Resources
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293 Results found
Lessons from a Transformative Pedagogy Project for Peace, Resilience, and the Prevention of Violent Extremism: Part I; Country-Level Implementation Year of publication: 2024 Author: Eyerusalem Azmeraw | Quentin Wodon | Eleonora Mura | Kasumi Moritani Corporate author: UNESCO International Institute for Capacity-Building in Africa (IICBA) From 2017 to 2022, UNESCO’s International Institute for Capacity Building in Africa (IICBA) led a series of projects for peacebuilding and the prevention of violent extremism through education with support from the Government of Japan. This two-part paper draws lessons from the projects. The first part of the paper briefly explains the transformative pedagogy approach that guided project implementation and provides examples of changes that were implemented at the country level under the projects. The analysis is qualitative, with the aim being to outline, through country examples, what can be achieved through such projects. Lessons on factors contributing to impact are also outlined. 
On This Journey No One Cares If You Live or Die, Volume 2: Abuse, Protection and Justice Along Routes Between East and West Africa and Africa's Mediterranean Coast Year of publication: 2024 Corporate author: International Organization for Migration (IOM) | Mixed Migration Centre | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) In the complex landscape of migration, this second volume of the report, On This Journey, No One Cares if You Live or Die, emerges as a crucial body of work that sheds light on the stark realities faced by refugees and migrants traversing the perilous Central Mediterranean route all the way from East and Horn of Africa and West Africa to the North African coast of the Mediterranean and across the sea. Jointly published by IOM, MMC and UNHCR, this report delves into the protection risks faced by refugees and migrants during these journeys. It aims to inform increased and concrete routes-based protection responses to reduce the suffering associated with the desperate journeys refugees and migrants undertake, and to serve as a call to action in addressing the root causes of displacement and drivers of irregular migration through positive action on peace, climate change, governance, inequality and social cohesion, as well as the creation of safe migration pathways. 
Disinformation and Peacebuilding in Sub-Saharan Africa : Security Implications of AI-Altered Information Environments : Research Report Year of publication: 2024 Author: Eduardo Albrecht | Eleonore Fournier-Tombs | Rebecca Brubake Corporate author: United Nations University This report aims to further explore the way in which AI technologies as they currently stand impact peace and conflict, and what methods might be used to mitigate their adverse effects - through the development of better tools and the inclusion of peace and conflict considerations in AI governance frameworks. The report proposes the following recommendations: 1. More funding and support should be provided to civil society organization efforts to expand media literacy and fact-checking initiatives using AI tools to enhance capabilities. 2. Governments need to work with civil society to develop and implement comprehensive, transparent legal frameworks combating disinformation. These legislative measures need to support digital and media literacy campaigns and fact-checking organizations. 3. Social media companies need to expand investment and research into understanding local information environments, so they can better identify and respond to instances of disinformation in all contexts in which they operate and enhance transparency. 4. Peacebuilding organizations need to carefully consider local media ecosystems and information environments when conducting conflict analyses, and factor these dynamics into their projects' frameworks. 
The ethical challenges of climate change (The UNESCO Courier no. 3, July-September 2019) Year of publication: 2019 Corporate author: UNESCO Climate change not only threatens our ecosystems, it undermines the foundation of our fundamental rights, deepens inequalities and creates new forms of injustice. Adapting to climate change and trying to mitigate its impacts are not just a matter of scientific knowledge and political will; they also demand a broader view of a complex situation. In order to help Member States and other stakeholders to make appropriate decisions and implement effective policies for sustainable development, adaptation to climate change and the mitigation of its negative effects, UNESCO adopted a Declaration of Ethical Principles in relation to Climate Change in November 2017.Ethics constitute the substantial core of any commitment. As a mobilizing force, ethics can steer action, facilitate arbitration, resolve conflicting interests, and establish priorities. Ethics have the capacity to connect theory with practice, general principles with political will, and global awareness with local actions. 
La désertification au Burkina Faso Year of publication: 2019 Corporate author: Iles de Paix Au Burkina Faso, les changements climatiques contribuent à accentuer le phénomène de désertification et à aggraver les problèmes alimentaires. L’objectif de ce dossier est que les étudiants puissent découvrir ce pays d’Afrique ainsi que les enjeux liés à la désertification. Au travers des activités, les élèves auront la possibilité d’exercer plusieurs compétences via des documents variés : chansons, documents écrits, iconographies, cartes, schémas, etc. Une partie documentaire, destinée à l’enseignant, permet d’approfondir la thématique. 
