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Media and Information Literacy and Fostering Global Citizenship (SangSaeng no.56, 2021) Year of publication: 2023 Corporate author: APCEIU In today’s digital age, we increasingly rely on media content and information mostly shared online to keep us informed and connected. Those issues of hate speech and stigma during the COVID-19 pandemic are closely related to the spread of fake news and disinformation. Thus, media and information literacy (MIL) has become more crucial than ever for global citizenship. In this context, the 56th edition of SangSaeng focuses on “Media and Information Literacy and Fostering Global Citizenship.” Contents 03 Editor’s Note 04 Special Column Media and Information Literacy to Ensure Rights, Freedoms / Milena Dragicevic Sesic 09 FOCUS: Media and Information Literacy and Fostering Global Citizenship09 Inclusive Media Education Promotes Media and Information Literacy / Sirkku Kotilainen13 Emotional Awareness in Age of Misinformation and Media and Information Literacy / Lisa van Wyk17 Empowering Youth to Shape Our Digital Future / Amie Kim20 A Narrative in Peace(s) / Bushra Ebadi 25 Best Practices25 Building a FaMiLLi* of MIL Educators in Namibia and Beyond / Uajorokisa Akwenye29 Youth Promoting Literacy for Life through HILA Alliance / Beatrice Bonami 33 Special Report33 Peace as an End and a Process – Dialogue with Dr. Betty Reardon on Peace Education / APCEIU38 Learn for Our Planet, Act for Sustainability – Highlights of World Conference on ESD / Alexander Leicht and Won Jung Byun 42 Story TimeGalap & Jomo / Sirhajwan Idek 44 GCED Youth NetworkYes, We Hear You, We See You / GCED Youth Network Core Group 48 LetterFostering Cultural and Language Diversity in Georgia / Marika Sikharulidze 50 APCEIU in Action 
Addressing Educational Challenges In the Era of Pandemics (SangSaeng no.55, 2020) Year of publication: 2023 Corporate author: APCEIU With the prolonged COVID-19 pandemic, the global crisis has further aggravated various multifaceted challenges to humanity. We are forced to prepare for another paradigm shift or, in other words, a “New Normal.” With this in mind, the 55th edition of SangSaeng focuses on “Addressing Educational Challenges in the Era of Pandemics.” Contents03 Editor’s Note04 Special ColumnTowards Sustainability: Implications of Pandemic and How to Create the Future We All Want / Jae C. Choe 08 FOCUS: Addressing Educational Challenges in the Era of Pandemics08 Rethinking Education in the Shadow of the Pandemic / Edward Vickers12 Reimagining Education System to Reduce Social Inequalities / Paul R. Carr16 Reshaping Kenya for Beyond COVID / Jane Wanjiru Nyaga19 Rethinking Human Rights Education in the Pandemic / Abraham Magendzo K.22 Prioritizing GCED in Recovery of Pandemic: Challenges and Opportunities / Romina Kasman 26 Best Practices26 Loxo Yakaar: Hands of Hope / Karima Grant and Chakera McIntosh29 Care for Tomorrow Starts Today / Tina Trdin 32 Special ReportReport on the Round Table: “Next Normal” We Make / IGCED, APCEIU 36 Story TimeHow Do You Paint? / Recka Olasiman 38 Peace in My MemoryGive Me Peace on Earth / Libby Giles 41 Understanding the Asia-Pacific RegionWater Heritage in Southeast Asia / Karen Chin Ai Ying 45 GCED Youth NetworkMeaningful Spaces to Exchange and Learn Together / GCED Youth Network Core Group 48 LetterPromoting GCED in Sri Lanka / Deshamanya A.L.S. Abeywickrama 50 APCEIU in Action 
COVID-19 Pandemic and Global Citizenship Education (SangSaeng no.54, 2020) Year of publication: 2023 Corporate author: APCEIU Considering the significance of the global pandemic crisis, the 54th edition of SangSaeng focuses on the “COVID-19 Pandemic and Global Citizenship Education.” This issue invites readers to explore how the pandemic has affected the global community and reflect on how we should and can work together to address our common, multifaceted challenges while enhancing global citizenship and solidarity. Contents03 Editor’s Note04 Special Column What Changes Do We Want in the Post-Coronavirus World? / Hyun Mook Lim 08 FOCUS: COVID-19 Pandemic and Global Citizenship Education08 Reflecting on Global Citizenship Education in the Era of the Pandemic / Soon-Yong Pak12 Choosing Our Post-Pandemic World / Ilan Kelman16 Political Economy of COVID-19 and Global Cooperation / Chang-Yup Kim21 Peace in the Time of Global Pandemic / Yonas Adaye Adeto25 The Pandemic Stall of 2020 / Virginia A. Miralao30 Marine Conservation Efforts in Uncertain Times / Kerstin Forsberg35 Plague, Prejudice and Protest: The Role of Education in Pandemic World / Lynn Davies39 Media and Information Literacy Matters in Preparing for Post-Pandemic World / Divina Frau-Meigs 44 GCED Youth NetworkYouth Voices on the COVID-19 Pandemic and a New Work / Diego Manrique, Tshering Zangmo and Zanji Sinkala in collaboration with Hadi Althib 50 APCEIU in Action 
