COVID-19 - VACUNARSE - VACCINATION - VACCINAZIONE

Papa Francesco :  Con spirito fraterno, mi unisco a questo messaggio di speranza in un futuro più luminoso. Grazie a Dio e al lavoro di molti, oggi abbiamo vaccini per proteggerci dal Covid-19. Questi danno la speranza di porre fine alla pandemia, ma solo se sono disponibili per tutti e se collaboriamo gli uni con gli altri.

Vaccinarsi, con vaccini autorizzati dalle autorità competenti, è un atto di amore. E contribuire a far sì che la maggior parte della gente si vaccini è un atto di amore. Amore per sé stessi, amore per familiari e amici, amore per tutti i popoli. L’amore è anche sociale e politico, c’è amore sociale e amore politico, è universale, sempre traboccante di piccoli gesti di carità personale capaci di trasformare e migliorare le società (cfr. Laudato si’, n. 231, cfr. Fratelli tutti, 184).

Vaccinarci è un modo semplice ma profondo di promuovere il bene comune e di prenderci cura gli uni degli altri, specialmente dei più vulnerabili. Chiedo a Dio che ognuno possa contribuire con il suo piccolo granello di sabbia, il suo piccolo gesto di amore. Per quanto piccolo sia, l’amore è sempre grande. Contribuire con questi piccoli gesti per un futuro migliore.

Che Dio vi benedica e Grazie!

 

Papa Francisco: Con espíritu fraterno, me uno a este mensaje de esperanza en un futuro más luminoso. Gracias a Dios y al trabajo de muchos, hoy tenemos vacunas para protegernos del COVID-19. Ellas traen esperanza para acabar con la pandemia, pero sólo si están disponibles para todos y si colaboramos unos con otros.

Vacunarse, con vacunas autorizadas por las autoridades competentes, es un acto de amor. Y ayudar a que la mayoría de la gente lo haga, es un acto de amor. Amor a uno mismo, amor a los familiares y amigos, amor a todos los pueblos. El amor es también social y político, hay amor social y amor político, es universal, siempre desbordante de pequeños gestos de caridad personal capaces de transformar y mejorar las sociedades (cf. Laudato si’, 231; Fratelli tutti, 184).

Vacunarse es un modo sencillo pero profundo de promover el bien común y de cuidarnos unos a otros, especialmente a los más vulnerables. Le pido a Dios para que cada uno pueda aportar su pequeño grano de arena, su pequeño gesto de amor, por más pequeño que sea el amor siempre es grande. Aportar esos pequeños gestos  para un futuro mejor.

 

Pope Francis: In a brotherly spirit, I join in this message of hope for a brighter future. Thanks to God and to the work of many, we now have vaccines to protect us from COVID-19. They grant us the hope of ending the pandemic, but only if they are available to all and if we work together.

Being vaccinated with vaccines authorised by the competent authorities is an act of love. And contributing to ensure the majority of people are vaccinated is an act of love. Love for oneself, love for one’s family and friends, love for all people. Love is also social and political, there is social love and political love; it is universal, always overflowing with small gestures of personal charity capable of transforming and improving societies (cf. Laudato si’, no. 231, cf. Fratelli tutti, 184).

Vaccination is a simple but profound way of promoting the common good and caring for each other, especially the most vulnerable. I pray to God that everyone may contribute their own small grain of sand, their own small gesture of love; no matter how small, love is always great. Contribute with these small gestures for a better future.

God bless you, and thank you.

 

Pape François: Dans un esprit fraternel, je me joins à ce message d'espoir pour un avenir meilleur. Grâce à Dieu et au travail de beaucoup, nous avons maintenant des vaccins pour nous protéger du COVID-19. Ils nous donnent l'espoir de mettre fin à la pandémie, mais seulement s'ils sont accessibles à tous et si nous travaillons ensemble.Se faire vacciner avec des vaccins autorisés par les autorités compétentes est un acte d'amour. Et contribuer à ce que la majorité des personnes soient vaccinées est un acte d'amour. Amour pour soi, amour pour sa famille et ses amis, amour pour tous les hommes. L'amour est également social et politique, il existe un amour social et un amour politique ; il est universel, toujours débordant de petits gestes de charité personnelle capables de transformer et d'améliorer les sociétés (cf. Laudato si', n° 231, cf. Fratelli tutti, 184).

