapkota (Joint Secretary and Chief of Planning and Monitoring Division, Ministry of Education, Science and Technology). A progress report on the Social Studies curriculum revision was presented by Mr. Dinanath Gautam, Director, CDC, outlining legal frameworks, stakeholder feedback, and how GCED competencies were incorporated. This was followed by sessions on introduction to the GCED conceptual framework and its relevance to Nepal’s curriculum revision. Day 2 explored the shift toward competency-based learning and transformative pedagogy, with discussions on interdisciplinary approaches, learner-centered practices, and socio-emotional development. Participants then reviewed the revised Social Studies curricula for Grades 8 and 10, analysing GCED alignment and identifying areas for improvement in pedagogy and assessment. On Day 3, the focus shifted to identifying gaps in areas such as socio-emotional learning and value-based assessment. These insights guided the start of write-shops, where participants began drafting textbook content linked to GCED competencies. During the write-shops, examples from countries such as South Korea, Australia, and the Philippines were presented, highlighting their experiences and current practices in integrating GCED into curricula and developing textbooks. These examples sparked meaningful discussions and inspired teachers with new ideas. Collaborative drafting continued into the fourth day, with participants refining unit plans, learning activities, and assessment ideas. A group brainstorming session was held to consolidate insights and identify the support needed in the next phase. Participants reflected on the week’s progress and reaffirmed their commitment to aligning GCED competencies with curriculum and textbook objectives.Nepal is preparing to develop new textbooks based on the revised Social Studies curriculum. The outcomes of this workshop will directly inform the writing process, ensuring that GCED principles are meaningfully reflected throughout. As the GCED CDI project moves forward, continued collaboration is expected to play a key role in advancing GCED integration in Nepal’s education system. URL: https://www.unescoapceiu.org/post/5338 
Capacity Building Workshop for GCED CDI Project in Uzbekistan: Uzbekistan embarked their Year 1 of the GCED CDI Project 20 May 2025 The Capacity Building Workshop on GCED CDI Project in Uzbekistan was held from 28 April to 1 May 2025 at the Republican Education Center under the Ministry of Preschool and School Education in Tashkent, Uzbekistan In partnership with APCEIU, the Ministry of Preschool and School Education of the Republic of Uzbekistan has commenced the first year of the Global Citizenship Education Curriculum Development and Integration (GCED CDI) Project. Following its official launch in April, a Capacity Building Workshop on GCED was held for the Curriculum Development Committee (CDC) members and other key stakeholders from 28 April to 1 May 2025 in Tashkent, Uzbekistan. Launched in 2016, the GCED CDI Project has been one of the flagship initiatives of APCEIU, aiming to mainstream Global Citizenship Education in the partner countries while adapting to their context. Uzbekistan joined as the 6th Round countries in the 3-year GCED CDI Project and has now taken its first official steps toward implementation. Approximately 40 participants attended the workshop, including the representatives from the Ministry of Preschool and School Education (MoPSE), the Republican Education Center (REC), the National Institute of Pedagogical Skills named after A.Avloniy, other relevant institutions, APCEIU and international experts. The workshop opened with a ceremony, featuring welcoming remarks from Mr Sardor Radjabov, Deputy Minister of Preschool and School Education; Ms Jeongmin Eom, Deputy Head of IGCED at APCEIU; and Ms Dilshoda Norboyeva, Head of the Department of Methodology and Textbooks at the Ministry. The first session began with an ice-breaking session led by Lea Espallardo, who engaged participants in energizing exercises to prepare them for a collaborative learning experience. This was followed by three thematic sessions under the overarching topic of “Rethinking Education”: GCED as a transformative initiative in challenging times, competence-based curriculum and learning, and changing relations of curriculum, textbooks and teachers. Day 2 and 3 continued with the comprehensive and informative sessions on the overview of GCED, including the GCED CDI Project, GCED Integration and Pedagogy, featuring in-depth discussions. The second day started with the presentation by Mr Arabboy Akhmadullaev, Chief Specialist at the Department of Methodology and Textbook, Ministry of Preschool and School Education of Uzbekistan. Facilitated by Mr Andy Smart, the session shared the current state of Uzbekistan’s education system, highlighting the ongoing curriculum revision process and initiatives aimed at the improvement of the school management and teacher development. Building on the foundational knowledge from the previous workshop days, participants actively analyzed the existing education framework in Uzbekistan and explored ways to incorporate GCED themes into their work. The sessions to present and discuss the GCED CDI Project by Ms Jeongmin Eom, the GCED integration sessions by Dr Esther Care, and the GCED Pedagogy sessions by Lea Espallardo followed, encouraging participants to engage in dynamic discussions and share their perspectives. Day 3 focused on practical application, featuring in-depth sessions on textbook development for GCED integration and the role and empowerment of teachers in implementing GCED. APCEIU also made a visit to the local school to observe the classes and learn about the local schools in Uzbekistan. The last day of the workshop provided more intense sessions only for the CDC members, who will be the core members of the GCED CDI Project in Uzbekistan. Starting with the introduction on the curriculum mapping for GCED integration, the exercise of curriculum mapping followed by. The four-day workshop concluded with the closing ceremony, rewarding the participants with the certificate and the encouragement message for the successful implementation of the GCED CDI Project in Uzbekistan. The four-day Capacity Building Workshop for the GCED CDI Project in Uzbekistan has provided the platform for the Curriculum Development Committee members and other relevant stakeholders to deepen their understanding of GCED and the CDI Project, while further enhancing their capacity through the various activities and informative sessions for the implementation of the project. URL: https://www.unescoapceiu.org/post/5329 
