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Address by Irina Bokova, Director-General of UNESCO on the occasion of the Geneva Conference on Preventing Violent Extremism – The Way Forward 발행 연도: 2016 단체 저자: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This address presented by Irina Bokova, Director-General of UNESCO, on the occasion of the Geneva Conference on Preventing Violent Extremism - The Way Forward. Discours de Mme Irina Bokova, Directrice générale de l'UNESCO à l'occasion de l'Genevaconférenceon Prévenir l'extrémisme violent - Aller de l'avant 발행 연도: 2016 단체 저자: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) Cette adresse présentée par Irina Bokova, Directrice générale de l'UNESCO, à l'occasion de la conférence de Genève sur la prévention extrémisme violent - La voie à suivre Expert group meeting “youth civic engagement:enabling youth participation in political, social and economic life” 16-17 June 2014 UNESCO Headquarters Paris, France: concept note 발행 연도: 2014 단체 저자: UN. Department of Economic and Social Affairs (UN. DESA) From 16-17 June 2014, the Division for Social Policy and Development in the Department of Economic and Social Affairs of the United Nations and UNESCO will organize an Expert Group Meeting at UNESCO Headquarters, Paris, under the theme “Youth Civic Engagement: enabling youth participation in political, social and economic life.” The meeting will bring together experts and representatives of youth organizations, academia, representatives of Member States, United Nations entities, and intergovernmental organizations to discuss the ways in which youth civic engagement can be an enabler for political, social and economic participation, as well as to examine current opportunities and challenges affecting such potential. These topics will be considered under the framework of both the World Programme of Action for Youth1 and of the UN System-Wide Action Plan on Youth which respectively incorporate youth participation and youth civic engagement among their priority areas for action. Réunion du groupe d'experts "engagement civique des jeunes: permettre la participation des jeunes à la vie politique, sociale et économique" 16-17 Juin 2014 Siège de l'UNESCO Paris, France: note conceptuelle 발행 연도: 2014 단체 저자: UN. Department of Economic and Social Affairs (UN. DESA) De 16-17 Juin 2014, la Division des politiques sociales et du développement du Département des affaires économiques et sociales des Nations Unies et l'UNESCO organisera une réunion d'experts au Siège de l'UNESCO, Paris, sous le thème «engagement civique des jeunes: les jeunes permettant participation à la vie politique, sociale et économique. » La réunion rassemblera des experts et des représentants d'organisations de jeunesse, des universitaires, des représentants des États membres, les organismes des Nations Unies et les organisations intergouvernementales pour discuter de la façon dont les jeunes l'engagement civique peut être un catalyseur pour participation politique, sociale et économique, ainsi que d'examiner les possibilités et les défis actuels affectant un tel potentiel. Ces sujets seront examinés dans le cadre à la fois du Programme d'action mondial pour jeunesse1 et du Plan d'action de l'ONU l'échelle du système sur les jeunes qui intègrent respectivement la participation des jeunes et l'engagement civique des jeunes parmi leurs domaines d'action prioritaires. 
Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why 발행 연도: 2012 저자: Dianne Gereluk Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding these debates, exploring and critiquing the justifications used for why these issues should be addressed in schools. She goes on to consider the ways in which educators should teach these topics, providing practical suggestions. Education, Extremism and Terrorism: What should be Taught in Citizenship Education and Why 발행 연도: 2012 저자: Dianne Gereluk Les enseignants doivent-il aborder les questions du terrorisme et de l'extrémisme au sein des salles de classe ? Dans ce cas, que doivent-ils enseigner, et comment ? Dianne Gereluk réunit au sein d'un même ouvrage les opinions divergentes autour de ces débats, elle explore et interroge les arguments mis en avant pour démontrer de l’importance du traitement de ces thèmes par les écoles. Elle envisage la façon dont ces sujets devraient être enseignés, et propose quelques conseils pratiques. Abu Dhabi Memorandum on Good Practices for Education and Countering Violent Extremism 발행 연도: 2014 저자: Sara Zeiger 단체 저자: Hedayah Foundation The contents of this brief are based on the discussions that occurred from 3 to 4 November 2014 at an expert workshop on Research Trends in Countering Violent Extremism hosted by Hedayah in Abu Dhabi, United Arab Emirates. The purpose of this two-day expert roundtable was to bring together researchers, policymakers and practitioners in a closed discussion of the current trends in CVE research. The goals at the meeting were to address the current research outcomes in countering violent extremism; determine the critical gaps in research on CVE; identify the new and emerging threats of violent extremism; and establish a recommended research agenda for Hedayah and CVE researchers in the coming two years. Abu Dhabi Memorandum on Good Practices for Education and Countering Violent Extremism 발행 연도: 2014 저자: Sara Zeiger 단체 저자: Hedayah Foundation Le contenu de cette note est basé sur les discussions qui ont eu lieu les 3 et 4 Novembre 2014 dans un atelier d'experts sur les orientations de la recherche dans la lutte contre l'extrémisme violent, organisé par Hedayah à Abu Dhabi aux Emirats Arabes Unis. Cette table ronde d'experts de deux jours avait comme objectif de réunir des chercheurs, des décideurs et des praticiens autour d’une discussion close sur les orientations actuelles de la recherche contre l’extrémisme violent. Ils ont examiné les résultats des recherches actuelles dans la lutte contre l'extrémisme violent (CVE) ; déterminé les lacunes importantes ; identifié les nouvelles menaces et les menaces émergentes de l'extrémisme violent ; et établi un programme recommandé de recherche à l’intention des chercheurs de Hedayah et tous les chercheurs qui travaillent sur la lutte contre l’extrémisme violent, pour les deux années à venir. 
Supporting women participation in higher education in Eastern Africa: building sustainable and equitable higher education systems in Kenya, South Sudan and Uganda 발행 연도: 2023 저자: Winnie V. Mitullah | Sibrino Forojalla | Benon Basheka | Saidou Sireh Jallow | Endris Adem Awol | Scheherazade Feddal | Daniele Vieira do Nascimento 단체 저자: UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) | UNESCO Nairobi <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. 
The 1994 Genocide as Taught in Rwanda’s Classrooms 발행 연도: 2017 This blog looks at how textbook and curricula reforms in Rwanda have worked to cover the 1994 Genocide and instill the ideals of tolerance, unity and reconciliation in students. It is part of a series of blogs on this site published to encourage debates around a new GEM Report Policy Paper: Between the Lines, which looks at the content of textbooks and how it reflects some of the key concepts in Target 4.7 in the UN Sustainable Development Goals (SDGs).by Jean-Damascene Gasanabo, PhD, Director-General, Research and Documentation Center on Genocide, National Commission for the Fight against Genocide (CNLG), Kigali, Rwanda. The 1994 Genocide against the Tutsi saw the slaughter of more than one million people over the span of three months, and placed Rwanda at the forefront of the world’s political consciousness. Almost 23 years later, Rwanda has rebuilt and become a modern hub of progress and development, putting in place social, political and economic systems that are grounded in national unity and reconciliation – with education reforms playing a central role.The large-scale participation of children and adolescents in perpetrating acts of genocide made it clear that an education system that fails to integrate basic human values, will also inevitably fail the nation. Education was used prior to the Genocide to inculcate fear, intolerance and hatred; and so too is it being utilized by the current Government to foster peace and inclusivity, and combat genocide ideology. Post-genocide Rwanda has used education as a main tool to correct biased perceptions of its socio-political history, and to provide accurate representations of the root causes of the genocide, and preventative measures.With over 60% of Rwandans under the age of 24, the formal education system needs to