Education

Mobilising resilience during and after COVID-19: a peer-to-peer experience sharing among youth peacebuilders in Africa

Mobilising resilience during and after COVID-19: a peer-to-peer experience sharing among youth peacebuilders in Africa

Registration required in advance for participation: https://zoom.us/webinar/register/WN_N0E2drnBRHaTYZJCId91AQ

A recent statement adopted by the UN Inter-Agency Network on Youth Development (UN-IANYD) offered three key perspectives on how to keep the contributions of youth peacebuilders on the front-burner during and after the COVID-19 crisis by calling on all actors in the international community to:

  • partner, safely and effectively, with young people during and after the COVID-19 crisis;
  • recognize the value of young people’s own actions and their potential to advance the fight against the pandemic; and prevention of violent extremism;
  • understand the specific impacts the pandemic has and will have on young people, ensuring that COVID-19 related responses uphold young people’s human rights and are inclusive of young people’s specific needs.

The overarching goal of the proposed webinar by UNESCO IICBA in collaboration with AU Y4P is to help bring to the epicentre of continental and global policy arena the remarkable roles that African youth peacebuilders are playing in the ongoing efforts to tackle COVID-19. This initiative is implemented with support from the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH through the APSA project, in line with the existing collaboration with the AU Y4P programme. It is hoped that the webinars can also inform the documentation of the overall impact of COVID-19 on Peace and Security in Africa, that proposals can be formulated on how to respond to the identified challenges, and that key outcomes can be further disseminated following the webinars.

It is premised on the understanding that whether or not the voice and agency of young African peacebuilders would remain audible and loud enough to draw attention to their contributions to the fight against COVID-19 or end up becoming muffled, maligned and completely lost in the post-pandemic era, would depend on the above listed three perspectives.

It is proposed that the moderated webinar discussions put young people at the centre so that they can freely engage between and among themselves in peer-to-peer information sharing and experiential learning. It would also afford them the opportunity to share their experiences of resilience before and since the outbreak of COVID-19, and what the outlook might be thereafter. Furthermore, the webinar would provide further opportunities for young African peacebuilders to keep abreast of recent developments in the peace and security sphere across Africa. Finally, the webinar should offer participants as well as the organisers an opportunity to document- and track- resilience measures that individuals, communities and governments are mobilising and their limitations in terms of mitigating the adverse impacts of COVID-19 or even the potential conflict fallouts.

Two webinar sessions, each lasting 90 minutes, are proposed to be held on Tuesday, 9th June and Tuesday, 16th June 2020.

Objectives of the Webinars

  • Discuss the impact of COVID-19 on the emotional, mental and socio-economic well-being as well as the educational needs of youth in Africa
  • Identify how the youth and their groups/networks are coping with and responding to the challenges imposed by the COVID-19 pandemic including for false news and violence messages
  • Identify and share best practices on how the youth peacebuilders can maintain resilience while they continue to exercise their agency and voice on key security and developmental priorities during and after the pandemic
  • Provide recommendations on how youth and their groups should continue to address pressing needs for peacebuilding PVE and resilience the current and future contexts

This webinar therefore, will offer young peacebuilders a more robust, practical and hands-on opportunity to engage themselves, and also to forge potentially rewarding links with the hosting institutions.



Webinar: The COVID-19 pandemic and the ethical challenges for children and youth

Webinar: The COVID-19 pandemic and the ethical challenges for children and youth

Find the video of this webinar here.

This Wednesday, June 3, from 13:00hrs to 14:30hrs (UTC), the IICBA invites you to attend the webinar on the COVID-19 pandemic and the ethical challenges for children and youth.

Date: Wednesday, 3 June, 2020
Time: 13:00 – 14:30 UTC
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 per cent 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.

This is happening in a context where socio-economic inequalities are being exacerbated as the economic consequences of the pandemic are having a dramatic effect on the most vulnerable and marginalized children. According to the United Nations University World Institute for Development Economics Research (UNU-WIDER) more than half a billion people — almost 8% of the global population — could be pushed into poverty as a result of the pandemic. The impact on African economies could be the slowing of growth to 1.8 per cent in the best case scenario or a contraction of 2.6 per cent in the worst case. This has the potential to push 29 million people into extreme poverty.  Further consequences are expected due to the disruptions to maternal and child health services during this period.