La vaccination est un moyen simple mais profond de promouvoir le bien commun et de prendre soin les uns des autres, en particulier des plus vulnérables. Je prie Dieu pour que chacun puisse apporter son petit grain de sable, son petit geste d'amour ; aussi petit soit-il, l'amour est toujours grand. Contribuez par ces petits gestes à un avenir meilleur.

Que Dieu vous bénisse et vous remercie.

MESSAGE

 

UNESCO: VACCINATION FOR TEACHERS IS URGENT

 UNESCO and Education International call on governments to consider teachers and school personnel as a priority group in COVID-19 vaccination efforts

    

As countries begin to administer COVID-19 vaccines, UNESCO and Education International, the global federation of education unions, are calling on governments and the international community to consider teachers and school personnel as a priority group in vaccination efforts.

“Reopening schools and education institutions safely and keeping them open as long as possible is an imperative,” said UNESCO Director-General Audrey Azoulay and Education International’s General Secretary David Edwards in the joint video message ”In this context, as we see positive developments regarding vaccination, we believe that teachers and education support personnel must be considered as a priority group.”

Over 100 million teachers and school personnel were impacted by educational disruptions due to the COVID-19 crisis around the world. UNESCO’s latest data indicates that schools remain fully closed in 27 countries affecting over 300 million learners.  Closures have a negative impact on students’ learning, safety and well-being, affecting the most vulnerable students the hardest. It also brings adverse social and economic consequences on societies.

The message, released on the 60th anniversary of the Convention that promotes the right to education, praises teachers for their dedication throughout the period of school closures. “When schools and education institutions closed, teachers and support personnel remained on the frontline. They reinvented the way we teach, the way we learn. They supported their students – too often with no training or adequate tools.”

The Global Education Meeting convened by UNESCO in October 2020, heads of state and ministers committed to support all teachers and education personnel as frontline workers and to prioritize the health and safety of students and educators.

https://youtu.be/fCqLFUd2qNo

CONGO-AFRIQUE- SPECIAL COVID-19

 

CONGO-AFRIQUE - SPECIAL COVID-19

RD CONGO - COVID-19 : INFORMATION ET COMMUNICATION

Technologie de l'Information et de la Communication pour l'Education RDC COVID-19

Marc-Marie Mutangala

Abstract

The situation that has arisen in the DRC in the management of the crisis in the field of education during the period of lockdown has prompted me to reflect on the potential that technologies offer today. This could sensitize members of the government, officials of structures offering different training courses to take different options to ensure the training of their learners in the different social situations of this country where it is difficult to bring the learner and the tutor together. How to have a different but effective management to organize the training without exposing the learners and the trainers to danger? This question is really topical in the DRC, not only for the last pandemic, but because of all these epidemics that the country is often managing in silence, because of the insecurity that is experienced in several areas of this country and also because of the impossibility of governments to set up training and education spaces in several parts of the country. This can be a motivation and a tool to be exploited to really carry training modules where there is a lack of schools and teachers, but where young Congolese also have the right to be trained. So this disclosure article presents the technological possibilities of today and the education situation in the DRC according to a 2014 report from RESEN.