Climate Crisis, Education and Global Citizenship (SangSaeng no.53, 2019) Year of publication: 2023 Corporate author: APCEIU In view of the rapidly growing concerns about the climate crisis, the 53rd issue of SangSaeng focuses on how we should respond to the challenge under the theme of “Climate Crisis, Education and Global Citizenship.” Contents 03. Editor’s Note 04. Special Column Reimagining Our Future in Light of the Climate Crisis/Helena Norber-Hodge, 08. Focus 08 Empowering Learners for Climate Action and Transformation /Alexander Leicht 12 Changing Education, Not the Planet /Sun-kyung Lee 16 Power of a Global Classroom/Lynette Shultz and Carrie Karsgaard 19 Sustainability Starts with Teachers/Shepherd Urenje 24. Best Practices 24 Y-Adapt Inspires Youth-led Climate Change Action/ Brigitte Rudram 29 Local Energy Transition, from Imagination to Everyday Life/ Soyoung Kim 32. Story Time Pluto, a Stubborn Planet / Aprilia Sanie 34. Peace in My Memory 34 Global Citizenship Education in a Divided World / Makoto Kobayashi, 37 Clearing Streets of Burkina Faso / Francois Compaore 40. Understanding the Asia and the Pacific Melting Discoveries in Altai Plateau /In Uk Kang 44. GCED Youth Network Youth as the motor for GCED /Diego Manrique and GCED Youth Network 48. Letter The Journey of Making Peace in the Arab World /Khalaf Al'Abri, 50. APCEIU in Action 
How an SEL Podcast Saved My Carpool Year of publication: 2023 Author: Laura Wheatman Hill Corporate author: Medicinal Media | Committee for Children The Imagine Neighborhood Podcasthttps://www.imagineneighborhood.org/ The Imagine Neighborhood™ podcast helps children and grown-ups grow their social-emotional skills, and talk about the things that matter with the people that matter most.Has your child ever been so angry that they wanted to smoosh something? Have they ever been scared of the babysitter? Have they ever had a hard time calming down? The Imagine Neighborhood is the show for your family. Each episode tells a story that’s amazing, fantastical, and maybe a little bananas, while it tackles the big feelings that come with growing up. And The Imagine Neighborhood gives you and your kids fun activities to do at home, in the car, or anywhere you talk to each other. How an SEL podcast saved my carpool 25 May 2023 (by Laura Wheatman Hill) My kids’ school is 15-20 minutes from our house and there is no bus.I drive my two kids, ages six and nine, and a neighbor, eight, to and from school three days a week and I let them rotate who picks what we listen to every ride. After I had to veto their picks several days in a row because they were testing the limits of what’s appropriate for all parties, even with a “radio edit” version (I’m sorry, but no Eminem for the kindergartner), I found a kid’s podcast that teaches social emotional learning (SEL) called The Imagine Neighborhood.After the first listen, which featured characters like a vampire robot vacuum and a princess dinosaur, and a world containing dangers such as lava, pixies, and an evil hamster, my kindergartner declared, “This is the greatest podcast of all time!” We proceeded to listen to every single episode available over the next few weeks and now play a new episode the minute it drops. Why teach social emotional learning in a podcast?According to Committee for Children, which helps create programs to assist children in developing life skills, including The Imagine Neighborhood, SEL is “the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.” Research over time shows that kids who have access to SEL interventions have positive developments both academically and socially in the short and long term. However, teaching these skills in a classroom or at home in an academic, abstract way isn’t shown to work to help your child integrate them into their lives. “You need to use stories for social emotional learning because it’s how a child can see another person’s point of view,” says Dr. Cindy Hovington, a neurologist who created Curious Neuron, a community for parents