30-Nov-2022: India supports UAE’s proposal to include digitization in IMO Strategic Plan

During the ongoing 128th Session of the Council of International Maritime Organisation (IMO) being held at London Dr. Sanjeev Ranjan, Secretary Ministry of Ports, Shipping and Waterways (MoPSW) said, ‘India supports UAE’s proposal to include the element of digitization in the next Strategic Plan as well as the adoption of a maritime single window system as a part of the digitization initiative, since it will help in resolving the regulatory bottlenecks faced in the maritime industry. Time bound action plans for digitization should be part of the IMO strategic directions’.

Dr. Sanjeev Ranjan, further emphasized on India’s statement at COP 27 that the journey towards a planet safe for humanity is a collective journey to be undertaken with equity with climate justice as our guiding principles. He also put across India’s stand that decarbonization and funding for the same may be included as a separate strategic direction with the principle of common but differentiated responsibilities and respective capabilities (CBDR-RC) as its cornerstone for the way forward.

India appreciates the proposal of UAE on ‘Capacity-Building Decade 2021-2030’ strategy including the concept of ‘no one should be left behind’. India has noted that this element does not appear to be comprehensively absorbed within the ambition of the 8 strategic directions under the existing Strategic Plan. India, therefore, considers this aspect as crucial for the effective usage of financial and technical resources available with IMO through Technical Cooperation Committee’s work to assist developing states.

IMO is working to ensure shipping can embrace the digital revolution – while ensuring safety, boosting environmental protection and managing cyber security risks. Cooperation between all relevant stakeholders, from shipping, ports and logistics, will be vital to drive the digitalization of shipping, enhance its efficiency and sustainability, and therefore facilitating trade and fostering economic prosperity.

8-Apr-2019: Electronic information exchange mandatory for ports from 8 April 2019

A mandatory requirement for national governments to introduce electronic information exchange between ships and ports comes into effect from 8 April 2019. The aim is to make cross-border trade simpler and the logistics chain more efficient, for the more than 10 billion tons of goods which are traded by sea annually across the globe.

The requirement, mandatory under IMO's Convention on Facilitation of International Maritime Traffic (FAL Convention), is part of a package of amendments under the revised Annex to the FAL Convention, adopted in 2016.

The new FAL Convention requirement for all Public Authorities to establish systems for the electronic exchange of information related to maritime transport marks a significant move in the maritime industry and ports towards a digital maritime world, reducing the administrative burden and increasing the efficiency of maritime trade and transport.

The Facilitation Convention encourages use of a "single window" for data, to enable all the information required by public authorities in connection with the arrival, stay and departure of ships, persons and cargo, to be submitted via a single portal, without duplication. 

The requirement for electronic data exchange comes into effect as IMO's Facilitation Committee meets for its 43rd session (8-12 April). Alongside other agenda items, the Committee will continue its ongoing work on harmonization and standardization of electronic messages. Phase one of the review of the IMO Compendium on Facilitation and Electronic business, including the data elements of the FAL Convention is expected to be completed and the revised Guidelines for setting up a single window system in maritime transport are set to be approved.

The Committee will also receive an update on a successful IMO maritime single window project, implemented in Antigua and Barbuda, with Norway's support. The source code developed for the system established in Antigua and Barbuda will be made available to other interested Member States. A presentation on the system will be made during the Facilitation Committee.

The FAL Convention: The main objective of the IMO's Convention on Facilitation of International Maritime Traffic (FAL Convention), adopted in 1965, is to achieve the most efficient maritime transport as possible, looking for smooth transit in ports of ships, cargo and passengers. The FAL Convention, which has 121 Contracting Governments, contains standards and recommended practices and rules for simplifying formalities, documentary requirements and procedures on ships' arrival, stay and departure. Under the FAL Committee, IMO has developed standardised FAL documentation for authorities and Governments to use, and the FAL Convention urges all stakeholders to make use of them.

The IMO Standardized Forms (FAL 1-7)

The Facilitation Convention (Standard 2.1) lists the documents which public authorities can demand of a ship and recommends the maximum information and number of copies which should be required. IMO has developed Standardized Forms for seven of these documents.

