Tag: UNESCO

YouthINK – Day 4

A daily conference bulletin by the youth reporters

Thursday-Friday March 9-10, 2017

Personal testimonies reiterate relevance of Global Citizenship Education at opening plenary of 3rd GCED Forum

At the opening session of the third UNESCO forum on Global Citizenship Education Opening, Qian Tang, Assistant Director-General for Education, highlighted that the challenges created by the 21st century place today’s learners in uncertainty and require a set of special soft skills to adapt to the realities of the time. The education oriented towards these skills is to be based on inclusive and equitable strategies. The opening remarks were followed by a powerful plenary which explored the idea of ‘Leveraging the power of teachers for peace’. The session introduced two inspirational testimonies on the transformational potential of education. The first was by Rafiullah Kakar a young professional from Pakistan who spoke of his sense of guilt in celebrating International Women’s Day as he belongs to a purely patriarchal society built on the exclusion of women.
He highlighted how his life experiences challenged his preconceived notions and argued that there are instruments outside of the formal education systems that shape young people’s minds more powerfully than textbooks.

His sentiments were echoed by the Leslee Udwin, founder of Think Equal in the United States of America who stated that the educational systems are failing as they do not address the complexities of the 21st century. The challenges facing today’s international community such as hate speech, terrorism, extremism, discrimination, rape, domestic violence and many others urge us to ask “What kind of education should be promoted”. 

Highlights from the concurrent sessions

Cross-regional dialogue on GCED: Secondary school students speak out on how to teach GCED

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Over the past four months, thousands of youth from 13 countries, across each continent have engaged in a high-stakes online discussion around the core tenents of global citizenship, including the interconnectedness of local and global systems, respect for diversity and ethical engagement across borders. Researched, developed and presented by secondary school students from the participant countries, this session synthesized the collected work of networked classrooms with ASPnet schools at the core, local and global government and non-governmental organisations, indigenous peoples, and frontline communities who have important insight into the complexity of global citizenship.

At the session a presentation and overview of the “International Youth White Paper on Global Citizenship” prepared by the diverse secondary school students. With support and supervision from Centre for Global Education, the Centre for Global Citizenship Education and Research, University of Alberta, and the Global Centre for Pluralism, they published the paper (online and printed version) addressing issues of human rights, imperial instinct, divergence between equality and equity, strength in diversity. Their practical findings and policy recommendations to educators include a shared curriculum, critical thinking (in some countries, for example, Morocco, there is no critical thinking), and last but not least, making some changes to the traditional school structure.

Preparing teacher for global citizenship education in Asia: what works?

The objective of the workshop was to go beyond definitions of a global citizen and instead to focus on how it should be taught. The key was that the focus was not on “What they learn, but how they learn it”. Often traditional learning focuses on with learning about ourselves, but not others. The workshop highlighted the creative pedagogical approach of creating a space were we learn about ourselves through others.

Reflect, react, resist; Teaching divided histories

Through case studies, the workshop highlighted how personal beliefs and political conditions, were either endorsing or resisting the Nazi states anti-Semitic policies. The first lesson was to examine the justification of anti-Semitic views; such as social exclusion, positive affirmation of anti-Semitic views, widespread national identity policies that excluded Jews in a range of platforms. The workshop also highlighted the importance and the role of the social community and public employees (teachers, policemen etc.) in the process of implementing the Nazi policies. It examined why the resistance was not widespread. The duty of the majority in resisting hateful policies towards the minority was very marginalized. The lessons learned from the workshop underlined our collective duties as global citizens in resisting hate rhetoric and learn from the holocaust when dealing with a range of current issues.

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Teaching with young people: What do learners expect from GCED?