who want to learn more SEL tools, and co- founder of Wondergrade, an app that supports SEL in young children. She says empathy is much easier to convey in a story rather than a lesson because of the back and forth aspect of dialogue and character. “Someone else in the story has a consequence. Through a narrative, the child will understand both sides, how a certain event or action made a character feel and how it made the other person in the story feel,” she says. When it happens to someone else, a child can see it play out without the heightened emotion of being involved, and the empathy piece is easier to identify. The narratives are the magic of The Imagine Neighborhood. They have tapped into the problems of little kids in such a way that addresses many common issues kids face without being too overt, which would cause many nine-year-olds to roll their eyes and beg for Daft Punk. Mia Doces is the vice president of the Committee for Children. Doces says they have designed this balance of story and lesson very carefully. She explains, “Every episode has wild situations, very unique characters, and humor that ranges from slapstick to cultural references to your basic fart joke — all of which keep listeners hooked to the story. But our writers make sure that no matter how crazy things appear on the surface, the story is rooted in universal human experiences and the everyday social-emotional skills we use to navigate our emotions and cope with challenges.” Some episodes that resonated with my carpool, myself included, have been about big worries, boredom, disappointment, and loss. The parents are in on itThe host of the podcast frequently speaks directly to the parents and asks them to tell the child listeners about a time something happened to them like what is happening in the story. My carpool of sassy, smart kids usually avoids listening to what I have to say, but they actually lean in when Scotty asks me to contribute. Parental participation is also an intentional part of the design. Even if schools are teaching SEL skills, Doces says, “school-based SEL works best when kids are also learning these life skills at home with their families.” According to Hovington, “There is a misconception that SEL learning happens on the playground. SEL skill-building happens with the parent. Practice happens on the playground.” She says the best opportunities to learn new SEL skills are not in times of crisis or when problem solving, but on calm car rides home from school or before bed — the exact times we listen to The Imagine Neighborhood. In the future, Hovington says, “When a child comes back from school with a problem, that’s an opportunity for a parent to recreate or recall the story.” This resonates with audiences of The Imagine Neighborhood. Doces says, “We get letters from parents who tell us they refer to certain characters or use certain SEL-based catchphrases from the show as shorthand to help their kids draw parallels between something that’s happening to them in real time and a tool that a character learned on the show.”I haven’t sent a letter (yet), but I quote the show frequently. SEL is good for all of usTurns out, The Imagine Neighborhood, and the skills it teaches isn’t only for kids. SEL wasn’t taught in schools when most of us were kids and Doces says, “when adults listen along with the children, they’re also picking up the SEL techniques we’re sharing, and learning positive phrasing and other tools to empower them to have these family discussions in impactful ways.” Since the kids do have SEL in school, these stories provide a good segue for the students to become the teacher, and to tell us how they talk about their feelings. Parents can use the shared SEL language from curriculums and narratives like The Imagine Neighborhood as a vehicle to foster better communication in the family. Doces says parents don’t have to be masters of SEL, but “when they help children name and process their feelings, and acknowledge and support children’s positive behaviors, they’re teaching their family SEL and building a stronger, kinder future for their families.” We know positive reinforcement is successful and the message of The Imagine Neighborhood is one we can all agree on: be kind to those around you.We were driving a third-grader home from a playdate one day and The Imagine Neighborhood was playing. I heard the friend from the backseat ask, “What is this? Because I like it!” Got another one! 
