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Exploring Transformative Learning for Critical Empowerment through GCED: Highlights of the 8th International Conference on GCED 5 December 2023 5 December 2023 For the first time following the COVID-19 pandemic, more than 200 participants convened face-to-face to explore the challenges and possibilities of putting Global Citizenship Education (GCED) into practice at the 8th International Conference on Global Citizenship Education: Platform on Pedagogy (IConGCED) on October 18-19, 2023, in Seoul, Republic of Korea. The 8th IConGCED, co-organised by APCEIU and the Ministries of Education and Foreign Affairs of the Republic of Korea, in partnership with UNESCO, centred on the theme “Unpacking GCED: Transformative Learning for Critical Empowerment.” This year’s conference addressed topic areas such as implementing innovative pedagogical approaches and GCED competences to contribute to transformative learning and critical empowerment, adapting school and classroom GCED practices in diverse settings, and advancing a culture of peace through GCED and the necessary types of advocacies, policies, and partnerships. The conference invited GCED experts, scholars, policymakers, educators, practitioners and others to discuss and explore key issues while also sharing innovative initiatives and practices. In particular, the conference focused on the multidimensionality and interdisciplinary nature of GCED and issues around the practicality and possibility of integrating GCED competences into innovative curricular content and pedagogical practices. The conference facilitated the sharing of ideas and experiences between in-person participants as well as over 2,500 online participants, contributing to emergent discourses around transformative education and strengthening levels of commitment, solidarity, and cooperation. On the first day, opening remarks highlighted the interconnectedness of today’s world and, thus, the interconnected and wide-ranging challenges that require critical engagement and collective action. Christopher Castle, director of the Division for Peace and Sustainable Development, UNESCO, stated, “Learners need the knowledge, skills, and values to engage critically with the world” and, therefore, “global citizenship education, like education in general, needs to be reinvigorated to be transformed.” Dr. Lim Hyun Mook, director of APCEIU, extended this sentiment with an urgent call to unite under GCED ideals while still respecting the diversity of experiences and understanding of GCED. In his keynote speech, Minister of Education and Sports of the Lao People’s Democratic Republic H.E. Phout Simmalavong shared the achievements of the Lao GCED framework, inspiring attendees to think critically about how to implement GCED-related activities in local contexts. Following the opening ceremony, the first plenary session was a moderated conversation about the multidimensionality of GCED in the face of violence and climate change. Significant topics of discussion were naming and understanding the components of empathy, the connection between climate change and other economic and social issues, and the value of using empathy education to address climate issues and promote global citizenship. Key takeaways included the positive benefits of using empathy education as a tool for violence prevention and to support the goals of climate justice, the need for new and more holistic approaches to address the climate crisis, and the importance of reframing climate change education as a community issue for global eco-citizens. In the second plenary session, presenters provided models for integrating GCED “Competences” into educational frameworks and systems for transformative learning, critical empowerment and social engagement. Participants also discussed the values, attitudes, skills, and knowledge that accompany GCED “Competences” and the challenges of getting “buy-in” from governments and countries. All panellists emphasised the need to adapt GCED frameworks to the specific local, community, regional, or country contexts going forward and that it is important to understand the various aspects of a learner when seeking to transform the curricular and assessment systems. The third plenary session was a panel-style discussion about the need to transform education and the successes and failures thus far. Ghana, for example, has been conducting an ongoing curriculum review to ensure a focus on transformative learning and develop teachers’ understanding of global citizenship. Panellists also discussed what is required to transform education, including reforming policies, raising public awareness and advocacy, developing extensive teacher training, using whole-school approaches, and engaging all actors in the transformation efforts. Panellists reiterated that the constantly changing world means learners need to be adaptable and resilient in order to be active and responsible global citizens. Crucially, panellists discussed how GCED has contributed to transformative education by highlighting the need for continuous evaluation and adaptation and showing that transforming education should be done in a holistic and comprehensive manner, tying it to broader social, political, and economic contexts. On the second day of the conference, concurrent sessions were held under various themes relating to the curricular integration of GCED, lifelong learning, tertiary and pre-service education, GCED competences for educators, youth as change agents, and rethinking GCED monitoring. The sessions included a workshop on GCED storytelling for transformative learning, as well as presentations on transformative pedagogies of empowerment, innovative teaching pedagogies and GCED resources to support teachers. To close the conference, select participants presented key takeaways from each of the concurrent sessions, including: Empathy, soft skills, and capacity building are crucial for countries to implement GCED. Engaging in community partnerships enables teachers to better implement GCED. APCEIU provides useful materials and resources to support teachers and educators in implementing GCED and transformative learning. Several adjustments should be made to improve GCED monitoring at the national, regional, and global levels, including establishing new reporting and monitoring platforms. Art and storytelling can be effective mediums to promote peace and transformative learning. Engaging and empowering youth participation is critical for promoting GCED. Closing remarks were given by Director Castle and Director Lim, who were impressed and encouraged by the stories and discussions that occurred over the two-day, in-person conference. Director Lim concluded his remarks with a reminder that UNESCO will soon adopt the revised 1974 Recommendation and expressed his belief that this will give significant momentum to convince governments, policymakers and community leaders of the necessity and power of GCED to influence change in the face of uncertain and dangerous times. The 1974 Recommendation provides a fresh view of the purpose and shared vision of education moving forward. 