The youth leading the session started with presenting an advocacy tool kit that they created along with other 50 youth who are part of the youth advocacy group. The tool kit is designed to help educators facilitate the concept of advice and support youth in their advocacy campaigns. They highlighted the importance of working with youth on defining, expectations, how should it be implemented and most importantly how to make it relevant to the public. The youth facilitators of the session mentioned that according to the world we want survey ages between 16-30 chose education as the most pressing issue that we need to be working on globally.  During the workshop attendees got chance to take part in the experiential learning them selves. In groups they analyzed issues they identified in education using the problem tree then practiced drafting messaging. The toolkit and EIU annual best practices guide are available at UNESCOapceiu.org

Story-telling and experiential learning – A hero’s journey

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We live in an interdependent, unequal and ever-changing world. This workshop provided participants with the opportunity to explore and experience the power and potential of experiential learning in educational settings through “A Hero’s journey”. Bobby McCormack, the facilitator of the workshop, called the participants on the adventure to explore creative methodologies and be a part of the experiential learning process. The group work —as simple as lowering down the level of the stick –turned out to be a challenge when there were 10 people in a group. This was an example of the necessity of collaboration between people in the community. “Take responsibility for what is happening in the community” was the key message of the session. We need friends, we need enemies, we need mentors on our journey. They are a part of our unique stories.

Innovative pedagogies for ESD and GCED: Is game based learning the future?

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UNESCO MGIEP organized a concurrent session on “Innovative pedagogies for ESD and GCED: Is game based learning the future?” The objective of the workshop was to explore how game based learning can help learners achieve key competencies and skills such as critical inquiry, systems thinking, empathy and compassion. These 21st century skills form the foundation of ESD and GCED. The panel consisting for researchers and educators shared their experiences of using game-based learning in their classes and how it impacted their students understanding of key concepts of ESD and GCED. The session was participatory and engaging and raised awareness about the widely available game based tools which the teachers can easily adopt in their classrooms. The panel also addressed how some of the games can be used in context where technology is not easily accessible. The panel also provided a ready list at the end which was a useful take away for the participants.

Developing a Voice for Peace: Using Drama and the Arts for Explicit Emotional Education and the Prevention of Conflict

What is the link between drama and the arts on the one hand and conflict prevention on the other hand? This workshop organized by Unique Voice explored this question by focusing on how drama and the arts can support the socio-emotional development of children for preventing future conflict. Socio-emotional education through art and drama builds on the key concepts of understanding and diversity. It is an ideal way to enhance the ability of children to express their feelings and communicate better. Drama and the arts for the socio-emotional development of children contribute to building their resilience, give them security and voice, and enable them to express empathy while developing a sense of belonging. Although qualitative research corroborates the benefits of socio-emotional education through drama and the arts, this is yet to be properly integrated in our understanding of education.

Shrinking spaces: Global citizenship education in a cold climate

Organized by seven Oxfam affiliates, the participants in the workshop on “Shrinking spaces: Global citizenship education in a cold climate” discussed the factors that may undermine the efforts of promoting global citizenship education and suggested ways forward. A host of such factors were identified, including limited incentives caused by results-driven education systems, global citizenship education ranking low in curricula and school approaches, a lack of skills among teachers / educators, lack of time, school systems leaving little, if any, room to civil society, teacher / student resistance to new teaching methods, etc. OXFAM and its affiliates from around the world provided a number of suggested methodologies regarding ESD/GCED and prompted participants to reflect on their global replicability. These methodologies include projects to promote media literacy among youth, and fair trade through cooperative student structures. Also, youth ambassador groups to work on the leadership, teamwork, and voice of students, clubs and change initiatives at university level to instill students with a first hand understanding of advocacy and lobbying at local and regional level, and many more. Mr Hamid K Ahmed, Deputy Chair of the Advisory Commission to the Prime Minister of Iraq, discussed how best to use global citizenship education to deal with extremism and dogmatic ways of thinking in post-DAESH areas in his country. In the ensuing debate, participants raised most interested issues related to ensuring language neutrality, gender equality and reconciliation in post-conflict situations.