They are the:

1. IMO General Declaration
2. Cargo Declaration
3. Ship's Stores Declaration
4. Crew's Effects Declaration
5. Crew List· Passenger List
6. Dangerous Goods

Five other documents are required, on security, on wastes from ships, on advance electronic cargo information for customs risk assessment purposes, and two additional ones under the Universal Postal Convention and the International Health Regulations.

Under the requirement for electronic data exchange, all national authorities should now have provision for electronic exchange of this information.

2-Dec-2017: India re-elected as Member of International Maritime Council for two years (2018-19)

India has been re-elected to the Council of the International Maritime Organization [IMO] under Category “B” at the 30th session of the Assembly of the IMO held in London on 01 December, 2017. The IMO Council consists of 40 member countries. In Categories “A” and “B” there are 10 members each and in Category “C” 20 members, who are elected by the IMO Assembly. IMO Council plays a crucial role to play in deciding various important matters within the mandate of the IMO, in relation to the global shipping industry, including its work programme strategy and budget.

Unlike in the past where India was re-elected to the IMO Council un-opposed, this time, for the 10 seats under Category “B” two new entrants, i.e. UAE, a non-member of the IMO Council so far and Australia, presently a member of the IMO Council under Category “C” had filed their nomination and this had necessitated holding of the election. India, however, emerged a winner in the keenly contested election.

The 30th Session of the IMO Assembly is being held at IMO Headquarters London from 27 November to 06 December, 2017.

India has a large merchant marine fleet of 1359 vessels, both on foreign going and coastal operations, with a combined Gross Tonnage of 12.2 million. Nearly 90% of India’s overseas trade by volume is carried through maritime transport. Nearly 92% of these goods are carried through foreign flag vessels. With the Indian economy poised to grow at a faster pace, there exist more opportunities for both the Indian and foreign flag vessels, to carry large volumes of goods, to and from the Indian coasts. India has a strong contingent of more than 145,000 active seafarers who continue to be the preferred choice for specialized vessels.

India has been one of the earliest members of the IMO, having ratified its Convention and joined it as a member-state in the year 1959. India has had the privilege of being elected to and serving the Council of the IMO, ever since it started functioning, and till date, except for two years for the period 1983-1984.

India is a party to 34 IMO Conventions and protocols and is currently in the advanced stage of ratifying Ballast Water Convention and Bunker Convention. India has already deposited with the ILO, instrument of ratification of the Seafarers’ Identity Documents Convention (revised), 2003 and Maritime Labour Convention, 2006.

India continues to provide services of its expert manpower to the IMO, as and when required. The IMO’s panel of auditors for the Voluntary IMO Member State Audit Scheme (VIMSAS) and Goal Based Standards (CBS) has a number of auditors from India. A number of domain experts also participate in the meetings of working groups constituted by IMO Committees.

With re-election in IMO, India will continue to engage with the international maritime community to further her maritime interests and promote the welfare of her citizens.

28-Nov-2017: IMO assembly elects Georgia’s representative as vice president

Georgia’s Permanent Representative to the International Maritime Organization (IMO) has been elected as the Vice President of the IMO Assembly.

Tamar Beruchashvili, who also is Georgia’s Ambassador to the United Kingdom, was elected to the role at the Assembly’s 30th session.

The IMO Assembly is being held from November 27 to December 6 at the IMO headquarters in London.

The assembly meets once every two years and is the highest tribune for the international maritime community.

As a specialised agency of the United Nations, the IMO is the global standard-setting authority for the safety, security and environmental performance of international shipping. Its main role is to create a regulatory framework for the shipping industry that is fair and effective, universally adopted and universally implemented.

25-Nov-2022: Vice President describes India and Africa as neighbours across the Indian Ocean

The Vice President of India, Shri Jagdeep Dhankhar today addressed the valedictory session of UNESCO India Africa Hackathon as a Chief Guest at Gautam Buddha University, Uttar Pradesh. Governor of Uttar Pradesh, Smt Anandiben Patel; Union Education & Skill Development Minister Shri Dharmendra Pradhan; Shri Surya Pratap Shahi, Agriculture Minister, UP, Mr. Vishal Sharma, Ambassador & Permanent Representative of India to UNESCO, Mr. Firmin Edouard Matoko, Ast Director General (PAX), UNESCO, Dr Abhay Jere, Chief Innovation Officer, Ministers from 13 African countries, students and other dignitaries were present.