Skills for a Generative AI Future of Work: Insights and Strategies 30 November 2023 27 November 2023 The fourth webinar, organized by UNESCO's Business Council on Artificial Intelligence and Ethics, was held on September 25, 2023. By: Natalia González Alarcón and Ángel Melguizo.The webinar aimed to focus on skills for the future of work, identifying the urgent need for upskilling and reskilling in a global labor market driven by Generative AI.The discussion featured insights from three private sector experts: Jorge Cella, Director of Microsoft Philanthropies for the Americas region, Natalia Mata, Global Head of the IA&Data Academy at Telefónica Tech, and Mojca Cargo, AI4I (AI for Impact) Director at the GSMA. Additionally, Ángel Melguizo, UNESCO's advisor for AI and ethics and business council coordinator, contributed closing remarks.This post aims to summarize the key points and insights from these industry leaders. UNESCO Montevideohttps://youtu.be/ycHUzNkNlJE Jorge Cella from Microsoft highlighted the evolution and the democratization of AI technology, emphasizing the increased accessibility of computational power and AI tools, contrasting it with the past exclusivity of supercomputers. He underscored the importance of critical thinking in effectively utilizing generative AI, noting that although AI provides statistically probable answers, its effectiveness hinges on the user's ability to ask the right questions and interpret results. Cella also reassured that AI, especially generative AI, would augment rather than replace human roles, enhancing productivity across various professions. Cella illustrated how AI could augment professions like teaching and software development, enhancing productivity and effectiveness – according to some analysis, generative AI can potentially augment teachers’ skills and productivity by 45%. How? By supporting the preparation of lesson planning, curriculum development, and literacy tutorials, for example. By using Co-pilot, for a junior developer, this technology may increase productivity by 20-30%, and for a senior developer, it can actually improve it by 50 - 60%. However, they would still need to know how to code to use it properly. In summary. AI can and is going to help us, but workers have to be prepared. Natalia Mata from Telefónica emphasized the need for upskilling and reskilling in organizations during the AI transformation. She identified adaptability, ethics, and a culture of lifelong learning as the critical values in this shift. Mata described Telefónica’s initiatives to promote the adaptation for the future of work, which include employee training and societal actions focused on the common good and employability. She emphasized Telefónica Foundation's employment map, which analyzes job offers in real-time to identify the most in-demand professions and digital skills across different countries. Complementing this map, a virtual assistant offers personalized guidance to users. In summary, Natalia highlighted that the key message is that Telefónica, through insights gained from its internal projects, is actively providing both its clients and the broader public with effective solutions for embracing AI. By doing so, Telefonica is fostering the development of new skills within and beyond the company, essential for navigating the dynamic era of AI we are currently experiencing. Mojca Cargo from GSMA mentioned the role of GSMA in representing the interest of mobile operators globally and beginning together all of the operators regardless of emerging or developing countries. She highlighted that GSMA founded AI for Impact in 2017 in order to bring together Partners from both the private and public sectors, to commercially scale responsible AI for a better future. GSMA's efforts are to build frameworks for responsible AI and facilitate AI use cases in collaboration with a global task force. Cargo highlighted GSMA's commitment to capacity building, offering extensive training courses to policymakers and regulators, underscoring the significance of reskilling and upskilling in adapting to AI-driven changes in the workplace. GSMA has successfully conducted over 13,000 training days, benefiting more than 100 participants from over 160 countries, achieving a satisfaction rate of over 90%. These courses focus on real-world examples to help understand the impact of various policies and regulatory approaches on the implementation of emerging technologies. Discussion on Upskilling and ReskillingThe panelists discussed best practices for creating inclusive programs for upskilling and reskilling and the responsibility of various stakeholders in their implementation. GSMA's Approach: Through the “Mobile for Development” team, GSMA works with developing countries to reduce inequalities by driving innovation in digital technology. They emphasized working with small and medium-sized enterprises and supporting entrepreneurs by connecting them with big techs. They work in different components, everything from capacity-building workshops, training, and innovation funds, among others, to support the "last mile." Telefónica's Strategy: Telefónica highlighted the importance of assessing skills gaps for each community and employee to prepare training programs according to the real demands and needs. She also mentioned that is critical to take into account accessibility, diversity, and inclusion aspects in training programs to consider the unrepresented groups. Microsoft's Initiative: Microsoft Philanthropies targets vulnerable populations, aiming to transform people’s potential into productivity with technology, democratizing access to generative AI. The webinar underscored the transformative impact of generative AI on the workforce, highlighting the need for upskilling and reskilling. The insights from Microsoft, Telefónica, and GSMA, combined with UNESCO's vision, emphasize the importance of adaptability, ethical considerations, critical thinking, and lifelong learning. The discussions underscored that while AI is set to revolutionize the job market, it is not a replacement for human skills but a tool to augment them. The key takeaway is the collective responsibility of governments, private sectors, academia, and individuals to embrace this change is needed to ensure that AI serves as a tool for enhancement rather than displacement, fostering a future where technology and human capabilities coexist to create a more dynamic and inclusive workforce. https://www.unesco.org/en/articles/skills-generative-ai-future-work-insights-and-strategies?hub=701 