Holding difficult Conversations

By Nick Taylor – Foundation for Peace

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The second part of the morning of the last day of the GCED conference addressed the theme of pedagogies that transform, and an important point to discuss when it comes to peace is the development of socio-emotional competencies and critical thinking. Both characteristics allow critical thinking and prevent the growth of prejudice and violence. The session began with a tribute, made by Nck Taylor chief executive of the TPJB Foundation for Peace, to all victims of terrorism since March 11 is International Day of the victims of extremism and violence. The Foundation for Peace works with methodologies and teacher training approaches to prevent the growth of extremism and violence through three lines: prevention, resolution and response. These bases are developed through individual development and acceptance of the characteristics, attributes and history of each individual, of communication allowing students to dialogue and build arguments and finally awaken the sense of community, contextualizing the environment and allowing each one to see its role Within the group.

The second part of the session involved a practical exercise between the participants to awaken empathy: After showing the film “Preventing violent extremism through education” by Unesco, Nick gave Bil’s photo and asked the participants to discuss the possible story of the character trying to escape Stereotypes due to their appearance. Bill’s story touched everyone, because in the end we found out that he was a vittim of etremism and that at the age of 12 he lost his father, which led him to search for “justice” by joining an extremist group and committing a murder. Bill is an example of how extremism gains strength, when we have situations of violence, discrimination, bullying, poverty and social vulnerability. The Foundation for Peace develops engaging projects such as music concerts, games, social media actions and games to raise students’ awareness. As support for developing initiatives that work in the same way, Nick suggested two UN documents: the Global Citzenship Chart and the UN’s Prevent Violent Extremism Trought Education.

Living libraries: A face-to-face encounter to foster intercultural dialogue

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Libraries live. They are alive. They talk and share stories. Today’s simulation of a living library allowed us to be the book, to be read and to convey our stories. Stories that project our experiences, pain, traumas and happiness. Stories that depict our societies, lives and challenges of our environments. Telling stories give voice to the unheard and neglected ones, who are misrepresented and unrepresented.

Organizing living libraries can be accomplished by following 7 steps. After bringing on board similar minded people who are willing to support you, you can move on with planning your living library project: define your goal, target and success criteria. Bringing your “library” to social gathering in public spaces, malls and festivals, for instance. Next step, identify challenges of intercultural dialogue in your region. Among these challenges select “books”, contact them and brief them about the projects. Do not forget to provide materials such as catalogs and booklets with rules to make sure that your participants know what to expect.

Try out a living library in your community and classroom upon your return. Make sure you do not shelf these books and act upon stories instead.

Teaching GCED: Do I Know where to start?

Mr. Hamid Ahmed – Senior Advisor Prime Minister  showed the reality about Iraq’s education pre and pos the Daesh. The important thing that he brings was that prejudice and violence begin with lack of a framework education, on Iraq pre daesh all the history and geography books was banned, in the curriculum contents as weapons and extremism was widely teached.The era pos Daesh was a challenge to the government, because the had to make a emotional approach to sensibilize the population and mostly the child.

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After the show case some educator, teacher and youth give some examples of first steps that could be done in classroom, and some reflections if we are going in the right way to implement the GCED.

  • Social media training and media literacy: if the students know how the information and media works is easy to framework the content.
  • Create groups of conversation where the students can show and speak about their cultures and listen for another.
  • The students are not framing the contexts id order to make a real critical thinking about what is talking about. We challenge they with the way we support they to developed critical thinking. We need to actually provide guides to give more background.
  • Create safes spaces to share in class.
  • Make a review on the material that we use in school, make they are reinforcing prejudice and mainstream concepts.

In the end the audience receive all the sweetness of Joan David, the child author that wrote the book about the SDGs. And as he said “We have the courage to be ourselves, not just for the children today but for all the future generations. Everyone can make a difference.”

Interview with Terry Godwalt, Centre for Global Education and Yusuf, Janan and Scarlett, three of the under 18 youth representatives that presented the Youth White Paper on Global Citizenship

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Q) Do you think that the youth today feel pressured because the adults are putting this responsibility on them to find solutions to problems that have been created by the latter?