The Vice President, Shri Jagdeep Dhankhar today underscored the civilizational connect and shared historical bond between India and Africa, and said that “we are neighbours across the Indian ocean”.

Addressing the valedictory session, the Vice President said that the event reflects close relations cherished by India and its African counterparts and embodies the spirit of collaboration – bringing them together to solve problems for the betterment of human kind. “This global Hackathon conveys the message that youth can come together to make a better world,” he added.

In his address, Shri Dhankhar referred to Mahatma Gandhi Ji’s close relationship with Africa and said that our age old civilizational ethos of “Vasudhaiva Kutumbakam” continue to guide India’s engagement with the world.

Describing India as a favoured global destination for opportunities and investments, the Vice President said that a new culture of innovation based entrepreneurship is taking roots in India. Mentioning various initiatives such as Start-up India, Digital India, Bharat Net, PM GatiShakti Mission, and the Vice President commended the Government for creating an enabling environment for entrepreneurship and innovation to thrive.

Observing that technology has truly democratized governance by ushering in transparency and accountability in the system, Shri Dhankhar said that it helps us in achieving the ideal of inclusive and sustainable growth.

The Vice President gave away the prizes to the winners of Hackathon and told the young innovators that they are as much trustees to this planet as the people older to them. “Your proactive stance will secure everyone a better future,” he added.

Speaking on the occasion Shri Pradhan expressed his gratitude to the Vice President of India, Shri Jagdeep Dhankhar and Governor, Smt. Anandi Ben Patel for guiding the innovators at the valedictory session of the UIAH. The Minister also thanked his counterparts from the 22 African nations for their esteemed presence. He said that the UNESCO India-Africa Hackathon is an initiative to bring together Indian and African talent to innovate for a better future. Innovation is the need of the hour, especially in the times we are living. He further said that India’s CoWIN App remains a shining example of innovation for the entire world where the entire vaccination process, from registration to final certification could be tracked online in real time. Each innovation in India benefits the world, especially the emerging economies, he added. The Minister highlighted that Prime Minister Shri Narendra Modi has given the call of ‘Jai Anusandhan’ which are guiding our efforts to make research and innovation a way of life. UIAH is a platform for coming together to find solutions for issues faced by collaborating nations and also serves as a foundation to nurture innovative Start-ups for transforming the world. Initiatives like, UIAH advances the scope of cooperation, enriches cross-cultural exchanges, sows the seeds of leadership, creative thinking & entrepreneurship and strengthens the bonds of friendship, he added. He congratulated all the winners of the Hackathon and invited students from Africa to explore opportunities in India and Study in India.

Ministry of Education, External of Affairs, UNESCO and AICTE jointly organized UNESCO India Africa Hackathon from 22nd Nov to 25th Nov 2022 at Gautam Buddha University, Greater Noida, Uttar Pradesh, India.  The one of its kind UNESCO India Africa Hackathon started at 8:00 AM on 23rd November and commenced at 8:00 PM on 24th November, 2022. The UNESCO INDIA – AFRICA Hackathon is an annual 36 hours event that brings together students, educators, teachers, and the research community of India and its African partners to tackle the common challenges faced by their countries and serves as a facilitator for cultural amalgamation. The participating African countries are- Botswana, Cameroon, Eswatini, Ethiopia, Equatorial Guinea, Gambia, Ghana, Guinea Bissau, Kenya, Lesotho, Malawi, Mali, Mauritius, Morocco, Mozambique, Namibia, Niger, Sierra-Leone, Tanzania, Togo, Uganda and Zimbabwe.   

Under the central theme LiFE; the five sub themes chosen for the UIAH 2022 were- Education, Renewable Energy/Sustainability, Drinking water & Sanitation, Agriculture and Health & Hygiene. 603 participants from 22 African nations and the host country India, worked to provide solutions to the problems in these 5 areas of concern. 100 teams, with each team being a mix of African and Indian participants worked on the solutions for a total of 20 problem statements.

24-Nov-2022: Vice President of India, Shri Jagdeep Dhankhar to address the valedictory session of UNESCO India Africa Hackathon

The Vice President of India, Shri Jagdeep Dhankhar will be addressing the valedictory session of UNESCO India Africa Hackathon as a Chief Guest at Gautam Buddha University, Uttar Pradesh tomorrow at 11am.. Union Education & Skill Development Minister Shri Dharmendra Pradhan; Governor of Uttar Pradesh Smt. Anandiben Patel; Chief Minister of Uttar Pradesh, Shri Yogi Adityanath; Ast Director General (PAX), UNESCO, Mr. Firmin Edouard Matoko and Ministers of the 13 African Countries will grace the occasion.

