UNESCO

Webinar: How can education respond to learning needs during the COVID-19, including fostering resilience and children’s well-being during the pandemic?

Wébinaire 1 IICBA

Find the video of this webinar here.

This Wednesday, May 13, from 1 to 2:30 pm (UTC), the IICBA invites you to attend the first of a serie of four webinars on transformational pedagogy, peace and resilience in times of global health crisis.

Date: Wednesday, 13 May, 2020
Time: 13h00 – 14h30 TU
Duration: 90 minutes

While the education sector has responded to school closures by setting up online learning spaces and other innovative practices to support home-schooling, half of all students of the world are currently out of the classroom without access to a computer, and more than 40% of children have no internet access at home.  Many children are being left behind with increasing disparities in access to education and learning, compromising their safety and well-being.

Education should respond to the needs of the learners, empower children to be resilient and equip them to cope with the context around them and positively respond to the challenges they face.

The pandemic can present opportunities to empower learners to meaningfully address some of the issues at hand. In fact, while COVID 19 has put pressure on the education and has left millions out of school, the pandemic has also shown our interconnectedness and the power of human solidarity.  Educators can build on this as a learning opportunity and support learners to strengthen their sense of belonging to a larger community and encourage active engagement for community transformation and for reaching out to the most vulnerable.

However, whereas the world rallies to meet the challenge posed by the Covid-19 pandemic, extremist groups including those from West Africa have continued to carry out large-scale attacks and conduct cross-border activities. There is a risk the current situation might undermine gains on peacebuilding and prevention of violent extremism including those made by the education sector.

How can the education sector and teachers as first-line responders support learners to cope with these challenges arising during and after the pandemic and the effects on their socio-emotional, mental and spiritual well-being?

This webinar will reflect on how educators can empower and transform learners responding to the emerging ethical demands in the era of COVID-19. This webinar is part of a learning module that UNESCO IICBA is offering for educators to support learners during and after the COVID-19 pandemic.

The objectives of the webinar are to:

  • Discuss the impact of COVID-19 on the educational needs of children and youth in Africa ;
  • Identify how the education sector and teachers as first-line responders can support learners to cope with and positively respond to the ethical challenges arising during and after the pandemic and its effects on children’s socio-emotional, mental and spiritual well-being ;
  • Provide recommendations for educators to continue addressing the needs for peace and resilience building and prevention of violent extremism in the current context.

When the schools re-open, it will be critical to provide dialogue opportunities for learners to share how they feel, their experiences, and reflect on what happened and on the ethical challenges their communities and the world are facing. It is equally important for schools to offer spaces for learners to imagine alternatives to contribute to transform their communities.

Agenda and speakers:

Welcome Remarks and Introduction of Theme - 5minutes

Dr. Yumiko Yokozeki
Director, UNESCO Institute for Capacity-Building in Africa

Key Note Speech – 10 minutes

Ms. Ann Therese Ndong-Jatta
Director  UNESCO Regional Office for Eastern Africa

Panel Discussion - 20minutes

Ms. Maria Lucia Uribe
Director Arigatou International Geneva

Mr. Peter Tabichi (TBC)
Teacher,  Keriko Secondary School, Kenya
Winner of the 2019 Global Teacher Prize

Questions/Answers and Discussion - 40 minutes



Webinars: How transformative pedagogy and fostering ethical reflections can support teachers during Covid-19 for resilience and prevention of violent extremism

IICBA Webinars

The UNESCO International Institute for Capacity-Building in Africa (IICBA) invites you in a series of four webinars, every Wednesday in May, on how transformational pedagogy and promotion of ethical reflection can help teachers during Covid-19 for resilience and prevention of violent extremism through education.

As close to 90% of the world’s schoolchildren are not attending school at present. While partial or total confinement is the norm in many countries, the risk of violence at home is increased by several factors, such as higher levels of stress, school and business closures, loss of income and economic vulnerability, family confinement, isolation and loss of access to support systems.

Teachers are now called, more than ever, to reinvent how learning takes place and ensure that it reaches children in inclusive, meaningful and quality ways, addressing not only the curricular areas but also the emotional and mental stress and uncertainty that children struggle with these days and that influence how learning occurs.

How can teachers be prepared to respond to the challenges of child protection and to empower children for a changing world?

How can teachers help re-invent learning and use online tools to engage children in meaningful educational activities?

And how can teachers support parents to engage and learn with their children while at home?

Transformative Pedagogy can support teachers to conduct child-centred learning that helps empowering children to reflect critically about their reality, become aware of their individual and collective responsibilities, empathize with others, and are equipped to positively respond locally in a global context.

Transformative pedagogy provides support to reflect on the contextual issues that children are facing and helps building safe learning environments for dialogue and sharing around those issues.