There definitely is some pressure but its also responsibility that needs to be shared by adults and the youth alike. We have an advantage as 21st century youth that we bring in different perspectives and are willing to step up and be involved in the process of finding solutions. What is unfair is that we are not often given opportunities to express ourselves.

Q) Has technology helped narrow the gap by offering more possibilities to voice your opinion? Or do feel the problem still persists?

Technology has definitely helped increase possibilities of collaboration and also given us avenues to voice our opinion. However there is quite a clear difference between doing things virtually and actually physically being present at fora where we are given an equal opportunity.

Q) How do you plan to stay engaged upon your return to your own countries?

It is difficult; we have schools and a lot of work that occupies our time. However we are definitely planning to use social media and digital forms of communication to stay connected and ensure that we continue the dialogue in one form or the other.

Q) What has been your biggest takeaway from the experience?

We think that if we were to summaries it in one sentence we could probably say that “As we learn, we unlearn”


Youth reporters

Amaralina Xavier, Ellena Killyakova, Wala Al Jallad,
Artemis Papathoedorou, Aytaj Pashyeva, Asma Zina Belheddad,
Hajar Idrissi, Phynuch Thong, Stanlisav Khanin, Pamir Ehsas


YouthINK – Day 3

A daily conference bulletin by the youth reporters

Wednesday, March 8, 2017

At official opening of UNESCO Week, experts underscore crucial role of women and youth

UNESCO Director-General Irina Bokova officially opened the UNESCO Week for Peace and Sustainable Development: The Role of Education in Ottawa, Canada on 8 March together with Catherine McKenna, Minister of Environment and Climate Change, Government of Canada, and Mitzie Hunter, Minister of Education, Government of Ontario.

“We need new forms of education that promotes understanding between cultures, that strengthens the resilience of societies and provides the relevant skills to navigate the future,” said Ms Bokova, emphasizing the need to promote human rights, dignity, diversity and inclusion. Bringing in the importance of youth, Minister McKenna highlighted that “Young people are already leading; we need to listen to them. They not only care but also have more ambitious ideas that ever before for a more sustainable future.” Focusing on those who are on the frontlines in the classroom, Fred van Leeuwen, Secretary-General of Education International said: “Teachers create bonds within groups and build bridges across groups and communities. It is clear that efforts to improve teaching and learning will not succeed unless we trust, value and support teachers. We see this Conference as a clear token of UNESCO to support the teaching profession worldwide”. ” Since the opening also coincided with International Women’s Day, the leaders reiterated the need to “leave no woman behind” on the path to a sustainable world.

Youth lead from the front in intergenerational dialogue on role of teachers in ESD; discuss impact of technology, training and support of policymakers

At the opening of the UNESCO Week, youth delegates and policymakers joined forces for UNESCO MGIEP’s Talking Across Generations on Education to discuss the role of teachers in ESD

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To say that it was a power-packed gathering for UNESCO MGIEP’s Talking Across Generations on Wednesday morning would be an understatement. The carefully chosen TAGe delegates who took the stage to discuss the Youth Perspectives on the Role of Teachers in Education for Peace and Sustainable development brought to the discussion not only a wealth of experience but also regional and professional diversity. The youth delegates came from 35 different nations and had been selected by UNESCO MGIEP via a rigorous application process that included participating in four weeks of online discussions.

Engaging in a dialogue with the youth were 15 distinguished experts cutting across academic, professional and regional expertise. Among them were Director General UNESCO Irina Bokova, Minister of Education Ontario, provincial parliament Mitzie Hunter, Special Adviser for Implementation of the Sustainable Development Goals, Dessima Williams, UNESCO chair on GCED Dr Carlos Alberto Torres and other highly-established experts. The session got off to an inspirational start with UNESCO MGIEP’s first ever YESPeace champion and singer Emmanuel Kelly moving the audience with his story.