The pandemic has deepened and made more visible the many inequalities in our socieities, including those related to access to health, food security and nutrition, shelter and living conditons and digital access. The marganizalized continue to be the most vulnerable to the overall impacts of pandemic in many ways.

Acording to the Association for the Development of Education in Africa (ADEA) and the Global Partnership for Education (GPE), education is one of the sectors most heavily affected, with the closure of learning institutions in many African countries likely to negatively affect education in terms of access, quality and investments. In the last few weeks, African governments and key education stakeholders have instituted some measures to promote the continuity of education from home. These have been successful in some ways, but challenges remain.

As restrictions on physical distancing are lifted, the economic impacts of the lockdowns and other restraints, are likely to put further stress on social dynamics, possibly enhancing the possibilities for conflict and violence in our communities.

As the world rallies to meet the challenges 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.

The lockdown period already highlighted an increase of domestic conflicts and violence. The need to live together full time, sometimes in limited spaces, has also put stress on relationships among family members. Due to the impacts of the pandemic, millions of learners will go back to school finding themselves poorer, more vulnerable and in some cases victims of violence. Even if not affected directly, learners will witness changes in their environment and ethical challenges arising in their contexts as a consequence of the pandemic.

Education should respond to the holistic 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. While lockdowns, learning at home and online learning strategies continue, we must make use of dynamic approaches to support learners beyond their academic work. A special emphasis should be given to support learners socio-emotional learning and towards empowering them to meet the ethical challenges they encounter.  By recognizing their potential to contribute towards positive social transformations, we no longer see them as passive recipients of knowledge but partners and contributors towards addressing shared challenges

While the COVID 19 pandemic has put pressure on the education, it has also shown our interconnectedness and the power of human solidarity.  Education can make use of transformative pedagogies to creatively address this opportunity and empower learners as agents of positive change in their communities. 

This webinar invites educators to reflect on the COVID-19 Pandemic and the ethical challenges for children and youth, and how we can empower them to address these challenges. The 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 ethical challenges arising in the context of the Covid-19 pandemic in an interconnected world ;
  • reflect on the impact on children and young people and how they can respond to ethical challenges ;
  • identify strategies to empower children and young people through education responses to address the ethical challenges around them as global citizens.
     

Programme and Speakers

Welcome remarks and introduction of theme (5mins)

Dr. Yumiko Yokozeki
UNESCO/IICBA

Key note remarks (12mins)

Dr. Obiora Ike
Executive Director Globethics.net

Panel discussion (40mins)  

Dr. Rashied Omar
Research Scholar of Islamic Studies and Peacebuilding at the Joan B. Kroc Institute for International Peace Studies, University of Notre Dame and Imam of the Claremont Main Road Mosque in Cape Town, South Africa. 

Ms. Anne Waichinga
Associate Director - Education and Child Protection
World Vision International 

Mr. Suchith Abeyewickreme
Ethics Education Programme Coordinator 
Arigatou International 

Question and answer and discussion (30mins)

Webinar Moderator: Eyerusalem Azmeraw
Chat Moderator : Vera Lean

 

IICB website: www.iicba.unesco.org



Promoting social and emotional learning during school closures: why and how

Promoting social and emotional learning during school closures: why and how

With schools closed now for students in most parts of the world, instruction is being shifted to virtual teaching and learning. For those with greater access to digital resources, this instruction can include the use of digital devices—such as computers, tablets, and smart phones—to connect with students either synchronously or asynchronously using video-enhanced content. Where students and their families do not have such devices, mass media platforms such as radio and television are being used to transmit both static and interactive lessons for students as well as guidance tips for parents on how to support student learning while at home.