UNESCO India Africa Hackathon was inaugurated at Gautam Buddha University with a grand opening ceremony on 22nd November, 2022. The UNESCO INDIA – AFRICA Hackathon is an annual 36 hours event that brings together students, educators, teachers, and the research community of India and its African partners to tackle the common challenges faced by their countries and serves as a facilitator for cultural amalgamation.

The UNESCO INDIA – AFRICA Hackathon provides a suitable platform allowing young innovators to come together and find solutions for social, environmental and technical problems faced by the collaborating nations. It serves as the foundation for creating potential start-ups with the potential to transform the world. It allows the participating students to unleash their creativity and explore new technologies to solve real-world problems under the guidance of experts - thus, spearheading business innovation in the modern world.

The Hackathon also serves as a symbol of the close relations cherished by India and its African counterparts and embodies the spirit of collaboration - bringing them together to solve problems for the betterment of humankind.

22-Nov-2022: UNESCO India Africa Hackathon Inaugurated

UNESCO India Africa Hackathon was inaugurated at Gautam Buddha University with a grand opening ceremony. The program extensively focused upon promoting engagement and collaboration of the student communities in India with the communities of African nations to develop ingenious and out-of-the-box strategies to tackle the problems faced by mankind.

A flag parade by the contingents of all participating countries marked the beginning of the opening ceremony. Each country's contingent was introduced by the master of ceremony and detailed information about the respective country was shared with the audience. The crowd cheered and encouraged the contingents while they marched past the dignitaries.

Speaking on the occasion, Chief Minister of Uttar Pradesh Shri Yogi Adityanath mentioned about the strong historical ties between India and African countries. He thanked Prime Minister Shri Narendra Modi for choosing UP as venue for this one of its kind initiative in the world. He further added that this event will take India Africa relations to a new level. He mentioned that we are one of the leading nations in the realm of start-ups and invited delegates to visit the place of cultural and historical importance in Uttar Pradesh. While welcoming the African students, he beckoned them to be a part of startups and innovation culture here in India. He also invited students to study in India and be India's innovation partners. He concluded by extending his best wishes for a successful UNESCO India Africa Hackathon.

The present delegates and participants were also addressed by Chairman, AICTE Prof. M. Jagdish Kumar and Chief Innovation Officer, Innovation Cell, Ministry of Education Dr. Abhay Jere.

Lighting of lamp and Saraswati Vandana was followed by a spectacular cultural programme. The highlight of the ceremony was, ‘Vande Mataram’ sung by African students that won the hearts of one and all. The ceremony closed with the vote of thanks by VC, Gautam Buddha University, Prof. R K Sinha.

12-Apr-2022: Two Day UNESCO Workshop on Principles and Recommendations to create Tribal Freedom Fighters’ Museums held in New Delhi

The Ministry of Tribal Affairs (MoTA), Government of India, in joint collaboration with United Nations Educational, Scientific and Cultural Organization (UNESCO) organised 2-day workshop (11th- 12th April 2022) on the ‘Principles and Recommendations to create Tribal Freedom Fighters’ Museums’ at the UNESCO House in New Delhi. The event was coordinated by the United Nations Development Programme (UNDP) who are working on various development projects with the Ministry for last several years.

Mr. Éric Falt, Director and Representative, UNESCO, in his address complemented the Government of India for this unique endeavour of developing tribal freedom fighters’ museums as this initiative may be the first of its kind in the world.    He discussed that the task is complex and gave various Recommendations of how integrity of the project and ownership of tribal communities can be ensured by choosing tribal communities as primary stakeholders and associating them in development of concept, design and visualisation.   He explained how ‘Te Papa’ Bicultural and Curatorial Museum of New Zealand is run through the joint ownership of tribals and the Government of New Zealand. Similarly, how the design of National Museum of the American Dream in the United States of America and the New Caledonia Museum in Nouméa are in sync with nature.

