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Teachers ‘Key’ to Social Skill Growth 24 October 2023 5 October 2023 Teachers are the key driving force behind our children’s social and emotional development. We need to support them.Let us take a moment to reflect on this year’s World Teacher’s Day theme, ‘The teachers we need for the education we want: The global imperative to reverse the teacher shortage.’ This shortage is not a new phenomenon. Most of us working in the education sector know this all too well.The United Nation’s Sustainable Development Goal 4 (SDG 4) expressly calls on countries to significantly increase teacher recruitment and training in order to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This goal can be realized only by the efforts of qualified, well-supported, and empowered teachers, capable of providing inclusive quality education which speaks to the needs of each and every learner. The UNESCO Institute for Statistics (UIS) reported in 2016 that in order to achieve SDG 4 by 2030, upwards of 68 million teachers must be recruited globally. For the Asia and Pacific region, the UNESCO Education Costing Model 2020 projected that for young learners globally to achieve one year free and compulsory pre-primary education by 2030 will require a total of 9.4 million newly certified teachers at the frontlines of classrooms. In addition, to enhance the quality of Early Childhood Care and Education and achieve a pupil-teacher ratio in line with internationally recommended standards—15 students per instructor—the number of newly minted teachers at this pre-primary school level would have to increase in Asia and the Pacific by over 11 million teachers.Given these staggering numbers, the observation offered by UNESCO Director-General Audrey Azoulay on the occasion of last year’s World Teacher’s Day remains as pertinent today as it was one year ago: ‘There is an urgent need to better recognize this profession on which the future of our children depends.’ What challenges do early childhood care and education (ECCE) workforce face?Few observers today would deny that teachers can create a profound and long-lasting influence on the lives of young children, contributing to their future achievement both within and outside of school, as well as into learners’ adulthood. Nevertheless, given the considerable challenges that commonly come with their profession, teachers’ own psychosocial well-being can be easily compromised.Within the ECCE subsector, teachers are especially susceptible to having to deal all too often with challenging situations in the teaching environment itself. At present, the ECCE workforce in the Asia-Pacific region faces considerable concerns due to a lack of formal recognition, adequate quality training, fair compensation, and decent working conditions. The impact of the COVID-19 pandemic can be seen in the long-term effects of heightened stress resulting from lockdowns and health fears which created a mental health crisis for young children, parents, and of course, teachers. During the prolonged global health crisis, a period stretching from early 2020 through the end of 2022, UNESCO researchers estimated that approximately 70 per cent of ECCE centres across Asia and the Pacific largely remained shuttered. As a consequence of this, how many of those centres have reopened to date, and how many ECCE teachers and educators who had to leave their profession have returned to their former classrooms? On the matter of the schoolchildren themselves, many women and girls left their education to help with the domestic needs of their families, and many will never resume their learning. The 2019 GEM Report, a global education reckoning, had already, well prior to the pandemic’s emergence, clearly documented that teachers often feel they lack professional support and consider themselves ill-prepared to teach in diverse, multilingual, and multicultural classrooms. This is especially the case in the Asia-Pacific region, even if the attrition rate of pre-primary teachers varies greatly. As of 2020, for example, the teacher attrition rate was 12.49 per cent in Lao PDR; 26.09 per cent in the Cook Islands, and 7.61 per cent in China.Teacher stress and burnout have long been an ongoing challenge in education at all levels, let alone the pre-primary and early primary levels. If these stressors are not managed effectively, teachers’ skills are negatively impacted, leading to job dissatisfaction and, ultimately, teachers falling away from the profession entirely—thereby unintentionally exacerbating the already short supply of skilled ECCE educators.To address these challenges and ensure that teachers are retained in the field, as well as new ones recruited, there is a clear need for provision of new tools for teacher’s selfcare, which, managed successfully, has the potential to translate into increased effectiveness in their work, and contributing to ensuring promising outcomes for young children. Selfcare is not simply about addressing or reducing professional stressors; in addition, it is about enhancing general health and well-being, and fostering longterm resilience. In the end, selfcare helps to facilitate teachers’ ability to cope with the demands of the classroom, and maintain self-composure, patience, and compassion, as well as better serve as positive role models for young learners. Leveraging psychosocial needs of teachers and learnersThere is