Based on the Transformative Pedagogy approach to Peace, Resilience Building and Prevention of Violent Extremism, educators will be introduced to how fostering ethical reflections and using transformative pedagogy and can help protect, support and empower learners during these challenging times.

Fostering ethical reflections during the COVID-19 pandemic becomes essential to reflect on the ethical responsibilities and implications for children and youth in the global pandemic. During these times, it is fundamental to reflect on the implications of the global pandemic on the education systems and focus on fostering ethical reflections in young people about their responsibilities as global citizens and in their relations with one another so as to prevent violence.

Join the online meetings on Wednesdays 13, 20, 27 May, and 3 June 2020, from 13:00 to 14:30 GMT.

Wednesday, May 13th
How Can Education respond to learning needs during the COVID-19, including fostering resilience and children’s well-being during the pandemic

Find the video of this webinar here.

Wednesday, May 20th
The role of teachers during COVID-19 and how transformational pedagogy can support learning needs during and after the pandemic.

Wednesday, May 27th
How transformative pedagogy can respond to learning needs during the COVID-19 and support the wellbeing and resilience of children during and after the pandemic

Wednesday, June 3rd
Ethical Implications for education systems and impact on children and youth during and after the COVID-19 Pandemic

These four webinars aim to :

  • Identify ways to create safe, positive and empowering alternative learning environments and platforms during school closure using Transformative Pedagogy
  • Strengthen children's ability to respond to the worlds’ ethical demands during COVID-19 Pandemic
  • Explore ways educators can support and influence children’s well-being during the COVID-19 Pandemic and the closure of schools so as to foster resilience

For more information: IICBA website



Response to the COVID-19 outbreak: Call for action on teachers

Response to the COVID-19 outbreak Call for action on teachers

The International Task Force on Teachers for Education 2030 calls on all governments, education providers and funders – public and private – to recognise the critical roles that teachers play in the COVID-19 response and recovery.

Call to action by the International Task Force on Teachers

As of 25 March, 165 countries have closed all their schools because of the COVID-19 virus, affecting nearly 1.5 billion students and 63 million primary and secondary school teachers. This number is predicted to rise. The closures pose unprecedented challenges for education systems throughout the world. This global health crisis threatens to significantly slow progress towards many of the global goals, in particular, the fourth Sustainable Development Goal (“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”). It is also likely to exacerbate the global learning crisis and global education inequalities as the impacts will fall disproportionately on the poorest.

Teachers are the backbone of education systems and the key to reaching learning goals, regardless of context and situation. Within the COVID-19 crisis, they are on the front line in ensuring that learning continues. Around the world, teachers and school leaders have been rapidly mobilising and innovating to facilitate quality distance learning for students in confinement, with or without the use of digital technologies. They have also been participating in and delivering other forms of education. In addition, teachers are essential for communicating measures that prevent the spread of the virus, ensuring that children are safe and supported... Learn more

Source:  Global Partnership for Education



UNESCO World Conference on Education for Sustainable Development


UNESCO is kicking off its new framework: ‘Education for Sustainable Development: Towards achieving the Sustainable Development Goals’ – ESD for 2030 and its roadmap for implementation during the UNESCO World Conference on Education for Sustainable Development in Berlin, Germany.

800 participants from around the world will gather for the occasion: policy-makers working in education and sustainable development, education practitioners, civil society, development community and private sector experts. 

For further information: https://en.unesco.org/events/ESDfor2030

Application site: https://www.esdfor2030.berlin/call-for-proposals/en/



A pilot training program for Young Volunteers on Peace and Global Citizenship


From December 6-8, 2019, a training on "Education for Peace and Global Citizenship of Adolescents, Youth in Senegal and the sub-region" took place in Guédiawaye, a suburb of Dakar. 

The initiative for this activity came from BanlieueUP, an association of young male and female volunteers, committed to contributing to the socio-economic development of the suburbs of Dakar.

"The vision of BanlieueUP is to contribute to ensuring that suburbs become spaces of well-being and prosperity for their populations by 2030." El Hadji Abou Gueye, President of BanlieueUP. 

Within the framework of Target 4.7 of the 2030 Agenda for Sustainable Development, UNESCO Dakar and IFEF (Institut de la francophonie pour l’education) joined with BanlieueUP to organize a pilot training event with the aims of increasing understanding of the local and global environmental and social challenges facing youth and providing them with the information and tools they will need for becoming agents of peace and global citizenship and leaders in their own communities. 

Out of 200 candidates, between the ages of 18 and 35, 32 were selected to the pilot training event, based upon their motivation towards deepening their knowledge of the pressing issues facing youth and their commitment towards building networks in order to take action in their communities and in Senegal. The selection also sought gender-equality and resulted in a final group composed of 16 women and 16 men.