 

La situation qui s'est vérifié en RDC dans la gestion de la crise dans le domaine de l'enseignement pendant la période de confinement m'a poussé à réfléchir sur les potentialités que les technologies offrent aujourd'hui. Cela pourrait sensibiliser les membres du gouvernement, les responsables des structures offrant différentes formations à prendre des options différentes pour garantir la formation de leurs apprenants dans les différentes situations sociales de ce pays où c'est difficile de réunir l'apprenant et le tuteur. Comment avoir une gestion différente mais efficace pour organiser la formation sans exposer au danger les apprenants et les formateurs ? Cette question est vraiment d'actualité en RDC, pas seulement pour la dernière pandémie, mais à cause de toutes ces épidémies que le pays est en train de gérer souvent en silence, à cause de l'insécurité qui se vit dans plusieurs aires de ce pays et aussi à cause de l'impossibilité des gouvernements à ériger des espaces de formation et d'enseignement dans plusieurs contrées du pays. Cela peut être une motivation et un outils à exploiter pour vraiment porter des modules de formation là où manque école et enseignants, mais où les jeunes Congolais ont aussi droit à être formés. Alors cet article de divulgation présente les possibilités technologiques d'aujourd'hui et la situation de l'éducation en RDC selon un rapport de 2014 du RESEN.

 

La situazione nella RDC nella gestione della crisi nel campo dell'istruzione durante il periodo di reclusione mi ha portato a riflettere sul potenziale che la tecnologia offre oggi. Questo potrebbe sensibilizzare i membri del governo, i responsabili delle strutture che offrono una formazione diversa, a prendere diverse opzioni per garantire la formazione dei loro allievi nelle diverse situazioni sociali di questo paese dove è difficile riunire l'allievo e il tutor. Come avere una gestione diversa ma efficiente per organizzare la formazione senza esporre gli allievi e i formatori a pericoli? La questione è davvero attuale nella RDC, non solo a causa dell'ultima pandemia, ma per tutte queste epidemie che il Paese sta gestendo spesso in silenzio, per l'insicurezza che si sta vivendo in diverse aree del Paese e anche per l'impossibilità dei governi di costruire spazi di formazione e di insegnamento in diverse parti del Paese. Questo può essere una motivazione e uno strumento da sfruttare per portare davvero moduli di formazione dove mancano scuole e insegnanti, ma dove i giovani congolesi hanno anche il diritto di essere formati. Quindi questo articolo di divulgazione presenta le possibilità tecnologiche di oggi e la situazione dell'istruzione nella RDC secondo un rapporto del 2014 della RESEN.

 

https://www.researchgate.net/publication/344432232_Mutangala_Technologie_de_l'Information_et_de_la_Communication_pour_l'Education_RDC_COVID-19

 

 (PDF) Mutangala Technologie de l'Information et de la Communication pour l'Education RDC COVID-19 (researchgate.net)

 

DOCENTES, LIDERES DE LA TRANSFORMACION EDUCATIVA

BLOG | Docentes, líderes de la transformación educativa en el contexto de la crisis por COVID-19 Por Claudia Uribe. Directora de la Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO Santiago) En el Día Mundial de los Docentes hacemos un reconocimiento al esfuerzo y trabajo realizado por las y los docentes durante los últimos meses y a su rol fundamental en la respuesta educativa durante la pandemia por COVID-19. Como en otras emergencias, los docentes se han destacado por su creatividad, trabajo innovador y colaborativo para encontrar soluciones y crear nuevos entornos de aprendizaje que aseguren el derecho a la educación de sus estudiantes. Desde la Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO Santiago) hemos hecho un seguimiento cercano a la respuesta de los sistemas educativos durante la crisis para conocer la situación del profesorado en este período, facilitando encuentros para compartir sus experiencias y retos con la enseñanza a distancia. Asimismo, trabajamos de la mano del profesorado, de las instituciones formadoras de docentes y de los gobiernos para actualizar la Estrategia Regional sobre docentes que lleva más de una década apoyando a estos actores educativos para responder a necesidades emergentes. Aunque la pandemia tomó a todos por sorpresa, las y los maestros han ido modificando y adaptando los planes de estudios y han adecuado las actividades para poder dar continuidad al proceso de enseñanza, ya sea de manera virtual, a través de los teléfonos móviles, la televisión, la radio, o enviando materiales a sus estudiantes a través de otros medios físicos o electrónicos. Hemos encontrado experiencias maravillosas, pero también grandes desafíos y brechas que se han acrecentado durante estos meses. El camino no ha sido fácil y la necesidad de adaptarse a la educación a distancia ha enfrentado a las y los educadores con un conjunto de responsabilidades y demandas que han exigido un aumento significativo en el tiempo de trabajo para preparar clases, asegurar conexiones adecuadas y dar seguimiento a sus estudiantes de una manera diferente. Lea la entrada completa en nuestro BLOG