A digital future for indigenous languages : Insights from the Partnerships Forum 30 November 2023 28 November 2023 By 2100, it is predicted that half of the world's spoken languages will either vanish or be on the brink of extinction. In response to this alarming trend, the United Nations, Indigenous Peoples Organizations and UN indigenous mechanisms have collaboratively designated the period from 2022 to 2032 as the International Decade of Indigenous Languages. UNESCO, at the forefront of this global initiative, recently hosted a panel to explore the barriers hindering indigenous communities from accessing digital resources and to discuss the necessary steps for integrating indigenous languages into digital platforms. Today, there are over 7,000 languages, each characterized by unique Over the past three decades, the growing number of endangered languages has raised concerns among researchers, international organizations, governments and institutions.In the digital age, marked by the omnipresence of technology and the benefits of the Internet can pose a threat to linguistic diversity. Global communication often fosters a homogenous culture, reflecting the economic and cultural influence of specific actors. A 2021 study revealed that 76.9% of online languages correspond to the world's top ten most spoken languages. Recognizing this threat, UNESCO leads efforts to preserve and integrate indigenous languages into the digital world, in line with the 2003 Open Educational Resources (OER) Recommendation.A panel of experts, including Kevin Chan from Meta Platforms, Denis Rose from the Gunditj Mirring Traditional Owners Group in Australia, Kristin Solbjør, from the Royal Norwegian Ministry of Local Government and Regional Development and Juan Pablo Gutiérrez, an indigenous activist from the Yukpa Community of Colombia, discussed partnership opportunities for digital empowerment in Indigenous Languages. Juan Pablo Gutierrez stressed the need for a holistic approach to using technologies for safeguarding Indigenous languages, emphasizing their oral nature and diversity. The discussion also tackled the financial challenges, with Kristin Solbjør noting the need for "governments to fund technologies despite their lack of profitability for businesses". Kevin highlighted Meta’s efforts, including the open-source platform No Languages Left Behind aimed at facilitating language preservation.The consensus from the panel was clear – a united effort is essential to navigate the challenges and pave the way for sustainable linguistic future for indigenous community worldwide. Denis Rose, also highlighted the importance of collaboration between the public and private sectors, as well as a deeper understanding of indigenous communities’ needs. https://www.unesco.org/en/articles/digital-future-indigenous-languages-insights-partnerships-forum?hub=701 
Media & Information Literacy: An Avenue for Youth to Combat Hate Speech, Misinformation & Disinformation 30 November 2023 28 November 2023(Last update: 29 November 2023) The biggest convening of youth in The Gambia occurred this week at the third annual Youth Connekt. With the theme “Moment for Youth: Action for More Socio-Economic Development”, the event attracted crowds of youth from across the country and from numerous organizations who participated in sessions focused on gender, leadership, entrepreneurship, and peacebuilding among others. Leveraging the power of youth as stakeholders of peace, the UNESCO Dakar office supported Gambia’s National Youth Council’s parallel session on using media and information literacy to combat critical issues such as hate speech, misinformation, and disinformation on October 24th 2023.Osrain Kargbo, an academic took participants on the definitions of misinformation, hate speech, and disinformation. “It is important that as young people you understand what these terms mean so you are able to identify them and stop them in their tracks.” He further provided that young people must think critically before disseminating information that they receive as this is the way to maintain peace.Isatou Keita, Vice President of The Gambia Press Union elaborated on the role of the media in curbing hate speech, misinformation and disinformation. “It is the job of media personnel to engage in fact-checking to verify their information before sharing it. There is also an influx of young people in the journalism profession and it is necessary to provide them with the relevant training to fact-check information and the skills to identify misinformation and disinformation so they do not contribute to its spread.”Fanta Sanneh, from Gambia Participates a youth-led civil society organization working within the accountability space shared that youth have a major role in combatting misinformation and disinformation. “The Gambia is in a fragile state due to the spread of hate speech, misinformation and disinformation which is shared online by young people. Youth need to have the requisite media and information literacy to effectively contribute to national