The dialogue began with moderators Paul Darvasi and Danika Littlechild posing the question regarding what a 21st-century teacher should look like. The responses from the experts and the youth drove home the realisation that teachers of today need to be superheroes to keep up with the changing needs of the students and the increased access to information.The experts brought in the question of support received by the teachers from other stakeholders including policymakers and the governments.

“For creating peace and sustainable development, dialogues such as the TAGe are essential,” said Irina Bokova, DG UNESCO. This point was further highlighted by the H.E. Mr Choong-hee Hahn

Untitled2Ambassador, Permanent Delegation to UNESCO Korea, who reiterated that “Empathy and compassion are needed to create peaceful and sustainable societies.”

When touching upon the impact of technology on the role of the teachers, youth delegate Sandiso Sibisi from South Africa argued that in many regions the internet has not permeated to the extent of that in the Western world. The rich dialogue also touched upon the issues of teacher training, focus on assessment of students and new pedagogies.

The session ended on a high with Emmanuel Kelly once again taking the stage and sang a rendition of John Lennon’s Imagine.

Irina Bokova, Director General UNESCO joins the youth to launch World Rescue—MGIEP’s innovative mobile-based game on SDGs

Untitled3The UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development today released World Rescue-a mobile-based game inspired by the Sustainable Development Goals (SDGs). The game was officially released by Ms. Irina Bokova, Director-General, UNESCO and Dr. Anantha Duraiappah, Director, UNESCO MGIEP.

The research-based video game, takes the players across Kenya, Norway, Brazil, India, and China where they take on the roles of five young heroes to solve global problems—such as displacement, disease, deforestation, drought, and pollution—at the community level to achieve a more sustainable world.

“Digital games offer a double dividend: First, they offer a platform whereby learners can make mistakes as they learn concepts of peace and sustainable development; and second children actually have fun while learning,” said Dr. Anantha Duraiappah, Director, UNESCO MGIEP at the launch.

World Rescue has been designed and developed by Pixel Perfect, a game development company based in Hungary that won UNESCO MGIEP’s first-ever International Gaming Challenge in 2015. The storyline of the game has been curated by Literary Safari. World Rescue is available for download free of cost on the Google Play Store and the Apple App Store and has already been downloaded approximately 2000 times.

YESPeace Workshop: Mobilising youth and teachers to transform education for peace and sustainable development

Untitled4After an exciting morning where the youth engaged in a rich dialogue during Talking Across Generations on Education (TAGe) on the role of teachers in ESD, the MGIEP youth delegates came together in full force for theYesPeace workshop.

The aim of the workshop was to provide a platform for young people working in the area of formal, non-formal and informal education to share their work in the areas of peace, sustainable development and global citizenship and draw upon the discussions on the role of teachers.

The format of the session was designed to drive an action-oriented and participatory approach involving group work.

The youth were divided in projects and created projects as well as Action Plans to enhance teacher and youth synergies (of people and practitioners).Untitled5

Interview with Emmanuel Kelly
UNESCO MGIEP’s first-ever YESPeace Champion

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Q) Do you think that being a YESPeace champion will now put a lot more pressure on you or will it only empower you further to inspire?

It definitely is a great responsibility, but one that I am fortunate to be in a position to be given. I am honoured to be part of this campaign and hope to inspire and aspire to create and help achieve qualities of peace, sustainable development and above all, love. I actually feel more free to be who I am.

Q) What do you think are the common challenges that youth face today regardless of where they are and what they are doing?

The biggest problem I see is that there is a lack of a role models to aspire to be and at the same time lack of inspiration. I think that the only solution for this is that we should all aspire to be ourselves and be inspired by someone who always changes you for the better. In my case, i am lucky to have my mum and brother who have inspired me each step of the way in my journey to where I am today. They have had a tremendous impact on my life and I am so grateful to have had that.

Q) Do you think education has an important role to play in changing the mindsets?

