«Research grants support 20 early-career women scientists in the developing world»

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Voltemos ao «World Heritage and Gender»

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A Cultura no «UNESCO Priority Gender Equality Action Plan 2014 - 2021»

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«Estão abertas até 28 de maio as inscrições do Prémio UNESCO para a Educação de Mulheres e Meninas»

«Estão abertas as inscrições do Prêmio UNESCO para a Educação de Mulheres e Meninas. Premiação oferece 50 mil dólares para cada um dos dois vencedores. A agência da ONU chama governos e ONGs parceiras a indicar pessoas ou instituições para o concurso, que visa reconhecer projetos de promoção da igualdade gênero na educação e por meio do ensino». Continue a ler.

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GOVERNANCE OF CULTURE | Também se discute a igualdade de género | HOJE | BANGKOK

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UNESCO | «Gender Equality and Culture»

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«UNESCO’s Culture programmes support and empower women and men to equally enjoy, participate in and contribute to culture through:

• The Culture Conventions
• The MDG-F Programme
• UNESCO Gender and Culture Activities around the World»

HOLOCAUSTO | «Education about the Holocaust and preventing genocide»

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«A multifaceted gender gap persists in almost all cultural fields in most parts of the world»

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Audrey Azoulay | «Ex-ministra da cultura francesa é nomeada chefe da UNESCO»

«(...)

Ela é a 11.ª diretora-geral 

da UNESCO e a segunda mulher 

a ocupar essa posição. (...)». 

Leia na integra.

«EDUCATION FOR PEACE AND SUSTAINABLE DEVELOPMENT»

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«The Mahatma Gandhi Institute of Education for Peace and Sustainable Development is a culmination of UNESCO’s long years of work towards the conviction that education can be an agent of fundamental change. With the deadline year for the Millennium Development Goals (MDGs) on the horizon, and the post-2015 global development agenda under deliberation worldwide, the international community is looking to more fundamental transformations. The future we want will demand approaches to peace and development that strike at the very core of our challenges, and change will have to be behavioural and systemic. It is this idea that informs the mission of the MGIEP – that the questions of peace and war, development and deprivation, are all deeply interlinked, and that the quests for peaceful societies and sustainable economies will have to be undertaken in consonance with each other. (...)». Continue - Pg.6.

«Diversity, Dialogue and Sharing ... / Online resources for a more resourceful world»

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GENERAL INTRODUCTION

«Today’s societies are searching for models and practices that will permit them to live together in harmony. Despite the difficulty of the task, efforts continue to be made in this direction throughout the world. It is the combination of these efforts and a better knowledge of one another that will make this type of harmonious cohabitation increasingly feasible. This book takes stock of such efforts by examining the resources shared by a diversity of organizations from all spheres of society working to develop rapprochement, dialogue and social justice within a context of affirmed pluralism. Central to our reflection is intercultural dialogue, as it is shaped by the societies and cultures that implement it and disseminate its various manifestations through myriad-shared resources. Internet-based dissemination is part and parcel of contemporary cultures, and constitutes an extension thereof. Mapping shared resources also means looking at how cultures understand rapprochement and dialogue based on their own identities and actions. Contemporary cultural theories acknowledge the role of the internet in forming and renewing cultures. A few years ago, Ulf Hannerz2 ably showed how, now more than ever, we form a sort of interconnected network, a new ecumene, of which the internet is a key part. Studying the efforts made toward rapprochement and dialogue in various regions of the world via a tool such as the internet has everything to do with this ecumene to which we now belong. Although the priorities and concrete means implemented in different regions of the world are always subject to debate – as they involve ways of coming to an understanding together in order to ‘make society’ – beyond the debate there are experiments being made. It is to these experiments that we wish to draw attention in the following pages. The research presented in this book is based on a project initiated by UNESCO and by an international committee that examined the best resources created to foster cultural rapprochement and intercultural dialogue. The committee had two goals. The first was to collaboratively research the resources that best represent efforts undertaken by various regions of the world in these two domains. The committee was composed of Lupwishi Mbuyamba, Professor and Executive Director at the Observatory for Cultural Policies in Africa, in charge of Africa; Sélim El Sayegh, Professor at the University of Paris-Saclay and Director of the Centre for the Analysis of Disputes and their Modes of Settlement (CADMOS), in charge of the Arab states; Qiao Wang, Consultant, in charge of Asia and the Pacific; Francine Saillant, Emeritus Professor of Anthropology at Laval University and Director of the Centre de recherches en cultures-arts-sociétés (Center for Research in Cultures-Arts-Societies) (CELAT), in charge of Europe and North America; and Lázaro Israel Rodríguez Oliva, Consultant, Transformatorio cultural para el desarrollo, in charge of Latin America and the Caribbean. This book is a reflection of their work. The second goal of the committee was to compile some of the best electronic resources available today, and to feature them on a dynamic and informative website platform3 that would make them easy to consult and maximize their potential for sharing knowledge on the most inspiring practices. (...). Continue a ler na pg. 10.

«CREATING SUSTAINABLE FUTURES FOR ALL»

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«In May 2015, the World Education Forum in Incheon (Republic of Korea), brought together 1,600 participants from 160 countries with a single goal in mind: how to ensure inclusive and equitable quality education and lifelong learning for all by 2030?

 The Incheon Declaration for Education 2030 has been instrumental to shape the Sustainable Development Goal on Education to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.

 It entrusts UNESCO with the leadership, coordination and monitoring of the Education 2030 agenda. It also calls upon the Global Education Monitoring (GEM) Report to provide independent monitoring and reporting of the Sustainable Development Goal on education (SDG 4), and on education in the other SDGs, for the next fifteen years.

The ultimate goal of this agenda is to leave no one behind. This calls for robust data and sound monitoring. The 2016 edition of the GEM Report provides valuable insight for governments and policy makers to monitor and accelerate progress towards SDG 4, building on the indicators and targets we have, with equity and inclusion as measures of overall success.

This Report makes three messages starkly clear.

 Firstly, the urgent need for new approaches. On current trends only 70% of children in low income countries will complete primary school in 2030, a goal that should have been achieved in 2015. We need the political will, the policies, the innovation and the resources to buck this trend.

Secondly, if we are serious about SDG 4, we must act with a sense of heightened urgency, and with long-term commitment. Failure to do so will not only adversely affect education but will hamper progress towards each and every development goal: poverty reduction, hunger eradication, improved health, gender equality and women’s empowerment, sustainable production and consumption, resilient cities, and more equal and inclusive societies.

 Lastly, we must fundamentally change the way we think about education and its role in human well-being and global development. Now, more than ever, education has a responsibility to foster the right type of skills, attitudes and behavior that will lead to sustainable and inclusive growth.

 The 2030 Agenda for Sustainable Development calls on us to develop holistic and integrated responses to the many social, economic and environmental challenges we face. This means reaching out beyond traditional boundaries and creating effective, cross-sectoral partnerships.

A sustainable future for all is about human dignity, social inclusion and environmental protection. It is a future where economic growth does not exacerbate inequalities but builds prosperity for all; where urban areas and labour markets are designed to empower everyone and economic activities, communal and corporate, are green-oriented. Sustainable development is a belief that human development cannot happen without a healthy planet. Embarking upon the new SDG agenda requires all of us to reflect upon the ultimate purpose of learning throughout life. Because, if done right, education has the power like none else to nurture empowered, reflective, engaged and skilled citizens who can chart the way towards a safer, greener and fairer planet for all. This new report provides relevant evidence to enrich these discussions and craft the policies needed to make it a reality for all».

 Irina Bokova Director-General of UNESCO