political discourse without using hate speech.” Annette Camara from the Women Journalist’s Association of The Gambia added that “Young people need to be extra careful especially during the election cycle as that is when they are most prone to hate speech, misinformation and disinformation.” She further highlighted that women politicians and women journalists are the main victims of hate speech and need better protection in media spaces. Moderator, Jainaba Sonko, also shared her experience of hate speech directed towards her by youth as a female journalist. “Women are mostly the targets of hate speech both online and offline and many youth pass it around like it is nothing. What many do not know is that hate speech and misinformation affect us all and can lead to serious consequences both personally and socially.”UNESCO’s Ngenarr Yassin Jeng emphasized the organization’s commitment to promoting peace and enhancing peace infrastructures in line with SDG 16. She highlighted numerous activities that UNESCO is doing with youth and media organizations in The Gambia and encouraged youth to join the trainings, especially on media and information literacy in order to enhance their capacity.During the discussion phase of the panel, participants expressed interest in learning more about media ethics and how to better regulate their content online to avoid spreading hate speech, misinformation and disinformation. Participants were interested in ways of verifying and fact-checking information to which panelists gave tips and suggested contacting the source directly. They were also informed of the access to information law which makes it easier for them to request verifiable information, especially from the government. The session ended with the reiteration of UNESCO’s commitment to working with youth stakeholders and building their capacity in MIL to combat hate speech, misinformation and disinformation. UNESCO DakarUNESCO DakarUNESCO Dakar https://www.unesco.org/en/articles/media-information-literacy-avenue-youth-combat-hate-speech-misinformation-disinformation?hub=701 
Mozambique's strides in adult education: A path to lifelong learning and national development 30 November 2023 27 October 2023 Mozambique has faced challenges in providing basic education to both young people and adults and until recently, adult education opportunities were limited to basic literacy and numeracy. To help tackle this issue, UNESCO has been supporting the Government since 2009 to advance adult literacy, make lifelong learning more accessible and of higher quality, and improve prioritization of adult education at the policy and planning level. “I enrolled in this course because I realized that I needed education,” says Olga Alberto Mugabe, a beneficiary of the UNESCO-supported new curriculum for youth and adults. She works selling vegetables locally and she started attending the ‘Wuxa Learning Centre’ to improve her literacy. When Olga first joined, she could not read or write but today, when her clients make orders via text messages, she can identify who is making orders for the cabbages and lettuces that she sells. “Today, when I am home alone and someone sends a message, I can read and understand.” UNESCO’s Capacity Development for Education programme (CapED) has supported the Government to develop a new curriculum for youth and adults, which is currently being rolled out nationwide. The curriculum offers complete primary education equivalent to grades one to six for youth and adults. As well as covering core subjects including mathematics and life skills, it also has a multilingual approach incorporating Portuguese and five Mozambican languages to support learners who do not speak Portuguese as their first language.The curriculum, which has already been piloted in several adult education centers, aims to benefit some 6,000 adult learners by 2025. To date, the CapED Programme has supported some 500 educators to be trained to implement the new curriculum. The roll out of the curriculum is also being supported by development partners who are providing financial support to print textbooks and learning materials. Olga Alberto Mugabe studying at the Wuxa Learning Centre Efforts at the sector-wide policy and planning levelTo date, a key achievement is that the Government has recognized the importance of adult education, in the framework of the implementation of the new Education System Law approved in 2018, adult education has been included in the Education Sector Plan 2020-2029. In 2023, the Programme supported the Government to update the Central Level Operation Plan (2023-2025), which defines key strategic action, targets and indicators to implement the Sector Plan. Looking ahead, CapED will continue supporting the development of the operational plan at the provincial level and will provide capacity development support to Ministry staff at central and decentralized level and learning center managers to better monitor and evaluate the plan's implementation. This year, more than 13 million of students from primary, secondary and adult education programmes were enrolled in the system under leadership of the Ministry of Education,The efforts in the field of adult education are echoed by a strategy launched by the President in 2021 to boost adult education and increase national literacy rates. The drive resulted in a significant increase in the number of adult learners and learning centres. The Government is also considering the establishment of more learning centres in areas where there are large geographical distances between primary and secondary schools and is exploring the expansion of distance learning opportunities. Looking ahead there are plans to further develop the curriculum to offer education equivalent to lower secondary level, providing learners with the equivalent of nine years of education. Additionally, efforts are underway to adapt secondary education materials for adult distance learning and improve coordination between adult education and technical and vocational education and training (TVET). https://www.unesco.org/en/articles/mozambiques-strides-adult-education-path-lifelong-learning-and-national-development?hub=701 