 

UNESCO - New drive to protect early childhood education in the context of the COVID-19 crisis

A UNESCO COVID-19 Education webinar, organized on 15 July 2020, under the high patronage of Princess Laurentien of the Netherlands, UNESCO Special Envoy on Literacy for Development, shed light on the importance of early childhood care and education (ECCE) to ensure that learning and wellbeing of young children is given due consideration when educational and care services are disrupted, with a special attention given to vulnerable young children.

More than 1.5 billion students in over 180 countries, of whom 155 million children at pre-school level, are affected by the largest disruption to education since the creation of the United Nations, said Stefania Giannini, UNESCO Assistant-Director General for Education, in the opening of the webinar which attracted more than 1000 participants including global leaders, country policymakers, ECCE practitioners and education partners.

Global impact of COVID-19 on early childhood education

The closure of schools and other institutions that provide social protection, health, nutrition, learning and socio-emotional nurturing to young children represents an immense threat to their development potential. In response, UNESCO, together with a number of partner organizations, will be launching the #Save Our Future campaign this month to protect and prioritize education as the key to the recovery – and the best investment for our future. This includes early childhood education as “an equalizer and a changer” calling for a paradigm shift in education, Ms Giannini said.

The overview of the global impact of COVID-19 on early childhood education presented by Mr Gwang-Chol Chang, Chief of Education Policy Section at UNESCO, showed the findings of global surveys and consultations that UNESCO conducted, in collaboration with UNICEF and the World Bank regarding the impact of COVID-19 on education systems and more particularly on early childhood education.

Although, some countries have been taking measures to support families, caregivers and children, such as financial support, psychological counselling, and emergency childcare service available to frontline volunteers,  the general observation is that during school closures, pre-primary education was relatively neglected compared to other levels of education.

The main challenge, as stated by Her Royal Highness Princess Laurentien of the Netherlands, is that ‘early childhood development has always been a blind spot in our pre-COVID societies and the pandemic has shown how vulnerable young children are’, asking ‘why ECCE is the forgotten child in our societies’. ‘We failed our younger children’ she further deplored.

Country experiences

A ministerial round-table offered the occasion to Ministers of Education and their representatives from the different regions of the world to present their experiences and priority actions in this area. In Seychelles, for example, the Minister presented an  effective communication plan implemented and strong commitment of ECCE leaders which contributed to  mobilize and engage all stakeholders while the Minister of  Cambodia explained how public-private partnership was built  to ensure learning continuity, in the  use of online platforms, social medial and TV and Radio channels for children with no access to the internet, and even paper-based material for those who did not have access to any distance learning solution with particular attention to children from vulnerable groups.

From the Arab region, the representative of the Minister of Qatar explained that the State has invested in ECCE, by turning to distance education, focusing on support to parents and children and support to children with special needs, through special channels of communication. The Representative from Uruguay explained the new way of learning implemented in the country without compromising health and safety. Finally, Saudi  Arabia, as chair of G20 which has ECCE as theme in its agenda, shared the initiative of virtual kindergarten for children 3-6 years of age, initiated  before and amplified during the COVID-19 crisis.

Call for action

Referring to the paradigm shift called upon by UNESCCO’s Assistant Director-General for Education, Princess Laurentien of the Netherlands called on all stakeholders to have a discussion at a strategic level. Early childhood development should no longer be considered only a mere educational issue and should not be put on the sidelines of the discussions and strategy for economic recovery. It should be part of the discussions in multilateral fora because it is a strategic option, the best investment for societies. “Recovery cannot be just about investing in companies - it must also be about investing in the citizens of tomorrow”, the Princess said.