Shri Anil Kumar Jha, Secretary, Ministry of Tribal Affairs said that these museums are meant to recognise contribution of tribals in the freedom movements and preserve their tribal cultural heritage.  He said that these museums are being set up in memory of those unsung heroes who contributed in the national freedom movement.   The purpose of workshop is to develop a systematic approach to the development of these museums and orient key officials to the inclusive processes necessary in establishing these museums.

Dr Navaljit Kapoor, Joint Secretary, Ministry of Tribal Affairs discussed the progress of various museums across the country.  He also shared the learnings from Bhopal workshop which was attended by more than 50 experts across country.  The major challenge pointed by the experts was the development and validation of content, community participation so that tribal community develops a sense of ownership with the project. 

Ms. Shoko Noda, Resident Representative, UNDP said that Tribal Freedom Fighters will showcase the history and create institutions for a future that promotes cultural rights, education, accessibility, livelihoods and social inclusion and contribute to the achievement of the sustainable development goals.”

Professor Amareswar Galla, UNESCO chair on Inclusive Museum and sustainable heritage development elaborated on various cardinal principles.   Foremost being involving primary stakeholder(s) with representation of credible men and women from the community, the subject matter experts and tribal community leaders.

He also highlighted the need to enhance the body of knowledge related to tribal contributions, specifically in relation to the freedom struggle. This could be a tangible or intangible heritage that would be evidence-based context with credible sources. Another recommendation was to promote extensive capacity building for the museum personnel and the local communities in the planning of the museums to foster sustained agency, first voice and ownership. He also discussed ethical principles for safeguarding intangible Cultural Heritage and the Shillong Charter of working with indigenous people from the eight states of North-Eastern

The workshop was attended by directors and representative of Tribal Research Institutes, Anthropological Survey of India, Members of National Level Committee and key experts from Rashtriya Manav Sangrahalaya and Indian Institute of Forest Management, Bhopal.

25-Mar-2021: Union Education Minister holds meeting with Director General of UNESCO Ms. Audrey Azoulay

Union Education Minister Shri Ramesh Pokhriyal ‘Nishank’ held a virtual meeting Director General UNESCO, Ms Audrey Azoulay in New Delhi today. They discussed key issues of mutual importance including National Education Policy, India’s response to COVID Pandemic especially in the education sector, among others concerning India UNESCO cooperation. Shri Amit Khare, Secretary, Higher Education, delegation from UNESCO and senior officials of the Ministry were also present in the meeting.

Shri Pokhriyal said that under the visionary leadership of our Prime Minister Shri Narendra Modi, Ministry of Education Government of India has ensured that education reaches even the last child in the remotest part of the country. In this context he mentioned about initiatives undertaken to ensure continuity of education for children across the country. Such as under Prime Minister E –Vidya scheme, DIKSHA (Digital Infrastructure for Knowledge Sharing) platform was started to continue education for students (with internet access). While One Class - One Channel programme ‘SWAYAM PRABHA’ was initiated for providing education to children without internet access.

Stressing that concerted efforts were taken to ensure no loss of valuable academic year, he mentioned about Digitally Accessible Information System (DAISY), an initiative for differently-able children. He also spoke about MANODARPAN, the government’s initiative to provide online psychosocial support to students, teachers and families for their mental health and emotional wellbeing. This has helped over 12,500 Students, he said.

The Minister also mentioned that competitive entrance exams for almost 2.3 million students, the largest entrance examinations in the world were conducted successfully and safely during the covid pandemic.  Highlighting the crucial role played by Indian educational institutions during the trying times of pandemic, Shri Pokhriyal said these institutions transformed the challenges posed by COVID into opportunities. They came up with innovations like the low-cost portable ventilators, affordable and AI-powered COVID-19 test kits, affordable and effective PPE kits and masks. These innovations proved instrumental in providing healthcare facilities to not only India but also to over 62 countries, he added. He said that two vaccines by India has helped not only India in fighting the covid but has also helped the entire world. 

Minister emphasized that Year 2020 will be remembered for National Education Policy 2020 of Government of India. It aims to transform the educational ecosystem for over 340 million students of the country. It is based on the foundations of Equality, Equity, Access, Affordability and Accountability. It seeks to fulfill our Prime Minister’s vision of making India a 'global superpower of knowledge' and his 'mission' to create a 'global citizen'. He emphasized that Indian Government is working on the mantra to “reform, perform and transform” the education landscape of India.