Gender-friendly Working Environment in Media 30 November 2023 22 October 2023 (Last update: 23 October 2023) Gender disparities persist in Bangladeshi media, hindering women's safety & inclusion. UNESCO Dhaka prioritizes gender equality in media. "Media organizations need to internally make changes to their structure and practices at the very least. For a start, they can improve the way they recruit staff. If they take gender awareness into consideration it will change the balance of male and female staff. Then through media networking they will share these stories and learn from each other." - Miraj Ahmed Chowdhury, Managing Director, Digitally Right - A remark from Miraj Ahmed Chowdhury, Managing Director, Digitally Right; when he gave a speech at a consultation on gender and media organized by UNESCO Dhaka Office in collaboration with UN Women. Likewise, Azmeri Haque Badhan, the Cannes Film Festival-winning actor stated, "First of all, the regulatory structure should be rectified and everyone should be made aware of gender concerns. There should be additional seminars held to raise such awareness."Gender inequality in organizations is a complex phenomenon that can be seen in organizational structures, processes, and practices. Likewise, a gender-enabling environment in the workplace or safeguarding support by the organizational framework of the media houses safety of women journalists and women staff is often a big question in the national media and creative industry of Bangladesh. The work environment for media professionals is not particularly hospitable to women. In line with UNESCO’s Global Priority Gender, striving to achieve improved gender equality in the media is a priority for UNESCO Dhaka in Bangladesh. As a part of a series of consultations with the creative sector and media in Bangladesh, UNESCO in partnership with UN Women organized a roundtable discussion on `Gender-friendly Working Environment in Media’ on, 31 August 2023 at Hotel Amari. During the discussion, Ms. Susan Vize, Officer in Charge, UNESCO Dhaka Office, commented when inaugurating the discussion, "As media professionals, everyone gathered today has a critical role to play in influencing both the current agenda and also future generations.”Ms. Gitanjali Singh, Country Representative, UN Women, observed “UNESCO and UN Women are jointly supporting dialogues on the importance of a gender-friendly working environment in media and the recommendations from today will enable us to advocate with media houses to strengthen equality dimensions in policy, codes, and guidelines, with action plans and clear targets for implementation and monitoring and ensure safe working conditions.” Here are a collection of the thoughts and suggestions from the participants:"Economic disparity and gender inequality are closely intertwined. It is necessary to conduct thorough research to identify the right response.’’ “Additionally, the workplace environment for media professionals is not particularly welcoming for women given the circumstances as a whole. In addition to advocating for policies, all popular content generated must be reviewed via a gender lens.” “Owner-authority and decision-makers of the media need to be included in these discussions." "We don't truly comprehend gender, because there isn't any chance to raise awareness of it at any level of our educational system. If we include courses on gender equality, civic sense, and creativity in our curriculum, perhaps one day we will be more gender-sensitive.’’ “There are now very few women working in the media or creative industries. In order to highlight both the positive and negative narrative of the media environment, it is crucial that we conduct research and collect data on various media landscapes. It will assist the media in freeing themselves of click-bait profits.” The event was also graced by Masum Reza, scriptwriter; Peya Jannatul, lawyer & model; Krishnendu Chattopadhaya, Director; Manoj Kumar Pramanik, Actor & Film Teacher; Subrina Irine, Director at Runout Films; Reaz Ahmed, Executive Editor, Dhaka Tribune; Meer Ahsan Habib, columnist and communication specialist; Israt Jahan Urmi, Journalist, DBC News; Munima Sultana, Special Correspondent, The Financial Express; Samiksha Koirala, Ph.D., Assistant Professor of Journalism and Media, Department of Political Science and Sociology, North South University, Tabassum Islam Shusmi, Lecturer, ULAB; Abu Sayed Sumon, National Program Officer-Gender & Human Rights, UNFPA including other distinguished representatives from the media and creative industry of Bangladesh as the discussants. The discussants shared their valuable insights and experiences on the issues and highlighted the pressing need to work on gender-friendly work environments in the media. https://www.unesco.org/en/articles/gender-friendly-working-environment-media?hub=701 