UNESCO World Heritage sites: key to biodiversity conservation Year of publication: 2023 Corporate author: UNESCO 
Technology-facilitated gender-based violence in an era of generative AI Year of publication: 2023 Corporate author: UNESCO <Short summary>Experiments reveal how generative AI facilitates gender-based violence Generative Artificial Intelligence (AI) — deep-learning models that create voice, text, and image — are revolutionizing the way people access information and produce, receive and interact with content. While technological innovations like ChatGPT, DALL-E and Bard offer previously unimaginable gains in productivity, they also present concerns for the overall protection and promotion of human rights and for the safety of women and girls.The arrival of generative AI introduces new, unexplored questions: what are the companies’ policies and normative cultures that perpetuate technology-facilitated gender-based violence and harms? How do AI-based technologies facilitate gender-specific harassment and hate speech? What “prompt hacks” can lead to gendered disinformation, hate speech, harassment, and attacks? What measures can companies, governments, civil society organisations and independent researchers take to anticipate and mitigate these risks?A combination of measures are proposed to be put in place by generative AI companies and the technology companies that platform them, regulators and policy makers, by civil society organisations and independent researchers, as well as users. 
Supporting women participation in higher education in Eastern Africa: building sustainable and equitable higher education systems in Kenya, South Sudan and Uganda Year of publication: 2023 Author: Mitullah, Winnie V. | Forojalla, Sibrino | Basheka, Benon | Vieira do Nascimento, Daniele | Jallow, Saidou Sireh | Awol, Endris Adem | Feddal, Scheherazade Corporate author: UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) <Executive Summary>Some takeaways from the Report:Policy frameworks and various legislations have enhanced the implementation of programs aimed at improving women’s education from primary school to university level. At the Higher Education (HE) level, some progress has been made, but the institutions are lagging behind in having gender parity, more so in top leadership positions. Men dominate leadership positions. At lower education levels, progress is hampered by socio-economic and cultural gender inequities, and limited resources. Socio-cultural practices such as Female Genital Mutilation (FGM) and early marriages have also had a negative effect on women’s advancement to HE.There are multiple factors that hinder women’s participation in HE and in reaching leadership positions. These include fewer women having PhD, maternal household engagement, limited time for participation in research and related activities that are a requirement for upward mobility as well as lack of child care and women-friendly facilities within universities. Ongoing mainstreaming of gender in HE is improving the situation, albeit minimal. More effort is needed to increase the number of women in HE. In addition, there is limited administrative commitment on the part of the universities to address gender inequality in leadership positions.Overall, HE institutions have not fully exploited opportunities that exist for gender advancement in HE, including potential partnerships for supporting the advancement of women. There is need for effective governance to achieve gender equality and collaboration between HE institutions, and development partners through public-private partnerships. Such partnerships have the potential for making resources available and for funding opportunities to enhance the support to women students, in particular those undertaking STEM courses which require more time for study.In Kenya, higher education has evolved over time from the technical and commercial institute in Nairobi – the Royal Technical College of East Africa – established in 1951 to offer technical courses within the East Africa region. The college was transformed to Royal Technical College in 1961, and later to the University of Nairobi in 1970. From this initial one university, Kenya currently has 32 chartered public universities, 9 public university constituent colleges, 21 chartered private universities and 3 private university constituent colleges.In South Sudan, at its commencement, missionary education did not provide for girls. When schools re-opened in August 1956, the Sudanese government authorities maintained the closure of the girls’ schools, irrespective of whether government or missionary, for the following four to five years. The impact has been the severe retardation of girls’ education for almost a generation. Tradition and tribal customs regarding gender equity are still very strong and dominant in everyday life. Consequently, traditional male stereotypes also dominate within almost all higher education institutions, including the Ministry of Higher Education (MoHEST) itself. This research is in fact the first time an effort is being made to investigate the participation of women in HE and in leadership positions in universities and other tertiary institutions. This explains the very limited response to the questions sent out to the institutions outside Juba. Today, however, a good start has been made in advancing girls’ education in general.In Uganda, under similar circumstances, women do not have good access to higher level jobs, positions, voice and wealth like men. The low representation of women in leadership positions in higher education institutions in the country can be traced back to the late start in women’s enrollment in modern schooling due to a number of factors. 