a clear need for prioritizing social and emotional learning in schools—not only for the sake of learners, but just as important, for the sake of teachers themselves, so that in turn, they are able to support learners’ psychosocial needs and create strong foundations for lifelong learning.A key component of ECCE recovery therefore must be to substantively address the social-emotional needs of the workforce. In agreement with the recently published Asia-Pacific ECCE Teacher Training Handbook for Social and Emotional Learning, mechanisms that help teachers manage and respond to their own emotions and integrate social and emotional learning into their teaching and learning environments can lead to the holistic development of their learners and the betterment of their own psychosocial well-being throughout their profession.Reversing the current teacher shortage will take time, and whether we can do that by 2030 may be up for debate. But what we can do now is to genuinely recognize that educators' social and emotional competence and well-being are critical components of effective teaching. Valuing our educators and underscoring the importance of their psychosocial well-being are key to attracting and retaining teachers so that they stay in the profession to which they have passionately committed themselves. Maybe only then will we be able to have the teachers we need for the education we want.#ECCE #EarlyChildhoodCare&Education #Social&EmotionalLearning #SEL https://www.bangkokpost.com/opinion/opinion/2657809/teacher-key-to-social-skill-growth 
UNESCO reinforces transatlantic network of cultural heritage protection in Latin America, the Caribbean and Africa through capacity-building workshop in Brazil 24 October 2023 23/10/23 From 2 to 4 October, UNESCO organized a capacity-building workshop in Rio de Janeiro for over 80 law enforcement, judiciary and museum professionals from 14 countries in Latin America and the Caribbean and Africa. Hosted in close cooperation with the Government of Brazil, the workshop is the first of a series of cross-regional empowering actions. In line with the MONDIACULT Declaration, endorsed by 150 States in Mexico in 2022, this training aimed to scale up UNESCO’s ongoing efforts in developing regional and national capacities to fight against looting, illegal excavations and illicit trade of cultural property. The workshop provided theoretical modules and practical exercises to upskill experts to better protect movable cultural heritage. The participants exchanged best practices and information, further fostering regional and international cooperation in the return and restitution of cultural property. "It is crucial to strengthen advocacy and action concerning the impact of illicit trafficking on the memory, identity and future of peoples. Indeed, the illicit trafficking of cultural property threatens the very essence of our identity, disrupts the transmission of knowledge, and undermines the enjoyment of cultural rights, said" Ms. Krista Pikkat, Secretary of the UNESCO 1970 Convention. Fruitful discussions covered a range of topics, spanning from the ratification of the 1970 Convention on the Means of Prohibiting and Preventing the Illicit Import, Export and Transfer of Ownership of Cultural Property to its enhanced implementation. The professionals agreed that it is important to update existing national legislation and inventories, as well as to leverage existing tools (such as the UNESCO Database of National Cultural Heritage Laws, an accessible source of information compiling legislation relating to the cultural heritage). They also underlined the essential role of indigenous communities and emphasized raising awareness as a key prevention tool to protect cultural property from the illicit trafficking. UNESCO’s key technical partners supported the workshop with their expertise and knowledge to help beneficiaries address different threats on cultural property. The contributors include the International Council of Museums (ICOM), the International Criminal Police Organization (INTERPOL), the International Institute for the Unification of Private Law (UNIDROIT), the United Nations Office on Drugs and Crime (UNODC), the World Customs Organization (WCO), the Carabinieri Command for the Protection of Cultural Heritage, the Ibermuseums Programme and the UNESCO Chair on Archaeological Heritage in Argentina, amongst others. https://www.unesco.org/en/articles/unesco-reinforces-transatlantic-network-cultural-heritage-protection-latin-america-caribbean-and?hub=701 
2023 UNESCO King Sejong Literacy Prize winners commemorate Hangul Day Celebrations in the Republic of Korea 24 October 2023 23/10/23From 7 to 10 October 2023, the three laureates of UNESCO King Sejong Literacy Prize from Finland, Pakistan and South Africa were invited by the government of the Republic of Korea to visit Seoul and Sejong City, and take part in the 577th Hangul Day Celebrations, which commemorates the creation of the Korean alphabet by King Sejong in 1446. Prior to 1446, the Korean language was primarily written using Chinese characters. This practice presented significant challenges due to the substantial grammatical distinctions between Korean and Chinese, making literacy an exclusive domain of the elite class. The introduction of Hangeul, named after King Sejong the Great, played a pivotal role in promoting literacy among Koreans, transcending social status barriers. Organized