Connecting cultures through education: A YouTuber’s journey in impacting today’s education for girls 30 November 2023 23 October 2023 (Last update: 22 November 2023) In celebration of the International Day of the Girl Child on 11 October, renowned YouTuber Liry Onni shared the story of how education helped bridge two cultures in her life and how it paved way for her success as a content creator. We sat down for a question-and-answer with Liry Onni, a leading Argentine content creator with Korean roots, who has forged a successful career in networking and became influential on YouTube, with her channel gaining over 2.9 million subscribers. Her story is a testament to the power of education in a person's life and how it can bridge different cultures. As a woman, Liry was privileged to be able to access quality education and fulfill her dream. In the context of International Day of the Girl Child, it is important to remember that millions of girls around the world face barriers to accessing education — in 2023, we still see 122 million girls to be out of school. Through the content that she creates, Liry seeks to raise awareness on the role of universal and inclusive education in changing this reality and providing opportunities especially to girls. https://youtu.be/yInO0fMVAC8 Q: You mentioned that education has played a pivotal role in your life and career as a content creator. Can you share with us a few anecdotes on how education has influenced your personal and professional journey, and most especially how it helped bridge the differences between your Korean and Latin American roots? A: Education gave me not only knowledge, but also the perseverance, confidence and skills necessary to navigate between two very different worlds: Argentine and Korean. It taught me to value both cultures and to find the beauty and richness in each. As a content creator, I combine what I learned in my education with my personal experiences to build bridges and promote cross-cultural understanding. Education gave me the tools to thoroughly research and understand the topics I share —especially when I report on cultural issues or news about Korea; I have a solid foundation to convey the information in an accurate and contextualized manner. I am deeply grateful for the opportunity to have had access to a quality education, and I feel the urge to return that favor to society by sharing and educating others. Q: Based on UNESCO statistics revealed in their SDG 4 mid-term progress review, 122 million girls do not have access to education. How does this number shape your motivations to advocate for girls education? What specific actions do you think people can take to help change this situation and help promote education for girls around the world, i.e., through Korean education and culture? A: That number left me speechless. Every one of those girls has dreams and aspirations, just like I did when I was growing up. I believe we can all make a difference, whether it's supporting organizations that work on girls' education, promoting gender equality in our communities, or simply informing ourselves and speaking out on the issue. Korean culture deeply values education and perseverance. By sharing stories and values of Korean culture, I hope to inspire more people to value and support girls' education around the world. Q: Your work as a YouTuber has built a global community of over 2.9 million subscribers, mainly Spanish speakers who are interested in Korean culture. How do you think your platform can be used to raise awareness and promote the importance of education, especially in relation to Korean culture, and what messages would you like to convey to your followers and viewers on this topic?A: My platform is a powerful tool to educate and raise awareness. Through my videos, I share not only aspects of Korean culture, but also the value of education and how it can transform lives. I want my followers to see that education is a key tool for understanding and respecting other cultures. In addition, I want to convey the message that we all have a role to play in ensuring that education is accessible to everyone, regardless of gender or background. If I can inspire at least one person to take action or value education more, I will consider myself successful. https://www.unesco.org/en/articles/connecting-cultures-through-education-youtubers-journey-impacting-todays-education-girls?hub=701 
The bookend model: Using SEL to support before- and after-school programs 24 November 2023 16 October 2023 by Damion Morgan/ Social Emotional Learning Specialist, Windsor Public Schools Before- and after-school programs with SEL components offer critical support and safe spaces where students build confidence and a sense of belongingKey points: SEL is critical for students, and it should be a key part of before- and after-school programs SEL should be embedded throughout every program, starting with students’ arrival See related article: It’s critical to promote mental health supports at the start of the school year Incorporating social and emotional learning (SEL) throughout the school day has risen in popularity over the last few years, especially to counteract the increasing rates of anxiety and depression in students since the COVID-19 pandemic. Lost in the discussion, however, is the importance of before- and after-school programs–the bookends of the school day. These before- and after-school programs dedicate a significant amount of time to activities that can help students develop social-emotional skills. In fact, a 2021 survey of program providers found that in addition to academic enrichment, 86 percent of programs give young people the time to interact with their peers and build social skills. Plus, students themselves report that 80 percent of the programs give the students time to talk with peers and adults about how they’re feeling. Yet, staff may not approach every interaction with intention to foster social and emotional growth.Before- and after-school programs offer critical support, including caring and supportive mentors, as well as safe spaces where students build confidence and a sense of belonging. They also provide opportunities to work collaboratively, problem solve, and think critically. SEL skills are not separate from those activities–SEL is not sprinkled on the cupcake; it’s part of the cupcake. Before- and