Two actions were announced to start with:  

·         Train some 200,000 early childhood teachers and educators – including through online and offline platforms and sharing of already available pedagogical resources - with the support of Global Education Coalition.

·         Agree on a global strategy for ECCE with effective collaboration, building alliances and engaging in an innovative dialogue.

Reacting to the Call for Action, UN agencies and International NGOs representatives, from UNICEF, The World Bank, WHO, ILO, Right to Play, OMEP, Right to education Initiative, Save the Children and ECDAN, shared insights and commitments in this area, all recognizing that it is critical time to put ECCE as a priority in the agenda for recovery.

In her closing remarks Princess Laurentien stressed her impatience for action and call for introspection from ECCE stakeholders and called upon UNESCO, as the lead global UN organization for education, to call for a dialogue on how to act concretely to make ECCE at the core of the discussion on Covid-19 recovery strategies. ‘I shall chair this dialogue immediately after the summer’ she committed.

Stefania Giannini confirmed UNESCO's willingness to work with all the partners present to identify and carry out concrete actions and stressed her own impatience to act. She welcomed the fact that the webinar had made it possible to gather the commitment of important stakeholders to work together.

The webinar was organized in the context of the Global Education Coalition launched by UNESCO and bringing together more than 140 partner organizations.

https://en.unesco.org/news/new-drive-protect-early-childhood-education-context-covid-19-crisis

LES FOULES EN PERIODE DE CRISES

       

 Prendre au sérieux les foules en période des crises 

Les changements majeurs sont souvent provoqués par des facteurs tels que la guerre, la crise économique, le changement climatique, le mouvement social et les pandémies. Il importe ainsi de penser l’incidence des foules sur l’État et la démocratie en contexte d’exposition des institutions publiques à l’affaiblissement dû à l’enchevêtrement de la crise morale, celle qui se réfléchit dans la corruption systémique et la perversion des gouvernants, et de la crise économique aggravée par la gestion aléatoire de la pandémie de la Covid-19.

Emmanuel Banywesize *

Surgissement des foules et actions politiques incertaines

Mercredi, 24 juin 2020, en République démocratique du Congo, un pays qui s’est proclamé à la fois république et démocratie visant la construction d’un État de droit pour garantir le vivre-ensemble et la vie bonne, les réseaux sociaux répandent la rumeur selon laquelle trois propositions de lois de réforme du système judiciaire, déposées par deux députés nationaux, sont en instance d’être votées par le parlement majoritairement dominé par les acteurs politiques de l’ancien pouvoir. 

Ces lois, diton, soumettraient les magistrats du parquet aux interférences intempestives du ministre de la justice et, au demeurant, aux jeux et intérêts politiques partisans. Des foules déferlent sur les avenues et boulevards de la capitale, et convergent vers le Palais du peuple, siège de l’institution législative, pour empêcher le vote et, le cas échéant, déloger les députés. Alors que ces foules gonflent aux abords du parlement, des badauds vandalisent des biens (voitures, résidences, immeubles) identifiés comme appartenant aux députés initiateurs des propositions de lois contestées ou des politiques et journalistes qui auraient apporté quelque soutien. 

Ceux-ci passent pour des victimes collatérales, sinon des boucs émissaires des pratiques qui pourraient être interprétées comme des formes de persécutions collectives ou de persécutions à résonnance collective, à tout le moins dangereuses pour le vivre-ensemble et pour l’État en tant qu’instance d’organisation et de gestion de la communauté historique sur un territoire bien défini.........