instill the ideals of tolerance, unity and reconciliation in the next generation. With this realization, the Rwanda Education Board and the Ministry of Education have integrated genocide studies in the curricula of its primary, secondary and higher education institutions so that they are better able to lead a nation that is cognizant of its past. Instead of highlighting difference, the national curriculum of post-genocide Rwanda has been reconfigured to emphasize the politics of inclusion and to encourage a spirit of critical thinking that pursues peace, social cohesion and harmony above all else.Prior to the Genocide, educational resources were used as a tool by the genocidal regime to promote ethnic division, discrimination and propaganda. The biased curricula and teaching methods cemented ethnic segregation within classrooms and fostered genocide ideology. The students who were not expelled from primary and secondary school due to the ethnic and regional quota system were forced to identify themselves as being Tutsi – inherently separate to those who were Hutu or Twa. The pre-1994 curriculum lacked “the essentials of human emotion, attitudes, values and skills” as it continued to promote discriminatory and divisive ideologies that were “imparted through formalized rote learning in history, civic education, religious and moral education and languages.”Post-Genocide Rwanda faced the herculean task of rebuilding its dismantled institutions. With a profound lack of qualified teachers, a huge pool of orphaned children, insufficient funds and inaccurate textbooks following the genocide, many education challenges lay ahead. In early 1995, a moratorium was placed on history textbooks which disseminated biased information, as the country grappled with how and to what extent the nation’s past could be incorporated constructively in the education system, without causing pain or resurfacing conflicts.Rwanda chose a gradual, yet comprehensive, approach. In the years immediately following the Genocide, the history curriculum lightly touched on the subject so as to protect students from their recent past, and prevent division in classrooms based on differing family experiences. Classrooms promoted knowledge based on the essential ideas of unity, peace, tolerance and justice. In 2008 the National Curriculum Development Centre within the Ministry of Education published the new history curriculum which incorporated the Genocide against the Tutsi, coinciding with the renewed emphasis on the unifying and inclusive qualities of nationality, citizenship and patriotism, instead of ethnicity.The current national curriculum was formulated by the Rwanda Education Board in conjunction with varying public institutions, UN agencies and nongovernmental organizations. It incorporates the Genocide into the curriculum of every grade level, and discusses it in various contexts suited to the student’s particular stage in learning. Eyewitness accounts and the presence of elders in the classroom allow for a “multi-generational opportunity” for learning. In understanding how violent conflict erupts in society, it is possible to prevent future atrocities from beginning. Teaching the Genocide in present-day Rwanda aims to provide a more nuanced understanding of the event by using primary sources, encouraging class discussions on genocide denial, the persistence of genocide ideology, and the reconciliation efforts embarked on after the Genocide.Moreover, this change in the curriculum has been supplemented by a shift to transform learning from one based on standard rote memorization to one that encourages discussion and a spirit of critical thinking and analysis. This approach identifies the student as an active participant in the learning experience, not merely a silent recipient of history as “evangelical speech.” By promoting an environment that encourages spirited, objective discussions, the Ministry of Education seeks to redress the biases taught by the genocidal regime, as well as prepare young people to thoughtfully and constructively enter the workforce.Genocide education nevertheless faces some challenges ahead. With genocide denial still present, not only are ongoing revisions of educational resources required, but teacher training is also necessary to ensure that revisions to the curriculum are well presented by teachers.The way conflict and genocide has been taught through textbooks in Rwanda has evolved over time. For Rwandans, learning about the 1994 Genocide is not only vital in understanding the history of their country, but also in developing critical thinking skills that help young people become informed citizens in today’s globalized society. Peace education, as well as tools for conflict resolution and genocide prevention, are now heavily featured. Indeed the initiatives embarked on by the education sector signal a promising start to the continuous pursuit of truth through knowledge of the past.In comprehensively integrating the study of genocide into the national curriculum and by empowering students to become agents of their own learning process, Rwanda offers an ambitious recipe for successfully teaching one’s own history for the better.