after-school programs must make every interaction more intentional to complement classroom learning.These programs help children develop strong social skills, gain self-control and confidence, improve work habits and grades, and build healthy relationships with peers–all the things we want young people to have to be successful. But to ensure that these programs are set up for success, there are two essential questions every program coordinator should ask: “How well do I know my students?” and “How can I ensure my program meets their needs?” Running an effective programSEL should be embedded throughout every program, starting with students’ arrival. How do you greet students when they show up? When a student hears a caring adult say their name, it instills a sense of belonging, supporting self-awareness. An overview of the schedule at the beginning of the program is important. Kids need to learn how to self-manage and regulate their emotions. For a young person who is excited for the craft part of the program, understanding what else is on the agenda is key to them mastering the skills of self-management and self-awareness.The actual activity is when the rubber meets the road. As program directors and administrators, we need to analyze the activities–how much time are they alone, in small groups and in large groups. It is important to outline the program activities so students have an opportunity to participate in all three options and balance between them. As students develop, they must know how to interact at all three levels. If you find that some students don’t perform in large groups, you may have to reevaluate how well you know your students. For example, if behavior problems spike when you do large groups, maybe the answer is that you have too many students in these groups.Finally, do you have a clearly defined dismissal policy? This is an ideal opportunity to introduce students to social awareness. When your program has an established system of welcoming and dismissing students, it demonstrates consistency. It also helps young people see how their individual behavior fits into the overall success of the program. This is a key component of social awareness, where students understand how they fit into the larger community in various ways. Additionally, it’s a way to model other ways they use social awareness for example while leaving a store or restaurant. It’s a reminder that the SEL skills developed in school are useful in all aspects of life.For students, SEL is not just limited to the classroom. Before- and after-school programs play an equally important role. With every interaction between staff and students, these bookends to students’ days provide the opportunities to hone these competencies and grow, if there is consistency and intention in programs’ approach. https://www.eschoolnews.com/sel/2023/10/16/sel-before-and-after-school-programs/ 
At UNESCO, a call to regulate digital platforms in the face of online disinformation and hate 20 November 2023 23 February 2023 UNESCO’s Internet For Trust Conference has brought together 4,300 participants to discuss regulatory solutions to the ongoing crisis of online information – the first ever such global conference. Speakers from UNESCO Director-General Audrey Azoulay, to the Brazilian President Luiz Inácio Lula da Silva and 2021 Nobel Peace Prize winner Maria Ressa underlined the urgent need for common global guidelines to improve the reliability of information while protecting human rights. "The blurring of boundaries between true and false, the highly-organized denial of scientific facts, the amplification of disinformation and conspiracies – these did not originate on social networks. But, in the absence of regulation, they flourish there much better than the truth. Only by taking the full measure of this technological revolution can we ensure it does not sacrifice human rights, freedom of expression and democracy. For information to remain a common good, we must reflect and act now, together."- Audrey Azoulay, UNESCO's Director-General - The Internet For Trust Conference serves as a high point in a global dialogue launched by UNESCO to develop first global guidelines for the regulation of social media to improve the reliability of information and promote human rights online. The Organization involved all stakeholders: governments, independent regulators, digital companies, academia and civil society. The guidelines will be launched by UNESCO in September 2023. “Without facts, you can’t have truth”"Lies spread faster than facts. For some reason, facts are really boring. Lies – especially when laced with fear, with anger, with hate, with tribalism – us against them. They spread. It’s like throwing a lit match into kindling."- Marie Ressa, Novel Peace prize-winning journalist - She went on to caution that if we continue to tolerate social media algorithms which reward lies, future generations will inherit a world in which truth has been dangerously devalued. “Without facts, you can’t have truth, without truth, you can’t have trust, and we have no shared reality”. In his message to the Conference, the President of Brazil, Luiz Inácio Lula da Silva recalled the violent attacks on democratic institutions in Brazil on January 8. "What happened that day was the culmination of a campaign, initiated much earlier, and that used lies and disinformation as ammunition. To a large extent, this campaign was nurtured, organized, and disseminated through digital platforms and messaging apps. This is the same method used to generate acts of violence elsewhere in the world. It must stop."