by the Ministry of Culture, Sports and Tourism of Republic of Korea and the Federation of Korean Language and Cultural Center, the three winners, accompanied by several ‘2023 Hangul Development Merit Award’ laureates, took part in multiple cultural visits and activities that highlighted the influence of the Hangul alphabet on the rich and diverse culture in the Korean society. Mr Jesper Ryynänen, Co-founder of GraphoGame, in Finland, represented the winning GraphoGame programme, recognized for its research-based literacy games in 14 languages which aims to continuously develop new language versions to teach children and adults literacy skills in their mother-tongue. The Himalayan Literacy Network programme from Pakistan, recognized for its efforts to catalyze a literacy movement within Pakistan’s Bakarwal community, through mother tongue-based multilingual education, was represented by Mr Muhammad Anwar Zeb, Chairman, Gojri Language and Culture Society, and Mr Mian Nizam Din, Founder and Senior Field Supervisor. Finally, Mr Stephen Bestbier, Government Partnerships Manager at Snapplify in South Africa, represented the ‘Africa e-Library project’ programme from South Africa recognized for its dedication to actively promote mother-tongue literacy across the continent. On 8 September 2023 UNESCO celebrated International Literacy Day with an international conference centered around the theme ‘Promoting literacy for a world in transition: Building the foundation for sustainable and peaceful societies’ and this year’s UNESCO Literacy Prizes award ceremony. On behalf of UNESCO Director-General, Ms Stefania Giannini, UNESCO Assistant Director-General for Education rewarded six innovative and impactful literacy programmes from Bangladesh, Dominican Republic, Finland, Pakistan, South Africa and Uganda with the two UNESCO International Literacy Prizes: the UNESCO King Sejong Literacy Prizes and the UNESCO Confucius Prizes for Literacy. The UNESCO King Sejong Literacy Prize was established in 1989 with the support of the Government of the Republic of Korea. It is awarded to excellent literacy programmes with special consideration to mother language-based literacy development. https://www.unesco.org/en/articles/2023-unesco-king-sejong-literacy-prizewinners-commemorate-hangul-day-celebrations-republic-korea?hub=701 
The 20th EIU Photo Class “Unfolding Diversity beneath the Himalayas” 24 October 2023 23/10/2023 The 20th EIU Photo Class held in Kathmandu, Nepal from 5 to 12 October 2023. Co-organized by the APCEIU and the UNESCO National Commission of Nepal, the workshop brought together 18 Nepali students, 8 Korean students, and professional photographers from both countries.The students captured the diversity and beauty of Nepal under the theme “Unfolding Diversity beneath the Himalayas” through their photographs. With guidance and training from Korean and Nepali professional photographers, they visited historical sites such as Bhaktapur, National Botanical Garden in Godawari, and Shankharapur to capture images of various temples and historical sites, daily life in Nepal, and its natural landscapes. Additionally, through workshops on education for international understanding and global citizenship education, they expanded their perspectives across borders and had opportunities to understand each other's cultures through cultural exchange programmes. The photographs taken by the participants were exhibited at Patan Museum in Kathmandu on 12 October 2023. The opening ceremony was attended by Lim Hyun-mook (Director of UNESCO APCEIU) and Suresh Adhikari (Secretary General of Nepal National Commission for UNESCO) along with various local officials who celebrated the students' activities and appreciated their artworks.The EIU Photo Class provides opportunities for students from all around the world to learn EIU and GCED through the art of photography. Since its inception in the Philippines in 2006, it has captured vivid snapshots of life from various regions including Bhutan, Palau, Laos Bangladesh, Iran, Kazakhstan, Malaysia, Sri Lanka, Tonga, Indonesia, Turkey, Russia, Cambodia, Mongolia, Vietnam and Thailand. The students' photographs will be displayed online through the archive of the EIU Photo Class website (https://photoclass.unescoapceiu.org/). https://www.unescoapceiu.org/post/4904 
Indonesian Educators Working on GCED Curriculum Integration: Capacity-building Workshop to Develop GCED-integrated Teaching Modules for Indonesia 22 October 2023 3 August 2023 The GCED Capacity Building Workshop for Indonesian Teachers’ Professional Development: Curricular Integration was held in Seoul, Korea from 24 to 28 July and successfully concluded with inspiring presentations from Indonesian teachers and resourceful comments from APCEIU experts.Indonesia is one of the partner countries for the 3rd Round (2021-2023) of the GCED Curriculum Development and Integration Project (GCED CDI), which APCEIU has been carrying out since 2016, to facilitate the partner country to mainstream GCED through curricular integration.The GCED Capacity Building Workshop, organized by APCEIU in collaboration with the Directorate General of Teacher and Educational Personnel, Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia (DGTEP), aimed to enhance Indonesian Curriculum Development Committee (CDC) members’ understanding of GCED, capacity to integrate GCED into their teaching and curricula, and the draft