As important and effective as these approaches can be in fostering ongoing learning during this period of global crisis, we cannot lose sight of another important facet of student’s lives and ability to learn: their safety and sense of stability (UN Girls’ Education Initiative (UNGEI) and UNESCO, 2015). The international development community has begun to recognize the importance of social and emotional learning (SEL) and positive and safe school and classroom climate in promoting academic achievement in schools. Further, donors, such as the United States Agency for International Development (USAID), have invested millions of dollars exploring ways to bolster social and emotional skills within students and teachers alike, including ways to raise awareness among teachers about the importance of safe and positive environments. Unfortunately, removing students from the classroom does not necessarily remove them from risks of violence (United Nations, 2020; World Health Organization, 2019). Just as the effects of this global pandemic are felt by adults, it also impacts children whose routines and structures have largely disappeared (Stafford, et al., 2009). As the world grapples with how best to promote ongoing learning among children while at home it must, therefore, also continue to capitalize on improvements made in SEL development and child safety and security. Indeed, the current pandemic offers unexpected and unprecedented opportunities to ensure that progress achieved in SEL development and student safety is retained. For the education practitioners community, this means we must find and act in innovative ways to equip students, as well as their parents and teachers, with the social and emotional competencies they need to productively deal with the stressors and potential risks in their lives. Read more

Source : SHARED.RTI



Promoting psycho-social support of learners during the COVID-19 outbreak


As the COVID-19 situation is rapidly evolving, learners may worry and be aected by the situation around them. The struggle that learners are facing is also directly related to the signicant shift in their routines due to school closures, quarantine and social distancing which hinders their sense of structure, predictability and security. This in turn will aect their ability to be fully engaged in learning.

Recommendations to support learners’ psycho-social well-being during the pandemic:

1 - Recognize that reactions to the pandemic may differ:

Every learner is unique and has a dierent way to respond to stressful events.
Assure learners that their reactions are normal during such times.
Explain the impact of the pandemic in an age appropriate way.

2 - Promote learners’ emotional well being:

Help learners know their own emotions and acknowledge their feelings and concerns.
Support learners communicate, express, and manage their anger and frustration.
Give them plenty of affection, share your feelings, and tell them that you love them.

3 - Promote learners’ social well being:

Maintain a net of family and peer relationships around learners.
Explain that social distancing is only physical.
Teach listening, problem solving, decision making, and communication skills.

4 - Create Safe, Positive, and Supportive Environment:

Create and maintain a regular schedule and daily routine during quarantine.
Ensure a balanced diet, physical exercise and enough sleep.
Use positive discipline strategies based on conflict resolution, role modeling, and praise.

Keep room for fun and recreational activities including: play, music, media, team games, and others…



Ethics education for children: a transformative pedagogy for learning to live together

Ethics education for children: a transformative pedagogy for learning to live together

Course Details:

Deadline to register: 1 June 2020

Date: 8 to 13 June 2020
Location: Online
Modality: Individual work with one joint webinar
Who should attend: Educators

The current situation in the world with the COVID-19 pandemic has forced 1.5 billion children out of school and into new remote learning modalities, online, via TV or even radio. As the world paves the way to reopen the schools many challenges are still ahead.

During these challenging times, educators have a critical role to play in supporting children’s social, emotional and spiritual well-being, and creating learning opportunities to strengthen children’s critical thinking, sense of belonging to a larger community, interconnectedness with others while keeping physical distancing, and providing spaces for children to reflect about and respond to the ethical challenges we all face. 

During this course, based on the Learning to Live Together program and its Ethics Education Framework, educators will be introduced to the Transformative Pedagogy promoted by Arigatou International that supports teachers to create safe, positive and empowering learning environments during these challenging times.

For subscription and further information, please click here.

 

Source : Arigatou International



Webinar: 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?

Webinar: 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?

Find the video of this webinar here.

This Wednesday, May 27, from 13h to 14h30 (UTC), the IICBA invites you to attend the third of a serie of four webinars on transformational pedagogy, peace and resilience in times of global health crisis.

