Entries marked "unesco"

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The challenges of providing quality education in conflict areas

Earlier this month, UNICEF attended a UNESCO-INEE organized symposium on Conflict-Sensitive Education – Why and How? in Paris with Ministers of Education from around the world. Conflict-Sensitive Education is a key component of UNICEF’s new four-year programme on Peacebuilding, Education and Advocacy, supported by the Government of the Netherlands. The “Learning for Peace” programme explores innovative ways to build sustainable peace through education in 14 countries around the world.

Ministers of Education from programme countries including Chad, Liberia and Uganda, as well as the Deputy Minister of Education from Sierra Leone and government representatives from the Democratic Republic of Congo joined the day-long discussion, highlighting gaps in funding and considering best practices to integrate conflict sensitive tools into education policies and programmes. For more on the symposium see the below webstory from our partners UNESCO and INEE. For more information on the PBEA programme visit: www.educationandtransition.org/pbea.

©UNHCR / H. Caux
Children from the Central African Republic, who were displaced by an attack on their village, attend class at a bush school near the Chadian border.

The challenges of providing quality education in conflict areas

Conflict-affected countries called for better strategies to ensure that conflict-prevention is integrated into education policies and programmes and that education is not overlooked by donors and humanitarians.

UNESCO recently welcomed Ministers of Education from Chad, Liberia, Mali, Palestine, and Uganda, as well as the Deputy Minister of Education from Sierra Leone and government representatives from the Democratic Republic of Congo and Kenya, to talk about their experiences of providing quality education during and after a conflict. Together with numerous ambassadors and representatives from the Permanent Delegations to UNESCO, UN agencies, bilateral organizations, intergovernmental and non-governmental organizations, academia and civil society organizations, they participated in the symposium Conflict-Sensitive Education – Why and How?, supported by Comic Relief, the European Commission, UNICEF, and USAID.

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UNICEF and UNESCO condemn bomb attack near school in Kirkuk

106 school children and four teachers injured in attack

Press Release

Baghdad, 13 March 2013 – The United Nations Children’s Fund (UNICEF) and United Nations Educational, Scientific and Cultural Organization (UNESCO) condemn the attack that took place on March 11 near Wlad secondary school in the town of Dibis in Kirkuk governorate, 290 kilometers north of Baghdad, Iraq.

“We condemn Monday’s attack in the strongest terms” said Mrs. Louise Haxthausen, UNESCO’s Representative in Iraq. “Attacks that affect schools are unacceptable; all schools are, and must remain, zones of peace.”

The blast waves and shrapnel caused by the bomb injured 106 students – 70 boys and 36 girls – all of whom were in class at the time of the explosion. Of the injured children: six are in critical condition with two remaining in a coma; 10 have fractures and significant bleeding; and 90 have minor lacerations and bruises. Four teachers were also severely injured in the blast.

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Timor-Leste: Ban Ki-moon and Gordon Brown visit UNICEF-supported school

Press release

DILI, TIMOR-LESTE, 16 August 2012 – UN Secretary-General Ban Ki-moon, UN Special Envoy for Global Education Gordon Brown, and Director-General of UNESCO Irina Bokova today visited Cassait School in Liquisá district, Timor-Leste.

©UNICEF Timor-Leste/2012/Andy Brown
UN Secretary-General Ban Ki-moon, reading to a class at Cassait School in Liquisá district, Timor-Leste.

It was part of the Secretary-General’s preparations for the UN’s new ‘Education First’ initiative, which will be launched on 26 September, and Mr Brown’s first overseas trip in his new role. The Secretary-General presented the school with a UNICEF ‘school-in-a-box’ kit, containing basic education supplies, and the students gave him a traditionally-made model boat.

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Mapping of Global DRR Integration into Education Curricula – Sustainability Frontiers

New Publication

This document reports the findings of a UNICEF/UNESCO Mapping of Global DRR Integration into Education Curricula consultancy. The researchers were tasked with capturing key national experiences in the integration of disaster risk reduction in school curriculum, identifying good practice, noting issues addressed and issues lacking and reviewing learning outcomes. The thirty case studies cover all UNICEF regions and represent all levels of dev. They reflect the wealth and variety of national initiatives to integrate DRR in school curricula.

Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries

The report also extracts global conclusions from these experiences on: curriculum development/integration; pedagogy; student assessment; learning outcomes/competencies; policy development, planning and implementation aspects. A checklist of optimal DRR curriculum practice and recommendations for a subsequent consultancy to provide structured guidance on the issue for Governments close the report. This report, even before its publication, has already spun the interest of UNICEF, UNESCO, UNDP and Government colleagues around the world.

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UNICEF supports enhanced Early Childhood Development in Libya

Press release

TRIPOLI, Libya, 19 July 2012 – UNICEF is supporting the Libyan Government to enhance the availability and quality of Early Childhood Development services to children across the country.

ECD event Tripoli 18 July

©UNICEF Libya 2012/Echeverry Burckhardt
UNICEF Libya Deputy Representative Dr Katrin Imhof, Deputy Minister of Education Dr Suleiman Khoja(left of Imhof), and Ms Najiba Istaita(left of Dr Khoja in blue suit jacket) along with some of her team members at the Early Childhood Development Panel Discussion in a Tripoli school

As part of this support, the Libyan Department of Early Childhood Development (ECD) within the Ministry of Education yesterday held its second panel discussion on the importance of ECD in the development of young children, following a similar event in Benghazi last month.

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What does it take to educate a girl?

© Talking Drum Pictures
“To Educate a Girl” follows the lives of girls in Nepal and Uganda, including six year old Mercy who is attending school for the first time.

By Pi James

NEW YORK, USA, 5 March 2012 – Significant progress has been made towards providing education for all, yet according to UNESCO an estimated 67 million children still remain out of school – and over half of them are girls.

Ten years after the United Nations Girls’ Education Initiative (UNGEI) was launched in 2000 to safeguard the right to education and gender equality for all children, filmmakers Frederick Rendina and Oren Rudavsky travelled to Nepal and Uganda to document the lives of girls seeking an education amid poverty and in the aftermath of conflict.

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