I think that not only education, but the kind of education is important. Education systems are not teaching the students to be socially conscious.

The teachers need to realise that the skills that are needed today are not the skills that were needed ten years ago. They need to listen to the students.

Q) How would you explain the phenomenon of many educated youth from across the globe getting radicalised?

I strongly feel that entertainment industry is responsible to a large extent for creating unrealistic images in the minds of the young people of today. It also sends out wrong messages through what it thinks is entertaining; such as violence is alright. However, a larger problem is that children don’t have any immediate role models to turn to within their families. They turn to teachers for guidance and when they don’t get that kind of support from there too, the children are really lost and easily attracted to extremist ideologies.

Q) Do you think music can play an important role in closing the gaps that you just identified?

There is no doubt about this; music plays an important role in unifying people from across regions and cutting across ideologies. An example of this can be seen in Israel, where the biggest band is from Palestine and in Palestine where the biggest band is from Israel. Music has always been able to offer a beacon of hope and it does it in a way that is subtle. The lure of music is always fun and attractive but at the same time it has immense healing powers too.

Twitter highlights of the day

Impact on twitter: #tage and #UNESCOweekEd

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Sessions for Day 4 (9 March,  2017)

Innovative pedagogies for ESD and GCED: Is game-based learning the future?

14:00-15:30pm

Community mapping to develop GCED skills

14:00-15:30pm

One world one compassion

16:00-17:30pm

Youth reporter
Radhika Bhatnagar

 


UNESCO MGIEP’s call for Education for Humanity finds resonance with Leaders and Laureates

As the only United Nations agency in India convening a roundtable at the prestigious summit, MGIEP put the spotlight on building compassion through curricula and institutionalising youth participation in decision making.

December 2016, New Delhi— Last week, UNESCO MGIEP pushed forth the dialogue on Education for Humanity via its roundtable at the prestigious Leaders and Laureates Summit for Children held at the President’s Estate. The first edition of the summit, spearheaded by Kailash Satyarthi, Nobel Peace Laureate (2014) brought together the collective leadership of Nobel laureates and leaders, youth and over 150 eminent personalities from various walks of life – academia, business, civil society, sports, arts and culture, for designing a child-friendly future.

Speaking at the occasion, HH the Dalai Lama urged all those present to do their bit to ensure that the 21st century is the “century for peace”. Underscoring that education has a role to create compassion he said, “Training through holistic education can lead to heightened awareness which creates peace.” Asserting that it is imperative that education systems  focus on developing compassion and not only intellect, he reiterated, “The basis of inner peace is warm-heartedness and this must be cultivated through education.”

His comments were mirrored by those made by Princess Laurentien of the Netherlands who, in her moving address to the “missing children” at the summit pointed out what continually evades the discourse on achieving a sustainable future— the inclusion and participation of the youth in decision making. Illustrating her point, she drew the attention of the audience to the Sustainable Development Goals adopted by the United Nations in 2015 and underscored that without active youth involvement, the goals would remain hard to achieve.

The MGIEP roundtable on Education for Humanity took forward the dialogue from where the opening session concluded. The roundtable was presided by the 2011 Nobel Peace Laureate Tawakkol Karman, who won the highly-coveted prize for her relentless struggle for human rights and women’s participation in peace-building in Yemen and for organizing non-violent protests that became part of the 2011 Arab Spring movements.

Dr. Anantha Duraiappah, director UNESCO MGIEP drew attention to the results of a study undertaken by MGIEP across India to support the Ministry of Human Resource Development’s revision of the National Education Policy (NEP) in 2015, where majority of the youth felt they were always at the periphery of critical decision making processes.

When asked about “how we can create spaces for the youth to be engaged and have an equal voice,” educator Lata Rajnikanth reiterated that students must be made to feel they are equal stakeholders from the primary education level itself so as to inculcate a sense of joint ownership in the future.

Freeman, a youth activist from Ghana who was rescued from child slavery, offered an alternative by narrating his success with integrating decision-makers with young students by asking the policymakers to engage in a youth dialogue and not vice-versa.