teaching modules and lesson plans at primary school level. The workshop started with an opening ceremony, welcomed by APCEIU Director Mr. Hyun Mook Lim, and attended by fifteen Indonesian CDC members, including Ms. Nunuk Suryani, Director General of DGTEP, who gave the opening remarks. Mr. Gogot Suharwoto, Education attache of the Embassy of the Republic of Indonesia in Seoul, ROK also attended the ceremony on behalf of the Ambassador, delivering his congratulatory remarks. The Workshop mainly provided a series of GCED seminars and write-up sessions to enhance the CDC’s competences in designing GCED integrated teaching modules and to review and revise their draft modules. Held in S. Korea, the Workshop also provided Indonesian participants with opportunities to learn about GCED practices in S. Korea and to network with Korean teachers. Good practices of GCED presented by GCED lead teachers in Korea inspired Indonesian CDC members, while the joint sessions with 30 Korean teachers were a great opportunity to learn and discuss intercultural understanding and socio-emotional learning and to share their ideas on GCED integrated classes. Based on the seminars, discussions, and consultations provided through the workshop, especially through the write-shop sessions, the draft teaching modules and lesson plans prepared by the Indonesian CDC were discussed and reviewed. The final presentations of their revision plans clearly demonstrated the participants’ enhanced understanding of GCED and curriculum integration and their effective integration of what had been learned throughout the Workshop. At the end of the Workshop, DGTEP also expressed its commitment to introducing GCED as a key learning area to the literacy and numeracy education of Indonesia.By November this year, the Indonesian CDC will focus on the finalization and dissemination of the teaching modules and lesson plans, which will then be authorized by the MOECRT to be used nationwide in Indonesia. URL:https://www.unescoapceiu.org/post/4869 
Citizenship education is key to creating a lifelong learning culture that supports learning to live together 5 October 2023 2 October 2023 UNESCO ADG/ED and Special Advisor to the UN Secretary-General among high-level participants in UIL’s recent think-tank meeting on citizenship education The UNESCO Institute for Lifelong Learning (UIL), together with the UNESCO Asia-Pacific Centre of Education for International Understanding (UNESCO APCEIU), hosted a think-tank meeting on 31 August 2023 at its headquarters in Hamburg, Germany. Titled ‘Placing citizenship education within a lifelong learning perspective: From research to action’, the meeting welcomed 28 participants, both on-site and online, comprising representatives of international organizations and academia, individual experts and practitioners to engage in a thought-provoking debate on the merits of promoting citizenship education for advancing a new social contract for education. In her opening remarks, UNESCO Assistant Director-General for Education Ms Stefania Giannini reflected on the instrumental role citizenship education plays in ‘creating a lifelong learning culture that supports learning to live together.’ She emphasized the need to inspire citizens of all ages, and in all spaces, to not only become well-informed, critical thinkers but to actively engage in shaping a society that is democratic, peaceful, sustainable and just. She also referred to the current revision of the UNESCO’s 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms. Further remarks were provided by the UN Special Rapporteur on the right to education, Ms Farida Shaheed, who described citizenship education as a human right to be exercised throughout one’s life, and Special Adviser to the UN Secretary-General for the Transforming Education Summit Mr Leonardo Garnier Rímolo, who defined citizenship education as ‘not about providing the right answer but about learning how to search for the answer.’ Discussions covered a range of themes, including the conceptualization of citizenship education, its role within lifelong learning, the need to include it in adult learning and education curriculum, building the capacities of educators to facilitate citizenship education, and how digitalization impacts citizenship education and vice versa. Best practice examples of non-formal citizenship education initiatives were also shared to further highlight the interconnectedness of multiple forms of learning throughout life.Participants agreed on the centrality of citizenship education for reshaping the educational landscape and on the importance of promoting it more widely within adult learning and education. To this end, they called for concrete strategies to advance the development of citizenship education within families, classrooms, communities and among all relevant actors.An advocacy brief based on these discussions is in development and will be published by UIL in the coming weeks.Looking ahead, UIL plans to host additional think-tank meetings on citizenship education to explore strategies for its monitoring and evaluation, as well as its relationship to well-being. More information on these meetings will be shared in the coming months. https://www.uil.unesco.org/en/articles/citizenship-education-key-creating-lifelong-learning-culture-supports-learning-live-together 