- Luiz Inácio Lula da Silva, President of Brazil - Regulation coordinated and anchored in human rightsThe Director-General of UNESCO pointed out the proliferation of regulatory initiatives - at least 55 countries are working on these. But she advocated a coherent, global approach, based on human rights. “If these regulatory initiatives are developed in isolation, with each country working in their own corner, they are doomed to fail. Information disruption is by definition a global problem, so our reflections must take place at the global scale,” she said. "Discussions, such as the ones we are having now in Paris, are immensely important. It’s important to figure out a common set of guidelines on how to regulate this digital space. Technology cannot be misused to suppress people, to surveil or harass, or to shut down the internet."- Katrín Jakobsdóttir, Prime Minister of Iceland - YouTube influencer Felipe Neto shared his own experiences with extremist content pushed by algorithms, as one of the world’s most-subscribed content creators. "Of course we don’t want to shut down the platforms – we don’t want to fight them. It’s about accountability, stopping impunity, bringing them to the table and saying ‘you need to be responsible for the mistakes you’ve made and that you’re going to make'."- Felipe Neto, Brazilian YouTube influencer - The Director-General closed by urging all countries to join UNESCO’s efforts to transform the internet into a tool which is truly at the service of the public and that helps assure the right to freedom of expression; a right which includes the right to seek and receive information. https://www.unesco.org/en/articles/unesco-call-regulate-digital-platforms-face-online-disinformation-and-hate?hub=701 
How can young people become actors of peace? 14 November 2023 8 November 2023 On the celebration of the UNESCO Associated School Networks' 70th anniversary, more than 10.000 students from 68 countries were gathered for a series of three digital Campuses in three languages. Peace, intercultural dialogue and understanding, sustainable development, and quality education. These are the foundations of the UNESCO Associated School Network (ASPnet), who is commemorating its 70th anniversary.With many regions of the world facing war and armed conflict, actions on how to build lasting peace remain crucial more than ever. To this end, UNESCO Campus organized a series of campuses, in three different languages, to reach English, French and Spanish-speaking students and teachers. A unique opportunity to celebrate the first day of the 42nd UNESCO General Conference. The dialogues between the experts, students, and teachers led to a list of actions and activities that not only promote peace but enrich our understating on how to be multi-level active global citizens. Starting from an international point of view, cooperation of different actors, such as international organizations and civil society groups, is essential. Firmin Edouard Matoko, Special Advisor Africa for the Director-General at UNESCO emphasised on cultivating a culture of peace. Historically, peace was defined as the absence of armed conflict and hostilities. However, peace is composed of values, attitudes, and behaviours, which we can all learn from a young age. Peace is a continuous action, in which everyone can contribute to. "Peace is not only the absence of war. All situations of personal or collective conflict, social or economic insecurity and environmental instability contribute to the absence of peace. Each generation has a mission to accomplish: to guarantee peace for the generations to follow."- Firmin Edouard Matoko, Special Advisor Africa, Director-General, UNESCO - Important goals can also be achieved at the national and community level. Actions for peace are essential in conflict and post-conflict zones. In this kind of situation an operation of mediation is vital to settle the situation.To inspire students and to enlighten them about the sheer of mediation, Saurea Didry Stancioff, West Africa Program Manager at Promediation, shared her experience. Mediation is a key tool to establish trust and dialogue between the contending parties of a conflict. The mediation process can help build the first blocks to establish lasting peace, through creating a bridge of dialogue to find innovative solutions. Talking about the local point of action, Panji Haryo Purnomo, Teacher of Pradita Dirgantara High School, School leader of Fostering Global Citizens through the Memory of the World, provided students and teachers with an example of a successful local peace initiative. His commitment to education and his unwavering dedication to nurturing the youth through knowledge and culture have fostered a sense of peace among his community in Boyolali, Indonesia. Through conflict resolution, the empowerment of youth and the preservation of a shared cultural heritage is fundamental. "Peacebuilding is not abstract; it's made of actions and conversations. Let's be ambassadors of peace, champions of dialogue, and preservers of heritage. Together, we can turn the dream of peace into a tangible reality."- Panji Haryo Purnomo, Teacher of Pradita Dirgantara High School, School leader of "Fostering Global Citizens through the Memory of the World" - The multiple questions by students and teachers led to a lively discussion on how each one of us can act for peace. Within our day-to-day lives, the experts left the participants with the inspiration on how each one of us can act for peace. For Firmin Edouard Matoko, it is to embrace diversity and seeing it as a strength. For Saurea Didry Stancioff, each of us can start by active listening. Lastly, for Panji Haryo Purnomo, it starts with respect for everyone and everybody. Fostering peace exists and can be done at multiple levels. All it takes is the courage to start. This event has made possible thanks to TECH4ALL and with the support of France. https://www.unesco.org/en/articles/how-can-young-people-become-actors-peace?hub=701