SDGs

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.



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



ICSD 2019 : 7th International Conference on Sustainable Development


SAVE THE DATE September 4-5 2019

The International Conference on Sustainable Development is organized by the European Center of Sustainable Development in collaboration with CIT University.

The 7th ICSD 2019 is inspired from the critical challenge of human, environmental, and economic sustainability concerning the present and future generations in a global-scale context. The Conference theme is: “Creating a unified foundation for the Sustainable Development: research, practice and education”. 

 



Transforming Education Conference for Humanity (TECH) 2019


SAVE THE DATE December 10-12 2019

Building on the success of TECH 2017 and 2018, TECH 2019, held in partnership with the State Government of Andhra Pradesh, India, aims at showcasing the role of digital technologies in enabling a shift from “transmissive pedagogies” to “transformative pedagogies” to create more peaceful and sustainable societies. TECH 2019 will be held in the coastal city of Vizag, Andhra Pradesh, India. Apply before July 1, 2019 for a chance to present at the Conference. Learn more...



Engaging world’s youth vital to preventing violent extremism, building sustainable peace


“Youth engagement has become a crucial factor in the global efforts to prevent violent extremism and to build sustainable peace”, said the moderator, Miguel Moratinos, the High Representative of the United Nations Alliance of Civilizations (UNAOC), moderator of the event.

“They are not only our present, but our hope for the future,” he stated. Read more...

Source: News UN



Policy Handbook: Advancing Education for Sustainable Development


TitlePolicy Handbook: Advancing Education for Sustainable Development

Description: This handbook explores some of the central success factors in policy, process and practice in some of the pioneering countries and contexts where ESD is being effectively embraced. It examines some of the major trends, case studies and challenges in introducing this more holistic, progressive, hands-on education.

Issue date: 2019

Author: World Future Council

Link: DOWNLOAD



Three ways to develop education curricula for youth in emergency settings


Education is important for all young people, but it can be lifesaving to youth in emergency settings. Adolescence is a period of significant cognitive, emotional and social change for every young person. For youth in emergency contexts, education can help to protect them from recruitment into armed services, sexual exploitation, abuse and early marriage. It can also build inner resilience by offering stability, normalcy and hope.

Given the increase in emergencies worldwide and the number of youth who are out of school, it is critical to ensure that educational curricula are holistic, relevant and meet learners’ social-emotional and developmental needs. We believe there are three elements that must be considered to successfully develop curricula for youth in emergency settings. Learn more....

Source: FHI360



The role of quality education in implementing SDGs


The United Nations sustainable development goals (SDGs), otherwise known as the Sustainable Development Goals for Development, are critical in their attempt to change the lifestyles of the people. The SDGs need everyone’s participation and active involvement as well as understanding what they mean in order to succeed. The fundamental issue with regard to SDGs is that, according to their mantra, they are inclusive, hence no one should be left behind. The SDGs are a collection of 17 global goals set by the United Nations General Assembly in 2015 for the year 2030. They are a universal call for all nations to end poverty, protect the environment and contribute to peace and stability. Learn more...

Source: NewsDay Zimbabwe 



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