Intangible heritage: a treasure to protect for future generations 4 October 2023 20 September 2023 "Living heritage connects communities, generations, and people", according to Tim Curtis, Head of the Living Heritage Entity and Secretary of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage (ICH), at an exceptional Campus at UNESCO House. Together with Lily Martinet, ICH Project Manager at the French Ministry of Culture, and Véronique Van de Voorde, ICH Expert, Director of the Musée de Folklore de Mouscron and Project Manager for the Direction des patrimoines culturels de la Fédération Wallonie-Bruxelles, some 750 young people from the Ile-de-France region gathered to discuss the subject, ahead of the European Heritage Days. After recalling that "heritage connects people, enables them to develop a sense of community and brings societies to life", Tim Curtis and Véronique Van de Voorde emphasized the role of young people in the preservation of ICH: "It is essential, because heritage is only alive if it can be passed on to future generations (...) And on the other hand, heritage must adapt to the evolutions of young people, so that they find an interest in it".The event was then punctuated by questions from the youngsters to the experts. Lily Martinet was able to answer Maya's question about intangible heritage as a tool to protect against excessive globalization: " Absolutely because we're talking here about very slow transmissions over generations. So we're talking about a completely different kind of time. Does heritage help to ensure world peace?, Gabriel"Yes, one of the best examples may be the inscription of the Ssireum, the traditional Korean wrestling, for which the ambassadors of the two Koreas had to meet and exchange." Tim CurtisRegarding the accessibility of heritage, Tim Curtis was able to explain to Nordi that there are "different levels of access, for example the baguette is something very easy, whereas certain skills require rarer techniques". Then, to Maëly's question as to whether the protection of ICH can be linked to the preservation of biodiversity: "Yes, for example, indigenous peoples have enormous knowledge of their environment, which has been passed down for generations". What are the limits or threats to heritage?, Eric"For example, if there's a problem with standards, a project that goes against sustainable development, mutual respect between communities or involves animal cruelty will be rejected." Véronique Van de Voorde"A project can also be refused if it is done solely with an economic perspective and could in the future lead to harmful mass tourism, for example." Lily MartinetTo conclude, several young participants were able to question the experts on the evolution of intangible heritage. According to Tim Curtis, the dynamic is very positive: "a few years ago, there was very little talk of it, but the Convention helped to bring it to light in 2003". Véronique Van de Voorde is similarly encouraged: "Inscribing an element on the heritage list ensures that it will be safeguarded in the future. This fascinating exchange continued on September 16 and 17, 2023, during the European Heritage Days at UNESCO headquarters.UNESCO would like to thank the ENGIE Foundation, partner of the UNESCO Campuses since 2014, and Sylvère-Henry Cissé, contributor and moderator of the event. https://www.unesco.org/en/articles/intangible-heritage-treasure-protect-future-generations 
UNESCO World Heritage Sites often ‘last line of defence against extinction’ 27 September 2023 31 August 2023 / Climate and Environment Some of the world’s most iconic natural and cultural sites are also a haven for thousands of endangered species, the UN Educational Scientific and Cultural Organization (UNESCO) said on Thursday. Although properties protected under the World Heritage Convention make up less than one per cent of the Earth’s surface, they harbour more than 20 per cent of the planet’s biodiversity, new research by UNESCO and the International Union for Conservation of Nature (IUCN) has revealed.The UN agency has urged the 195 States party to the treaty to step up efforts to conserve them in the face of climate change and the threat of increased species loss.“These 1,157 sites are not only historically and culturally outstanding, they are also critical to the preservation of the diversity of life on Earth, maintaining essential ecosystem services, and addressing climate disruption,” said the UNESCO Director General, Audrey Azoulay. ‘Last line of defence’UNESCO World Heritage sites – ranging from the Great Barrier Reef in Australia to the Great Wall of China - contain more than 75,000 species of plants and trees, and over 30,000 species of mammals, birds, fishes, reptiles and amphibians.They are estimated to protect over 20,000 endangered species, including up to a third of all elephants, tigers and pandas, and at least one-tenth of great apes, lions and rhinos.For some species, such as Javan Rhinos, Pink Iguanas, Sumatran Orangutans and Mountain Gorillas, they are “the last line of defence against extinction”, the agency said.The World Heritage Convention confers the highest level of international protection to these locations, found across 167 countries. ‘The clock is ticking’The 1972 treaty has enabled successful conservation initiatives, such as those undertaken in the Kaziranga National Park in India and Chitwan National Park in Nepal, where the number of Greater one-horned Rhinos has doubled to some 4,000 since the mid-1980s.However, UNESCO