Beyond the Headlines: A Call for Gender, Inclusion, and Safer Digital Spaces 20 May 2025 Empowering women in media is not just a goal – it is a necessity 15 May 2025From the newsroom floor to digital platforms, the call to amplify women’s voices in media took center stage during World Press Freedom Day 2025 in Arusha, Tanzania. A standout moment came during the session “Breaking Barriers – Gender, Media, and the Digital Age,” co-organized by UNESCO Dar es Salaam office, the International Association of Women in Radio and Television (IAWRT), and the Journalists Workers Union of Tanzania (JOWUTA). The session created a safe and inclusive space for women journalists to share their lived experiences—shining a light on the realities of online harassment, gendered disinformation, editorial gatekeeping, and systemic underrepresentation. These powerful accounts underscored a fundamental truth: press freedom cannot exist without gender equality. True press freedom cannot exist without gender equality. As we shape the future of media in a rapidly changing digital world, we must ensure that women’s voices are not only heard but also lead the conversation. This dialogue is about more than representation - it's about transforming power structures to build a media landscape that is inclusive, ethical, and resilient.Nancy AnguloCommunication and Information Sector, UNESCO Tanzania The conversation did not stop at identifying problems. Participants put forward bold, strategic recommendations to foster gender equity in the media and digital landscape, including: Adopting gender-sensitive digital safety protocols across media platforms. Implementing gender audits in newsrooms and AI systems to detect and reduce bias. Strengthening oversight and developing ethical frameworks for AI and algorithmic content regulation. Increasing the representation of women in media content, leadership roles, and tech innovation. Building stronger ties between media professionals and human rights defenders to enhance coordinated responses to threats against journalists, improve access to legal and psychosocial support, and strengthen collective advocacy for press freedom and journalist safety. Raising awareness about legal services available to journalists, especially at the grassroots level, to ensure timely protection and support, particularly in rural and marginalized environments. @ UNESCO Participants urged a shift from simply empowering women in media to enabling agency—giving women the tools, confidence, and platforms to lead. This includes investing in media literacy, public speaking, and digital skills training that allow women to participate fully and safely in public discourse. “It’s not just about training media to give women a voice,” one speaker noted. “It’s about training women to have the confidence and tools to use that voice.” While building capacity in newsrooms is vital, it is equally important to equip women leaders to step confidently into the media spotlight. “Capacity building for journalists is crucial,” said one participant, “but equally important is empowering women with the courage and tools to be heard.” This call for intersectional inclusion—spanning women, youth, and persons with disabilities—resonated across other sessions on AI governance, child-friendly media, and election coverage. These voices were not treated as vulnerable beneficiaries, but as critical agents of democratic transformation. UNESCO’s support for bridging gender equity and digital transformation is at the heart of its commitment to building inclusive, resilient, and forward-looking media systems. Through its ongoing partnerships, UNESCO is helping to establish a new norm—one where gender, disability and youth inclusion are not side issues, but core pillars of media development and foundations of democratic and development discourse. As Tanzania continues to advance in AI integration, media innovation, and policy reform, the message from Arusha is clear: A strong, resilient media sector depends on inclusive participation, ethical standards, and a collective commitment to safeguarding press freedom. URL: https://www.unesco.org/en/articles/beyond-headlines-call-gender-inclusion-and-safer-digital-spaces 
UNESCO Institutes Join Forces to Support Thirty Youth Leaders from ODA Countries to Tackle Global Challenges 15 May 2025 NEW DELHI – Over thirty young changemakers from around the world have converged in New Delhi this week for the 11th Youth Leadership Workshop on Global Citizenship Education (GCED). A four-day Youth Leaders Workshop (YLW) brought together promising young leaders to explore the intersection of Global Citizenship Education (GCED) and Social-Emotional Learning (SEL). Hosted by UNESCO's Asia-Pacific Centre of Education for International Understanding (APCEIU) and the Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), this comprehensive programme ran from April 14-17, 2025, in India.Since 2015, the Workshop has engaged over 400 young leaders worldwide, fostering a community of changemakers. This year’s workshop will bring together 40 youth leaders to explore how SEL and GCED can inspire collective action for peace and sustainability. Through discussions, activities, and networking, participants will deepen their understanding of how SEL and GCED address global challenges and promote peace. This journey of empowerment invites youth to raise their voices as peacebuilders, creating a ripple effect of positive change in their communities and beyond. View event album "Social-emotional learning provides young people with the foundational skills needed to become effective global citizens. This workshop offers a crucial platform for youth to develop both the emotional intelligence and global perspective required to address our world's most pressing challenges," said Prof Obijiofor Aginam, Director, UNESCO MGIEP. Throughout the workshop, regular reflection periods allowed participants to process their learning experiences, while carefully designed breaks, including a guided forest walk, offered opportunities for informal connections. Feedback sessions concluded each day, ensuring continuous improvement of the program. This holistic approach to youth leadership development blended theoretical understanding with practical skills, combining UNESCO's expertise in global citizenship education with cutting-edge social-emotional learning techniques. By bringing together these complementary frameworks, the workshop equipped youth leaders with the tools needed to navigate personal challenges while fostering positive change in their communities and beyond."From rising temperatures and escalating conflicts to growing inequality and a deepening mental health crisis, we need the energy and innovative solutions of young people more than ever. Empowering youth with the tools to navigate both personal and global challenges is essential to achieving the SDGs. This workshop represents the kind of empowering approach to education we need for peaceful, inclusive societies," said Shombi Sharp, UN Resident Coordinator in India. URL: https://mgiep.unesco.org/article/unesco-institutes-join-forces-to-support-thirty-youth-leaders-from-oda-countries-to-tackle-global-challenges