Saving our world heritage Year of publication: 2023 Author: Hopkinson, Leo Corporate author: UNESCO 
Lifelong learning for health in cities: a guide, enacting the Yeonsu Declaration for Learning Cities Year of publication: 2023 Author: Jourdan, Didier | Gray, Nicola | Howells, Alex | Valdés-Cotera, Raúl Corporate author: UNESCO Institute for Lifelong Learning (UIL) <Executive summary> The COVID-19 health crisis has led all cities in the world to put public health issues at the top of their agendas. The pandemic has highlighted that one cannot implement public health measures without, or indeed against, the goodwill of the population. The population is not the ‘problem’. Rather, it is part of the solution to the health crisis. Cities play a major role in developing the population’s capacity to promote individual and collective health.Education and learning are at the very core of what makes ‘health for all’ possible. The crisis, therefore, has been an eye-opener regarding the importance and need for lifelong health education. Instituting such a place-based lifelong learning culture could play a key role in building resilience for individuals, communities and cities.In Yeonsu, Republic of Korea, the fifth International Conference on Learning Cities was convened from 27 to 30 October 2021. Attending in person or online were: mayors, deputy mayors, officials, representatives from 229 learning cities in 64 countries worldwide, education executives, education experts, representatives of United Nations agencies, the private sector, and regional, international and civil society organizations. At the end of the conference, a declaration was issued. It includes a set of commitments to build healthy and resilient cities.This guide aims to assist municipal teams in the concrete development of a policy that promotes lifelong learning for health within the framework of the Yeonsu Declaration. It is intended not only for cities already identified as learning cities or healthy cities – which may use the guide to integrate a lifelong learning for health dimension into existing city policies and projects – but also for all cities that wish to implement a policy promoting lifelong learning for healthThis guide proposes a three-step process for enacting such a policy: 1. raising awareness of the role of cities in lifelong learning for health; 2. developing a policy that promotes a healthy and resilient city; and 3. implementing the policy.The lifelong learning for health policy can be formalized through the creation of a learning for health pathway. The pathway makes explicit – and simultaneously formalizes – the content, the learning approaches and learning outcomes of the learning opportunities offered throughout people’s lives. It focuses on building individual capacities for awareness and understanding of complex health issues, critical judgment and action. The pathway also has a communication purpose by making what is being done to promote health in the city explicit to citizens, partners and professionals. It is based on four key action principles: ‘valuing, sharing, aligning and improving’. This approach seeks, first, to demonstrate the value of the educational work carried out in formal, non-formal and informal settings of the urban environment; then to make this known among stakeholders and to make the pathway coherent; and, finally, to identify the gaps and take the necessary initiatives to fill them.The guide can be used in different ways depending on the context, means and objectives of the individual cities. It is not always necessary to read the whole guide. And we expect that a large proportion of readers and users will simply pick and choose from the various sections of the guide elements that are of particular interest to them. Nonetheless, we hope that everyone will find something to contribute to their city’s efforts and actions for implementing an inclusive policy for promoting lifelong learning for health.