Talking of the key learning outcomes for fostering compassion, Rohit Menezes, partner at the Bridgespan Mumbai office, pointed out that while compassion itself should be an outcome of the education systems it is unfortunately not happening as organically as it should.

Agreeing, Dr. Duraiappah pointed out the disturbing results of a 2015 survey conducted by Bengaluru-based NGO Children’s Movement for Civic Awareness covering about 10,000 high-school and college students from 11 cities across the country. It found more than 65% of young people felt that boys and girls from different religious backgrounds should not be allowed to associate with each other. Worse, over 40% of boys agreed that women had no choice but to accept a certain degree of violence. Eminent journalist N Ram added that to change to change such mindsets, it is essential that the process of “imparting values” in education systems takes on a secular nature and doesn’t further propagate differences.

Drawing the key inputs from the rich discussion, Chair Tawakkol Karman summarised the three recommendations of the table as the following:

—Institutionalising youth participation in decision making that goes beyond soliciting opinions.

—Giving emotional learning equal importance as intellectual development in curricula.

—Multi-sectoral approach for finding solutions to close gaps in current education systems.

Contact Information:

–Ms Anamika Gupta a.gupta@unesco.org, Programme Officer

–Mr Simon KUANY, s.kuany@unesco.org, Programme Officer

–Ms Radhika BHATNAGAR r.bhatnagar@unesco.org, Communications Officer

 


UNESCO MGIEP PARTNERS WITH PENGUIN RANDOM HOUSE INDIA FOR A BETTER TOMORROW

The UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), a category 1 UNESCO institute focusing on peace and sustainability education, and Penguin Random House India, the largest English-language trade publisher in the subcontinent, have come together for a new strategic content partnership.

The partnership will combine UNESCO MGIEP’s expertise on education for peace and sustainable development to foster global citizenship, with the level of proficiency that is synonymous with Penguin Random House India‘s work.

Together MGIEP and Penguin Random House India are aiming at encouraging a new generation of leaders by sharing content that will not only enhance their understanding of critical issues facing the world, but will also be easily accessible.

One of the first collaborations of the partnership will be at UNESCO MGIEP’s ‘Talking Across Generation on Education’ (TAGe) New Delhi, where 50 youth delegates from around the world will engage in a no-holds-barred discussion with experts and policy makers from across the globe on the Prevention of Violent Extremism through Education.

Talking about the partnership, Dr. Anantha Kumar Duraiappah, Director of UNESCO MGIEP said, “UNESCO MGIEP is delighted to partner with Penguin Random House India for our flagship Talking Across Generations through Education (TAGe) series. Books have always had the power to provide perspective and insights into some of the most challenging issues faced and we are positive that through this partnership we will be able to carry forward the global dialogue on critical matters in an open and transparent manner. We look forward to a fruitful association through our joint efforts.”

Adding about the partnership, Penguin Random House India’s Sr. VP Marketing & Children’s, Hemali Sodhi, said, ”We’re thrilled to be partnering with UNESCO MGEIP for their flagship town-hall series ‘Talking Across Generations through Education (TAGe)’. Our authors are the thought leaders of today and tomorrow and through their work, we aim to provide a platform that can engage the audience in a free-flowing dialogue on critical issues that affect the world. We hope that our endeavor is a success and that a global discussion will be generated from the digital display of the works of our authors.”

UNESCO MGIEP and Penguin Random House India aim to work closely together to ensure co-operation and co-innovation to equip future generations with the content to lead change for a more peaceful and sustainable world.

Contacts

UNESCO MGIEP – Radhika Bhatnagar, Associate National Officer (Communications and Social Media)

r.bhatnagar@unesco.org

Phone: 011 2338 6603

 

Penguin Random House India – Rukun Kaul, Digital Head at Penguin Random House India

rkaul@penguinrandomhouse.in

Phone: 0124 478 5600