He mentioned that NEP’s aim to achieve 100% GER in school education by 2030, and 50% in Higher Education by the year 2035 will bring additional 35 million students into the fold of higher education.  He also shared that Gender Parity Index in Higher education in India has crossed 1.

He noted that NEP-2020 recommendations are in accordance with the SDG Goal 4, “Education for All’. He said that as recommended in NEP, Government will soon bring out school textbooks with more emphasis on environmental education.

To mark the important occasion of ‘commemoration of 75th year of India’s independence ( “Azadi ka Amrit Mahotsav”), Minister proposed holding an event at the UNESCO Headquarters highlighting India’s journey through these 75 years.

Director General of UNESCO Ms. Audrey Azoulay appreciated the response of the Indian Government in mitigating the challenges of covid and ensuring continuity of education during covid pandemic by providing education to the students through different mediums of TV, Radio, online etc. to the last student of the country. She remarked that India’s response to covid was remarkable in terms of scale and diversity. She requested the Union Minister to share the experiences and best practices relating to education sector of India with member states of UNESCO. She congratulated the Minister for bringing out the New Education policy which is visionary and capable of transforming the education sector. She remarked that important concepts under NEP like strengthening administrative capacities, Socio- Emotional learning, Environmental awareness, etc. are very crucial for development of students. On behalf of UNSECO, she extended full support in implementation of National Education Policy.

24-Jun-2020: UNESCO report on inclusion in education shows 40% of poorest countries did not provide specific support to disadvantaged learners during COVID-19 crisis

Fewer than 10% of countries have laws that help ensure full inclusion in education, according to UNESCO’s 2020 Global Education Monitoring Report: Inclusion and education – All means all.

The report provides an in-depth analysis of key factors that cause the exclusion of learners in education systems worldwide including background, identity and ability (i.e. gender, age, location, poverty, disability, ethnicity, indigeneity, language, religion, migration or displacement status, sexual orientation or gender identity expression, incarceration, beliefs and attitudes). It identifies an exacerbation of exclusion during the COVID-19 pandemic and estimates that about 40% of low and lower-middle income countries have not been able to supported disadvantaged learners during temporary school shutdown.

The 2020 Global Education Monitoring (GEM) Report urges countries to focus on those left behind as schools reopen so as to foster more resilient and equal societies.

“To rise to the challenges of our time, a move towards more inclusive education is imperative,” said the Director-General of UNESCO, Audrey Azoulay. “Rethinking the future of education is all the more important following the Covid-19 pandemic, which further widened and put the spotlight on inequalities. Failure to act will hinder the progress of societies.”

Persistence of exclusion: This year’s Report is the fourth annual UNESCO GEM Report to monitor progress across 209 countries in achieving the education targets adopted by UN Member States in the 2030 Agenda for Sustainable Development. It notes that 258 million children and youth were entirely excluded from education, with poverty as the main obstacle to access. In low- and middle-income countries, adolescents from the richest 20% of all households were three times as likely to complete lower secondary school as were as those from the poorest homes. Among those who did complete lower secondary education, students from the richest households were twice as likely to have basic reading and mathematics skills as those from the poorest households. Despite the proclaimed target of universal upper secondary completion by 2030, hardly any poor rural young women complete secondary school in at least 20 countries, most of them in sub-Saharan Africa.

Also according to the report, 10-year old students in middle and high-income countries who were taught in a language other than their mother tongue typically scored 34% below native speakers in reading tests. In ten low- and middle-income countries, children with disabilities were found to be 19% less likely to achieve minimum proficiency in reading than those without disabilities. In the United States, for example, LGBTI students were almost three times more likely to say that they had stayed home from school because of feeling unsafe.

Inequitable foundations: Alongside today’s publication, UNESCO GEM Report team launched a new website, PEER, with information on laws and policies concerning inclusion in education for every country in the world. PEER shows that many countries still practice education segregation, which reinforces stereotyping, discrimination and alienation. Laws in a quarter of all countries require children with disabilities to be educated in separate settings, rising to over 40% in Latin America and the Caribbean, as well as in Asia.