Banywesize - Foules en période de crises- juillet 2020

* Emmanuel M. Banywesize,  Philosophe et sociologue 

Professeur des universités 

Secretary for Outreach to the French-Speaking Africain Academic Communities (Caribbean Philosophical Association)

Member of UMEC-WUCT

EDUCATION REPONSE TO COVID-19 * RESPUESTA DEL AMBITO EDUCATIVO AL COVID-19

ENGLISH VERSION BELOW

Respuesta del ámbito educativo al COVID-19:

Taller virtual para compartir conocimientos sobre programas de
educación a distancia que utilizan radio y televisión

Jueves 18 de junio de 2020 (09:00 – 10:30 GMT -4 / 15:00 – 16:30 GMT +2)

Jueves 18 de junio 2020               9:00-10:30 GMT-4 / 15:00-16:30 GMT+2
Por favor chequee la hora local de la reunión con su huso horario en https://time.is/es/Santiago

Enlace al foro virtual:                    https://zoom.us/j/93547823827, contraseña: 936784

Transmisión vía YouTube:            https://youtu.be/tsAjbydmhl0

INSCRÍBASE AQUÍ

Education Response to COVID-19:

Virtual knowledge-sharing workshop on distance
education programmes using radio and television

Thursday 18 June 2020                 9:00-10:30 GMT-4 / 15:00-16:30 GMT+2
Please check Santiago time according to your location: https://time.is/es/Santiago

Link to the virtual forum:             https://zoom.us/j/93547823827, Password: 936784

Live transmission via YouTube:   https://youtu.be/tsAjbydmhl0

REGISTER HERE

APPELLES A' REFLECHIR SUR L'APRES COVID-19

INTERWIEW AU PERE PROVINCIAL DE L'AFRIQUE CENTRALE

INTERVIEW 

 

UNESCO. EDUCATION THIS WEEK - 2-5 JUNE 2020

SURVEY – CLOSES 11 JUNE

Dear colleagues, The Coordination Group has elaborated a very short survey (10 minutes to fill, deadline 11 June 2020) to ask you about States and civil society responses throughout the COVID-19 pandemic in order to protect the right of education. This survey will guide future learning opportunities to build our capacity for action, advocacy and cooperation.  The Coordination Group wishes to underline its willingness for dialogue and communication, with each of you, to enrich our collective efforts. Our shared Microsoft Teams platform is available to you all and we invite you to join us, beyond this survey, to share and dialogue.  The survey is in English, French or Spanish Best wishes to all!

EDUCATION CRISIS MORE SEVERE AFTER REOPENING OF SCHOOLS

Interview by CCNGO Coordination Group member Rasheda K. Choudhury of CAMPE, Bangladesh on prolonged school closures and what needs to be done in Bangladesh to better manage the current situation (read interview attached).

SDG-EDUCATION 2030 STEERING COMMITTEE MEETING 4 JUNE

The meeting of 4 June 2020 raised awareness of the potential impacts of the COVID-19 on education finance and ways to safeguard investment in quality education, especially for the disadvantaged and vulnerable groups. CCNGO Coordination Group members representing CSOs on the Steering Committee Refat Sabbah GCE and Rasheda Choudhury CAMPE took the floor to raise CSO voice. "In emergencies States don't always abide by their legal obligations to guarantee right to education and humanitarian action rarely includes addressing educational needs,” said President of the Global Campaign for Education (GCE) Refat Sabbah, “there is an urgent need for action at both national and global levels to unlock resources, and ensure they are directed towards the countries and populations in need.  Immediate solutions include debt relief and increased official development assistance." "Education funding needs tax justice, solutions include the stopping of the illicit flow of funds, increased corporate social responsibility especially for multinationals, and less spending on defense. Our children, with an education, are the best defense for us all!" said Executive Director CAMPE Bangladesh, Rasheda Choudhury. An update of this multi-partners’ meeting which included UN Special Envoy for Education Gordon Brown will be shared in the next update.

GEM 2002 REPORT LAUNCH

On 23 June the GEM Report will launch its 2020 Report calling for countries to concentrate on those being left behind and move towards inclusion in education. The GEM team has prepared a pre-launch social media pack to spread the word and build momentum ahead of the launch. The pack includes a registration link for those wishing to register for our online launch on 23 June.