The event’s program included skills training, discussion, a slam competition and planning of further action.

Self-awareness, knowledge and skills for sustainable development

Throughout the training, the participants were encouraged to speak-up and share their knowledge and ideas. 

“Only by listening to the concerns of these young people can we develop global citizenship and sustainable development education contents and methodologies that are contextualised and respond to their needs and to the specific forms of exclusion that many of them experience.” Mathilde Stoleroff, UNESCO Dakar

 On the first day, participants were given training in competencies on how to:

  • Speak in public;
  • Work effectively with diverse groups;
  • Build networks;
  • Provide and receive constructive criticism;
  • ​Adhere to rules of coexistence and mutual respect; 

Activity “turn the blanket” pushed the groups to identify a leader and to work collaboratively and efficiently in a group as quickly as possible to reach a common goal. 

“This activity touched me a lot because it reminded me that what one can do alone, one can do it even better together.” Awa Diatta, 24 years, Guédiaweye

The importance of harmony between humans and nature in West Africa

Throughout the second day, participants engaged in discussions of the cultural, historic and scientific relationships between humans and nature in West Africa. They highlighted how the interaction between humans and their natural environment is expressed in local languages, cultural and spiritual practices and the discussion was enhanced by the participants’ special ability to relate issues to their social backgrounds.

Hearing the voice of the youth through Slam

Poetry slam, an art form combining traditional poetry with story-telling, songwriting and rhythm, is a powerful awareness-raising tool that enables urban youth to express themselves.

As part of the training, participants held a slam competition that resulted in beautiful and powerful performances. The creators of the 15 most-voted slams will take part in a workshop to create a slam that will come to represent the vision of peace and global citizenship of the 32 participants.

Action now

The third day was dedicated to triggering action. Each one of the participants spoke about existing environmental challenges in their own neighbourhoods and, together, they found possible solutions to promote change in their communities.

Following this training, participants have already formed a group, “Servir ensemble” and drafted an action plan, to be implemented by February 2020, to create a small public green space where young people can gather near a school in the Dakar suburb area of Pikine.

The ultimate objective of the initiative is to create a movement of young volunteers for peace and global citizenship in the West African region. Various other training sessions on rule of law and global citizenship are envisaged for 2020.

 



Is Kindness the Secret to Achieving the Sustainable Development Goals?


There is no mention of kindness—the act of giving without expecting anything in return—in the ambitious 2030 Agenda for Sustainable Development, which was adopted by 193 countries in 2015. While this may have been a surprising omission, the Agenda is still remarkable in that it unites all United Nations Member States in striving to achieve the 17 Sustainable Development Goals (SDGs), not just those countries traditionally classified as “developing” or “least-developed”. The Agenda represents the recognition that “we are all in the same boat” and that we need to work together to build a better world.

In many ways, with the introduction of the SDGs, we have started to recognize the strong interdependency among all beings living on this planet, and how one person’s or country’s actions can affect others living thousands of kilometres away. Climate change is one example of this interdependency. One country’s actions can trigger extreme events such as droughts and floods, thus hindering the entire world’s progress towards achieving the SDGs.

The degree and intensity of interdependency among various SDGs and among living beings in general pose a moral and behavioural dilemma. We all recognize that we live on a planet with finite resources. According to the Global Footprint Network, our current level of consumption requires 1.7 Earths, and will require two Earths by 2030. With this astonishing burn rate, the redistribution of resources among individuals within and between countries is crucial to achieving the SDGs.

This brings me to the importance of kindness, which, by its neurobiological nature, improves the happiness and well-being of the receiver and the giver. Learn more...

Source: United Nations



Sahel countries gather around the monitoring of the integration of PVE into education systems


Mali, Niger, the Gambia, Burkina Faso, Senegal and Guinea-Bissau met for two days in Dakar to review progress in integrating the prevention of violent extremism (PVE) into their education programs and the teaching and learning processes of their respective countries. Learn more...

 

Source: UNESCO



Youth led guide on prevention of violent extremism through education


Tilte: Youth led guide on prevention of violent extremism through education

Description: The #YouthWagingPeace guidebook is a document for anyone interested in understanding Violent Extremism and exploring the relationship between Education and Prevention of Violent Extremism (PVE). 

Issue date: 2017

Author: UNESCO

Link : DOWNLOAD



A Teacher's guide on the prevention of violent extremism


Title: A Teacher's guide on the prevention of violent extremism

Description: This guidance seeks to provide countries with a set of resources that can help build and reinforce national capacities to address the drivers of violent extremism through holistic and pragmatic education sector-wide responses

Issue date: 2016

Author: UNESCO

Link : DOWNLOAD



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