Blatant exclusion: Two countries in Africa still banned pregnant girls from school, 117 allowed child marriages, while 20 had yet to ratify the Convention 138 of the International Labour Organization which bans child labour. In several central and eastern European countries, Roma children were segregated in mainstream schools. In Asia, displaced people, such as the Rohingya were taught in parallel education systems. In OECD countries, more than two-thirds of students from immigrant backgrounds attended schools where they made up at least 50% of the student population, which reduced their chance of academic success.

“Covid-19 has given us a real opportunity to think afresh about our education systems,” said Manos Antoninis, Director of the Global Education Monitoring Report. “But moving to a world that values and welcomes diversity won’t happen overnight. There is an obvious tension between teaching all children under the same roof and creating an environment where students learn best. But, COVID-19 has showed us that there is scope to do things differently, if we put our minds to it.”

Parents’ discriminatory beliefs were found to form one barrier to inclusion: Some 15% of parents in Germany and 59% in Hong Kong, China, feared that children with disabilities disturbed others’ learning. Parents with vulnerable children also wished to send them to schools that ensure their well-being and respond to their needs. In Queensland, Australia, 37% of students in special schools had moved away from mainstream establishments.

The Report shows that education systems often fail to take learners’ special needs into account. Just 41 countries worldwide officially recognized sign language and, globally, schools were more eager to get internet access than to cater for learners with disabilities. Some 335 million girls attended schools that did not provide them with the water, sanitation and hygiene services they required to continue attending class during menstruation.

Alienating learners: When learners are inadequately represented in curricula and textbooks they can feel alienated. Girls and women only made up 44% of references in secondary school English-language textbooks in Malaysia and Indonesia, 37% in Bangladesh and 24% in the province of Punjab in Pakistan. The curricula of 23 out of 49 European countries do not address issues of sexual orientation, gender identity or expression.

Teachers need and want training on inclusion, which fewer than 1 in 10 primary school teachers in ten Francophone countries in sub-Saharan Africa said they had received. A quarter of teachers across 48 countries reported they wanted more training on teaching students with special needs.

Chronic lack of quality data on those left behind. Almost half of low- and middle-income countries do not collect enough education data about children with disabilities. Household surveys are key for breaking education data down by individual characteristics. But 41% of countries – home to 13% of the world’s population – did not conduct surveys or make available data from such surveys. Figures on learning are mostly taken from school, failing to take into account those not attending.

“Inadequate data means we are missing a huge part of the picture,” says Antoninis. “It is no wonder the inequalities suddenly exposed during COVID-19 took us by surprise.”

Signs of progress towards inclusion: The Report and its PEER website note that many countries were using positive, innovative approaches to transition towards inclusion. Many were setting up resource centres for multiple schools and enabling mainstream establishments to accommodate children from special schools, as was the case in Malawi, Cuba and Ukraine. The Gambia, New Zealand and Samoa were using itinerant teachers to reach underserved populations.

Many countries were also seen to go out of their way to accommodate different learners’ needs: Odisha state in India, for example, used 21 tribal languages in its classrooms, Kenya adjusted its curriculum to the nomadic calendar and, in Australia, the curricula of 19% of students were adjusted by teachers so that their expected outcomes could match students’ needs.

The report includes material for a digital campaign, All means All, which promotes a set of key recommendations for the next ten years.

28-Jan-2019: UNESCO launch of the International Year of the Periodic Table of Chemical Elements

The International Year of the Periodic Table of Chemical Elements will be launched on 29 January at UNESCO’s Headquarters (Room I). Events and activities will be held throughout the year to celebrate the 150th anniversary of the organization of the periodic table by Russian scientist Dmitri Mendeleev, one of the fathers of modern chemistry.

The Director-General of UNESCO, Audrey Azoulay, will open the event with Mikhail Kotyukov, Minister of Science and Higher Education of the Russian Federation, Pierre Corvol, President of France’s Académie des Sciences, and Andrey Guryev, CEO of PhosAgro. The event will bring together scientists, representatives of the private sector. It will feature a lecture on the “Periodic Table for Society and the Future” by the Professor Ben Feringa, 2016 Nobel Laureate in Chemistry.

At the launch, UNESCO will present its educational initiative, 1001 Inventions: Journeys from Alchemy to Chemistry. Consisting of educational material and science experiments to help young people improve their understanding of chemistry and its numerous uses, the initiative will be brought to schools around the world during 2019.