stressed the urgent need to strengthen conservation measures, warning that “the clock is ticking for immediate action.”Every 1°C increase in global temperature could double the number of endangered species threatened by dangerous climate conditions. Protection and training“Given their role as vital biodiversity hotspots, UNESCO World Heritage sites must be protected at all costs by the States Parties of the Convention,” the agency said.UNESCO encouraged countries to prioritize World Heritage sites in their national biodiversity strategies and action plans, in line with a global agreement reached last year.The Kunming-Montreal Global Biodiversity Framework aims to halt and reverse nature loss through targets that include protecting 30 per cent of the planet’s lands, coastal areas and inland waters by the end of the decade.UNESCO said that all World Heritage site managers will be trained in climate change adaptation strategies by 2025, and all sites will have climate adaptation plans in place by 2029. https://news.un.org/en/story/2023/08/1140267 
HerAtlas: UNESCO's interactive tool helping advance girls’ right to education 27 September 2023 11 August 2023 On the occasion of Malala Day, as we reflect on the inspiring journey of this champion for girls’ and women’s right to education, it is crucial to acknowledge the ongoing global challenges in ensuring education for all, especially for girls. The Universal Declaration of Human Rights affirms that education is a fundamental right for every individual. However, the harsh reality is that millions of children around the world, including girls, are still deprived of this basic right.UNESCO launched HerAtlas in 2019—an innovative online tool that empowers global citizens, policy-makers, and education advocates as a monitoring mechanism to track and promote the right to education for girls and women. The tool presents data in an accessible manner, utilizing interactive maps, graphs, and indicators to monitor key aspects of education, such as free and compulsory education, protection against school related gender-based violence or the right to education of pregnant and parenting girls.Originally depicting the state of the art as of 2019, the tool is consistently updated to present evolving situations in countries across the globe. Noteworthy progress has already been underscored, including a decrease in the number of countries imposing restrictions on the right to education for pregnant, parenting, and married girls.The recent turn of events in Afghanistan have not only brought education, particularly for girls, into sharp focus, but have also underscored the imperative need for a tool like HerAtlas. It enables the documentation of improvement and setbacks, by comparing past and current legislation, shedding light on progress and regression in educational rights.The analysis of the information contained in HerAtlas is also available in a quantitative format, to have another reading of the information provided. Guaranteeing the right to education in the legal frameworkHerAtlas serves as a powerful advocacy tool, facilitating evidence-based decision-making and empowering stakeholders to address education disparities. By providing a comprehensive and real-time view of education, HerAtlas enables governments, civil society organizations, and individuals to identify gaps, implement targeted interventions, and drive legal reforms to ensure equitable access to education for all. https://www.unesco.org/en/articles/heratlas-unescos-interactive-tool-helping-advance-girls-right-education 
CILAC Forum Addresses Challenges and Opportunities in STEM Education and Gender Equity in Its New Colloquium 27 September 2023 21 August 2023 (Last update:30 August 2023)By Mariana Álvarez This event focuses on the challenges and opportunities presented by the region in two fundamental areas: STEM education and gender equity. The Open Forum for Science in Latin America and the Caribbean (CILAC) is gearing up to host a regional colloquium that will delve into crucial issues within the scientific and educational realms. This event focuses on the challenges and opportunities presented by the region in two fundamental areas: STEM education and gender equity.The upcoming CILAC colloquium will take place on August 23rd, at 5:00 PM (Argentina, Uruguay, and Brazil time) and 3:00 PM (Peru, Colombia, and Mexico time). The live stream will be available through the YouTube channel @forocilac.Since its inception, the #ScienceInMotion series by CILAC has managed to gather over 25,000 individuals in its previous colloquium sessions. This series has solidified itself as an ever-evolving space for the exchange of ideas and knowledge, fostering dialogue about scientific and technological advancements.The colloquium will use the recent UNESCO publication titled "Reducing the Gender Gap in STEM in Latin America: Moving into Action?" as its starting point. This report will serve as the foundation upon which the discussions of the event will be built.The central discussion of the colloquium will revolve around the need to promote active participation of women in the field of science and technology, traditionally dominated by men. The dialogue will span from identifying persistent barriers to strategies for reducing the gender gap in STEM disciplines. https://www.unesco.org/en/articles/cilac-forum-addresses-challenges-and-opportunities-stem-education-and-gender-equity-its-new