President Nana Addo Dankwa Akufo-Addo has challenged African governments not to rely on the World Bank and other institutions to decide on the choices they have to make concerning policies and the funding of education on the continent. “We should not get into arguments with foreign agencies about our priorities. We must set our own priorities and we must accept that we must provide the funds to translate our plans into reality,” he said.
To stress to policymakers and other stakeholders the wide and far-reaching benefits of community-based learning, particularly in the light of the 2030 Agenda for Sustainable Development, the UNESCO Institute for Lifelong Learning has published a new policy brief, “Community-based learning for sustainable development.” This policy brief advances six principles of action to develop the role of community learning centres as the main delivery mechanism for community-based learning: responding, engaging, enabling, embedding, sustaining and transforming.
‘A Piece by Peace: A Sustainable Peace Dialogue’ was co-hosted by Africa Unite (AU) and the International Peace Youth Group on the 23rd February in Cape Town, South Africa. The topic of the forum was: How can we as youth, working with government ensure that we build safe and peaceful communities and create a culture of peace enshrined in the Declaration of Peace and Cessation of War.
UNESCO Week for Peace and Sustainable Development highlights teachers’ role in achieving Global Development Agenda
More than 400 experts, practitioners and policymakers from the public, non-governmental and private sector from all regions attended the UNESCO Week for Peace and Sustainable Development: The Role of Education, in Ottawa, Canada from 6 to 10 March. UNESCO launched a new publication on this occasion, “Education for Sustainable Development Goals: Learning Objectives,” to support policy-makers, curriculum developers and educators to promote learning for the SDGs.
Global Citizen has teamed up with the Social Progress Imperative to launch ‘The People’s Report Card’. It’s a Report Card on the progress that the world as whole and each of the countries of the world is making against the Sustainable Development Goals. It’s the People’s Report Card because it is a tool for citizens everywhere to check on how whether their leaders are living up to their promises.
On June 24, a group of youth from New York City joined Peace Boat US as part of a two week study program through Central America focusing on the United Nations Sustainable Development Goals (SDGs) and peacebuilding efforts in the region. The team of 24 included participants from Global Kids, an NYC-based organization that works for global learning and youth development, and interns with Peace Boat US.
The Education Outreach Section of the United Nations Department of Public Information invites young people from around the world between the ages of 15 and 24 to submit 10- to 15-second videos in English on how the Sustainable Development Goals can build peace. Submissions will be accepted from now until 1 September.
Participants of the 66th United Nations DPI/NGO Conference adopt Education for Global Citizenship Action Plan
We, the NGO participants of the 66th United Nations DPI/NGO Conference, adopt this Action Plan so that all may realize the aspirations of the 2030 Global Agenda for Sustainable Development. Education is a human right, essential to well-being and dignity, and is key to achieving Agenda 2030. Further, an ethos of global citizenship is required in order to fulfill this bold, people-centered, universal, and planet-sensitive development framework.
Government of Sri Lanka and UNICEF host the South Asia Regional Symposium on Sustainable Peace and Education
UNICEF in partnership with Ministry of Education hosted the first ever South Asia Symposium on Sustainable Peace and Education in Sri Lanka. The symposium aimed to build greater awareness on the role of education in building sustainable peace.
Ensuring equitable access to education is key in addressing the root causes of conflict and instability in Africa, stakeholders said today ahead of the Pan-African Symposium on Education, Resilience and Social Cohesion, at the United Nations Conference Centre in Addis Ababa.
The three-day event shares evidence and best practices from UNICEF’s Peacebuilding, Education and Advocacy Programme (PBEA), and the Inter-Country Quality Node (ICQN) on Peace Education, established by the Association for the Development of Education in Africa (ADEA).