Other notable activities organized in the framework of the International Year include a periodic table challenge:

• An online competition to test the knowledge and stimulate the curiosity of secondary education students on the subject.
• Women and the Periodic Table of Elements, an international symposium in Murcia (Spain), 11 and 12 February.
• The periodic table at 150, symposium at the 47thIUPAC World Chemistry Congress, (Paris, France, 5 to 12 July).
• Mendeleev Congress on General and Applied Chemistry, in Saint Petersburg (Russian Federation), 9 to 13 September.

The General Assembly of the United Nations proclaimed 2019 as the International Year of the Periodic Table of Chemical Elements (IYPT 2019) on 20 December 2017. 

10-Nov-2017: Audrey Azoulay appointed as Director-General of UNESCO

The President of the 39th session of the General Conference Zohour Alaoui, congratulated the new Director-General at the end of a vote that endorsed the choice of the Executive Board.

Born in 1972, Ms. Azoulay was France’s Minister of Culture and Communication from February 2016 to May 2017. She has occupied senior positions in France’s public broadcasting sector and then served as rapporteur to France’s public auditing authority, the Cour des comptes, and as a European Commission legislative expert on issues of culture and the media.

Ms. Azoulay is the 11th Director-General of UNESCO and the second woman to occupy this position. She will take office on 15 November.

3-Nov-2017: Launching of UNESCO’s Strategic Framework for Education in Emergencies in the Arab Region (2018-2021)

On 2 November 2017, UNESCO Beirut held a side-event at UNESCO Paris at the margin on the 39th session of UNESCO’s General Conference, to launch UNESCO’s Strategic Framework for Education in Emergencies in the Arab Region (2018-2021).

As Education has been deeply affected by the scale of crisis in the Arab Region, with over 13 million children and youth not going to school due to conflict, UNESCO’s Strategic Framework for Education in Emergencies in the Arab Region (2018-2012) aims to respond to the Education crisis in the region through supporting Member States in meeting their educational needs, and helping them meet the commitments set out in SDG4 which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. The Strategic Framework, jointly elaborated by UNESCO field offices in Lebanon, Jordan, Iraq, Egypt, and Palestine, aims to increase access to quality learning opportunities for children and youth, to empower them with values, knowledge and skills for life and work, to support teachers and enhance the resilience of education systems.

The Strategic Framework consists of four strategic goals anchored in the three pillars of education: Access, Quality and System Strengthening.

UNESCO’s Strategic Framework for Education in Emergencies (EiE) in the Arab region: “Since the beginning of the crisis, our offices in Iraq, Jordan and Lebanon have taken an active part, at the national level, to respond to educational needs created by the Syria crisis. UNESCO then intensified efforts to address urgent educational needs in order to strengthen the resilience of education systems so that Member States are able to respond better with durable solutions to the Syria crisis. Bridging Learning Gaps for Youth was the result of this process. This regional strategy, established in 2014 and reviewed in 2016, builds on the Organization’s expertise in professional and institutional capacity development, in educational planning, management and reform and provides a regionally coherent, nationally responsive education programme” .

Mrs. Bokova highlighted the importance of Education for building peace in the region: “More resources for education means less for war. An educated people is a peaceful people”. Today, we see the one of the largest humanitarian crises of our times unfolding tragically in front of our eyes. The crisis in Syria, now in its 7th year, continues to plague the country and affect the region, exacerbated by ongoing conflicts in Yemen, Libya, and Iraq. The figures are telling: 1.73 million children in Syria are out of school; 3.3 million children in Yemen are out of school; 3.3 million youth and children in Iraq are in need of education assistance; 558 schools in Libya have been damaged, destroyed or used for sheltering displaced persons or the military; 74 percent of targeted youth from Syria in host countries do not access TVET and Higher Education”.

In situations of protracted crisis, as in the Arab Region, short-term relief is simply not enough. We need long-term solutions, to give children and youth a sense of hope in the future, and competences to rebuild their lives. Because children do not always remain in schools or continue their learning at secondary and higher education levels. Because youth are not given adequate opportunities to develop skills to find suitable jobs. Because the quality of learning is compromised due to overcrowded classrooms and psychological distress…and because education systems are under severe strain to continue to deliver quality education services.

UNESCO’s Strategic Framework as an instrument will help Arab States cope with the crisis through ensuring continuous access to education, quality education, and through building resilient education systems.