Date: Wednesday, 27 May, 2020
Time: 13h00 – 14h30 UTC
Duration: 90 minutes

Close to 90% of the world’s schoolchildren are not attending school at present and are being confined at home and places of shelter. 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 per cent 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.

This is happening in a context where socio-economic inequalities are being exacerbated as the economic consequences of the pandemic are having a dramatic effect on the most vulnerable and marginalized children. According to the United Nations University World Institute for Development Economics Research (UNU-WIDER) more than half a billion people — almost 8% of the global population — could be pushed into poverty as a result of the pandemic.The impact on African economies could be the slowing of growth to 1.8 per cent in the best case scenario or a contraction of 2.6 per cent in the worst case. This has the potential to push 29 million people into extreme poverty.

Acording to the Association for the Development of Education in Africa (ADEA) and the Global Partnership for Education (GPE), education is one of the sectors most heavily affected, with the closure of learning institutions in many African countries likely to negatively affect education in terms of access, quality and investments. In the last few weeks, African governments and key education stakeholders have instituted some measures to promote the continuity of education from home. These have been successful in some ways, but challenges remain.

As 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.

Due to the impacts of the pandemic, millions of learners will go back to school finding themselves poorer, more vulnerable and in some cases victims of violence. Even if not affected directly, learners will witness changes in their environment and ethical challenges arising in their contexts as a consequence of the pandemic.

Education should respond to the holistic 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.

While lockdowns, learning at home and online learning strategies continue, we must make use of dynamic approaches to support learners beyond their academic work. A special emphasis should be given to support learners socio-emotional learning during this period. Teachers who have the closest contacts to the children on behalf of the education sector, have the opportunities to work with parents and cargivers to support children to continue their learning.  Learning opportunities in these context can also be built around their day to day activities and strengthened further by creative and sensitive pedagogical approaches that can contribute to building life compencies for the learners.

As children restart schooling, it is not sufficient for us to just take children back to “business as usual” and engage them only in regular academic work or in fact intensify the academic workload to catch up on missed curriculums and to prepare for exams. It is important to support their holistic well-being including their social and emotional learning needs and foster their resilience by providing safe learning enviornments for sharing their experiences and emotions; helping them to renew their social relationships with one another; discuss concerns; and by providing opportunities to reflect and engage with the new context we find ourselves in.

While we face the challenges of the current context, we must also look at the opportunities amids this crisis. Crises, by rupturing our normative frames of reference, invite the possibility of transforming the conditions that produced the crises. But crises are not transformative if they merely evoke feelings. Feeling, in the absence of thought and action, does nothing to challenge or change the conditions that illicit the feeling. Education should respond to this crisis by addressing the conditions that create uncertainty and disconnection in the learning of the learnerrs, reflecting on how it affects their learning needs and well-being.  This should lead to action and to creatively respond to the context to make it part of the learning, contributing to creating transformative experiences.Praxis requires both reflection and action.

While the COVID 19 pandemic has put pressure on the education, it has also shown our interconnectedness and the power of human solidarity. Education can make use of transformative pedagogies to creatively address this opportunity and strengthen the holistic learning, resilience and well-being of children.

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?

This webinar invites us to reflect on how educators can make use of transformative pedagogy to meet the learning needs of leaners during the Covid-19 pandemic and moving forward. The 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 role of transformative pedagogy in the context of the current Covid-19 pandemic ;
  • recommend transformative pedagogical approaches that can be leveraged for the learning needs of children ;
  • identify strategies to foster learner’s well-being and empower them to develop their competencies for resilience.

 

Programme and Speakers :

Welcome and Key Note Remarks: 

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

Panel Discussion: 

Ms. Mary Wanjiru Kangethe
Director, Education Programme
Kenya National Commission for UNESCO (KNATCOM)

Ms. Vera Leal
Arigatou International Geneva

Mr. Mohamed Said Abdi
Director of Training and Foundation
Somalia National University (SNU)

Q&A and Discussion  30 minutes

Webinar Moderator: Eyerusalem Azmeraw, UNESCO IICBA
Chat Moderator: Eleonora Mura, Arigatou International Geneva



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