Taylor & Francis Publishers: free articles related to sustainable development goal #4 – quality education
The United Nation’s Sustainable Development Goal 4 aims to ensure inclusive and equitable quality education, and promote lifelong learning opportunities for all by 2030. Taylor & Francis has selected an array of articles focusing on inequality and sustainable development in education. These articles will be free to access via this page until the end of 2016.
In this video IENN sits down with Columbia University Professor Jeffrey Sachs to talk economics, policy and education development. Sachs is no stranger to the skepticism surrounding the sustainable development goals. For Sachs these goals are about much more than being starry-eyed and hopeful, he believes with a grassroots approach, creativity, and maybe bit technology, all girls and boys can obtain a free quality primary and secondary education by 2030. And that 40-billion dollar funding gap? He says For a macroeconomist, is no big deal.
According to the 2015 Global Peace Index Report approximately 13,4% of the worlds GDP ($14.3 Trill) was lost to conflict in 2014. This is equivalent to the combined economies of Brazil, Canada, France, Germany, Spain and the United Kingdom. The cost of conflict has a heavy toll mostly on the youth particularly in the global south. This article by Moses Machipisa provides an analysis of why Global Citizenship Education (GCED) is critical in building sustainable peace and why youth are critical actors in this process.
The Peace of Wild Things
When despair for the world grows in me
and I wake in the night at the least sound
in fear of what my life and my children’s lives may be,
I go and lie down where the wood drake
rests in his beauty on the water, and the great heron feeds.
I come into the peace of wild things
who do not tax their lives with forethought
of grief. I come into the presence of still water.
And I feel above me the day-blind stars
waiting with their light. For a time
I rest in the grace of the world, and am free.
Toh Swee-Hin of the University for Peace, Costa Rica, unpacks peace education in the context of the Sustainable Development Goals and the ideal of global citizenship. He suggests that given the multiple and complex realities of conflicts and peacelessness facing humanity and our planet, a holistic, multidimensional framework for peace education is necessary. In essence, the goals of peace education in such a holistic framework can be framed as two interrelated questions: 1) How can education contribute to a critical understanding of the root causes of conflicts, violence and peacelessness at the personal, interpersonal, community, national, regional and global levels? 2) How can education simultaneously cultivate values and attitudes that will encourage individual and social action for building more peaceful selves, families, communities, societies and ultimately a more peaceful world?
In his “Agenda for Humanity” vision for the first ever World Humanitarian Summit, United Nations Secretary-General Ban Ki-moon set forth five core responsibilities of global leaders to end human suffering and recognize our common humanity. It is clear that we can achieve none of the five core responsibilities without education – but for now let’s focus on education’s impact on core responsibility number one: to “Prevent and End Conflict.”
A World at School has been joined by a number of leading education organizations in recent months in highlighting the ways in which the right to education is threatened during emergencies, conflicts and protracted crises. Education is one of the first things sacrificed in an emergency – it is under-prioritized and under-funded. In 2015 alone, 80 million children and adolescents had their education disrupted due to crises and disasters, yet only 1.4% of all humanitarian aid went to education. Another side of the coin, however, reveals that education is not merely another casualty of emergencies but has the potential to be a very powerful tool for building sustainable peace and preventing future violence.
“We have to bring young people back into society and what they need is identity and meaning,” said Dr Anantha Kumar Duraiappah, Director of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) in New Delhi. MGIEP is UNESCO’s specialist institute on education for peace and sustainable development.
Dr Duraiappah, who was interviewed after participating in a UNESCO experts’ consultation on preventing violent extremism through education, says the YESPeace Network is part of the institute’s response to just such challenges. Young people want a voice and they want dignity,” he said. “They live in an interconnected increasingly small world and they are surrounded by social media chatter. We want to build a platform that unifies them around our mandate of peace, sustainable development and global citizenship.”
The Climate Reality Project has created a free e-book, “The 12 Questions Every Climate Activist Hears and What to Say,” to detail the most common misconceptions and arguments against the reality of man-made climate change – and simple ways to explain why they’re totally wrong.