Safe to Learn: Ending Violence in and Through Schools Year of publication: 2019 Corporate author: End Violence Against Children Safe to Learn – is an initiative dedicated to ending violence in and through schools so children are free to learn, thrive and pursue their dreams. Safe to Learn presents an opportunity to unlock the multiple win of ending violence in schools, improving learning outcomes, better leveraging investments in education, and raising awareness and change attitudes towards violence against children. To date, 11 countries have endorsed Safe to Learn’s Call to Action, which sets out in high-level terms what needs to happen to end violence in schools. These countries include Cambodia, Georgia, Ghana, Honduras, Mexico, Moldova, Nepal, Sierra Leone, South Africa, South Sudan, Uganda and El Salvador. 
Building Stronger Education Systems: Stories of Change Year of publication: 2019 Corporate author: The Global Partnership for Education (GPE) A compilation of results stories which show the progress that GPE's developing country partners are making in getting more children, especially girls, in school and learning. The brochure includes stories from Afghanistan, Benin, Burkina Faso, Djibouti, Eritrea, Ethiopia, Guyana, Kenya, Pakistan, Papua New Guinea and Sudan. 
Access to Information: A New Promise for Sustainable Development Year of publication: 2019 Corporate author: UNESCO The central aim of this study is to unpack the major trends in the field of ATI laws and their implementation. In order to understand the trends, the report examines the activities of trendsetters. It focuses on awareness-raising by UNESCO, Member State recommendations in the Universal Periodic Review, the commitments of the Open Government Partnership, actions of civil society organizations, and the standard-setting activities of such regional intergovernmental organizations as the Council of Europe, the African Union and the Organization of American States. 
Exploring the Use of Citizen-generated Data to Monitor Progress Towards Achieving the SDGs Year of publication: 2017 Corporate author: People's Action for Learning Network The 5th Annual PAL Network meeting was held in Xalapa, Mexico from 13th to 16th March 2017. The meeting was jointly hosted by Medición Independiente de Aprendizajes (MIA) and the PAL Network. The meeting provided structured opportunities for deep exploration of this year’ theme: ‘Power to the People’. The theme was critically explored by over 80 participants from more than 19 Global South countries in four different sub‑theme groups. Each sub-theme focused on a different aspect of citizen participation in conducting household-based learning assessments with a focus on value, potential and next steps. 
UNESCO Regional consultation in sub-saharan Africa: Why teach about genocide? The example of the Holocaust, 10-11 Septembre 2012, Cape Town, South Africa: report Year of publication: 2013 Corporate author: UNESCO The rst UNESCO consultation on « Why Teach about Genocide? The Example of the Holocaust » was organized following the UNESCO General Conference resolution 34C/61 on Holocaust Remembrance. The consultation of Member States is part of a series of initiatives launched by UNESCO to promote education about the Holocaust and other genocides, in particular with a view to contributing to the prevention of genocide and mass atrocities and promoting education for peace.The consultation took place in Cape Town, South Africa, on 10-11 September 2012 in the presence of senior representatives from the Ministries of Education of 14 countries in Sub-Saharan Africa. The following countries were represented: BENIN, BURUNDI, DEMOCRATIC REPUBLIC OF THE CONGO, CÔTE D’IVOIRE, ETHIOPIA, REPUBLIC OF MAURITIUS, NAMIBIA, KENYA, RWANDA, SENEGAL, SOUTH AFRICA, TANZANIA, TOGO and ZAMBIA. Experts in Holocaust and genocide studies from various countries and institutions were invited to present key issues throughout the consultation and participate in the discussions. The consultation was supervised by the Education Sector of UNESCO/Division of Education for Peace and Sustainable Development/Section of Education for Peace and Human Rights and UNESCO Regional Bureau for Education in Africa (BREDA, Dakar, Senegal)The main purpose of the meeting was to discuss how the history of the Holocaust, and more generally the history of genocide, could be included in the curricula of participating countries. The meeting also clari ed various conceptual and pedagogical issues, and paved the way for further cooperation between UNESCO and participating Ministries of Education on how to launch new educational programmes in interested countries.