PAST AND UPCOMING COVID-19 EDUCATION WEBINARS

Upcoming webinars ·         Learning - Webinar #1 of the joint UNESCO-UNICEF-World Bank webinar series on the reopening of schools, Monday 8 June 2020, 3:00 to 4.30 pm (Paris, GMT+2): Register, Concept note and agenda, More resources ·         The UNESCO Institute for Statistics (UIS) invites you to a webinar “SDG 4.1.1 Measurement Tools - Applications in the Wake of COVID-19” on 10 June. Details, including a concept note, agenda, and background materials, are available here. To join the webinar, please register here. Past webinars ·         UNESCO COVID-19 Education Response Webinar on the COVID-19 Pandemic of Disinformation and Hate Speech: How can Education and Digital Citizenship help?:  explored how education can help youth navigate the current online environment and how this affects their civic participation positively and negatively. It will examine the ongoing challenges of disinformation and misinformation during the COVID-19 crisis and share ideas and resources that can feed into educational responses. Click here ·         Click on the following links to access the summaries and recordings of the webinar series on education sector response to COVID-19 in Central Asian countries: - The Vice Ministers of Education in the Central Asian countries agreed on common challenges in distance learning  - Organization of examinations and e-assessment in the context of distance learning: Estonian and other country experiences - UNESCO, UNICEF and WHO support Central Asian countries in planning and managing the reopening of schools ·         Click here to access the webinar reports on “COVID-19 - Higher Education in Africa: Challenges and Solutions through ICTs, E-Learning, Distance Education and Digital Inclusion” (also available in French).

NEW DATES FOR ESD CONFERENCE IN BERLIN 2021

The UNESCO World Conference on Education for Sustainable Development (ESD), originally planned for June 2020 and postponed due to the COVID-19 pandemic, will be held from 17 – 19 May 2021 in Berlin, Germany. Colleagues are invited to save the date and refer to the Conference website for regular updates and online events that will be shared in the lead up to the Conference.

NEW UN DAY ON PROTECTING EDUCATION FROM ATTACK

The United Nations Secretary-General António Guterres has welcomed the unanimous decision of the UN General Assembly to establish 9 September as the International Day to Protect Education from Attack calling on UNESCO and UNICEF to raise awareness of the plight of millions of children living in countries affected by conflict. More information available here.

LATEST NEWS

·         Global lockdown puts skills development to the test. COVID-19 webinar #8 ·         Learning through radio and television in the time of COVID-19 ·         Effective leadership in crisis: What it takes for ministries of education ·         Global Education Coalition facilitates free internet access for distance education in several countries ·         COVID-19-related discrimination and stigma: a global phenomenon? ·         UNESCO celebrates the power of art and education across the globe

WORLD EDUCATION BLOG

·         Colin Northmore: Helping immigrant students in South Africa exercise their right to education ·         The impact of the Covid-19 pandemic on prosocial skills ·         Sabine Kreutzer: putting the child at the centre in school models in Germany ·         El mundo posterior al Covid-19 podría ser el mundo pre-Incheon – o incluso pre-Dakar

JUST PUBLISHED

Directrices para la elaboración de políticas de recursos educativos abiertos Annual report 2019 : transforming 21st century learning spaces Annual report 2019: UNESCO Institute for Lifelong Learning Please note the following page, as well as Issue Notes are now available in French, Spanish and Portuguese: https://en.unesco.org/covid19/educationresponse/issuenotes

CONTACT

This weekly update is published by UNESCO Education. Please share your ideas for articles and tell us about your main events/projects supporting the implementation of SDG4 by: ·         Joining the discussion on the Microsoft Teams workspace SDG-Education 2030-NGOs ·         Following twitter accounts @UNESCO and @Education2030UN hashtag #ActingTogether4education Reading the latest updates on UNESCO’s Education Transforms Lives and SDG4education2030.org websites.