[Online Consultation] 2020 GEM Report: Inclusion and education GEM Report

An important area -this was highlighted in the new INEE newsletter

[Online Consultation] 2020 GEM Report: Inclusion and education
GEM Report

Following previous GEM reports on education and the other SDGs (2016), accountability (2017/8), migration and displacement (2019), the 2020 GEM Report will focus on inclusion.

Echoing the overall orientation in the SDGs to “leave no one behind”, as per its concept note, this year’s Report will take an in-depth look at inclusion and education, showing the barriers faced by the most vulnerable, and with a particular focus on people with disabilities. By analysing policies the world over it will present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views. A range of indicators will be examined for their effectiveness in measuring inclusion in education as well.

We invite you to suggest relevant literature, data analysis and case studies to help inform our writing. The views of researchers, academics, governments, non-governmental organizations, aid donors, teachers, youth and anyone with an interest in education and development are most welcome.

Please read the concept note in English / Français / Español / Русский / 中文 / العربية and contribute to this online consultation before the end of September.

Post your contributions as comments on the GEM Report blog, providing web links to research reports, policy papers, evaluations, and other documents or datasets that you think would be useful for the Report team.

If you would rather email your comments, or have attachments of documents or data that you would like to share with the GEM Report team, please send them directly to gemreport@unesco.org with ‘2020 Report Consultation’ as a subject heading.

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International Day of the World’s Indigenous Peoples

 

International Day of the World’s Indigenous Peoples.

indig

The International Day of the World’s Indigenous Peoples is observed on August 9 each year to promote and protect the rights of Indigenous Peoples around the world. The date commemorates the first United Nations Working Group on Indigenous Populations meeting in Geneva in 1982.

 

“On this annual observance, let us commit to fully realizing the United Nations Declaration on the Rights of Indigenous Peoples, including the rights to self-determination and to traditional lands, territories and resources.” — UN Secretary-General António Guterres

International Day of the World's Indigenous Peoples logo

There are an estimated 370 million indigenous people in the world, living across 90 countries. They make up less than 5 per cent of the world’s population, but account for 15 per cent of the poorest. They speak an overwhelming majority of the world’s estimated 7,000 languages and represent 5,000 different cultures.

Indigenous peoples are inheritors and practitioners of unique cultures and ways of relating to people and the environment. They have retained social, cultural, economic and political characteristics that are distinct from those of the dominant societies in which they live. Despite their cultural differences, indigenous peoples from around the world share common problems related to the protection of their rights as distinct peoples.

Indigenous peoples have sought recognition of their identities, way of life and their right to traditional lands, territories and natural resources for years, yet throughout history their rights have always been violated. Indigenous peoples today, are arguably among the most disadvantaged and vulnerable groups of people in the world. The international community now recognizes that special measures are required to protect their rights and maintain their distinct cultures and way of life.

2018 Theme: Indigenous peoples’ migration and movement

As a result of loss of their lands, territories and resources due to development and other pressures, many indigenous peoples migrate to urban areas in search of better prospects of life, education and employment. They also migrate between countries to escape conflict, persecution and climate change impacts. Despite the widespread assumption that indigenous peoples live overwhelmingly in rural territories, urban areas are now home to a significant proportion of indigenous populations. In Latin America, around 40 per cent of all indigenous peoples live in urban areas — even 80 per cent in some countries of the region. In most cases, indigenous peoples who migrate find better employment opportunities and improve their economic situation but alienate themselves from their traditional lands and customs. Additionally, indigenous migrants face a myriad of challenges, including lack of access to public services and additional layers of discrimination.

The 2018 theme will focus on the current situation of indigenous territories, the root causes of migration, trans-border movement and displacement, with a specific focus on indigenous peoples living in urban areas and across international borders. The observance will explore the challenges and ways forward to revitalize indigenous peoples’ identities and encourage the protection of their rights in or outside their traditional territories.

From Cultural Survival:

Learn about Indigenous Peoples and SDGs. Indigenous Peoples and their traditional knowledge and practices are essential to reaching the United Nations 2030 Sustainable Development Goals and to climate change mitigation, says the International Labour Organization (ILO)

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Read the latest edition of theCultural Survival Quarterly, devoted to Indigenous youth.

Indigenous youth show their pride at the 17th session of the UN Permanent Forum on Indigenous Issues in April.

Child Protection Documents

From the latest INEE newsletter:

[DOCUMENTS] Child Protection Documents

CPC Learning Network
What is next for the child rights and child protection movements?  In this edition of the CPC newsletter, we are proud to launch a series of reports.  Taken together, these documents take stock of the global landscapes of child rights and child protection and prompt us to challenge our traditional ways of operating.

If these documents inspire and challenge you, and we hope that they will, please reach out to let us know how you might be keen to get engaged.

Among the many resources we are sharing below, we are especially excited to highlight the Alliance for Child Protection in Humanitarian Protection’s advocacy brief, which calls for urgent action to rapidly reunify separated children with their families and to end detention at US borders.

Learn more here.

Radwan: “My school said ‘We don’t want wheelchairs any more’” — World Education Blog

Almost every country around the world has ratified the right to education, but yet many schools either refuse to enrol children with disabilities or are ill-equipped to cope with their needs. A recent report by Human Rights Watch which looked at Lebanon is a case in point where, as in many other countries, children either […]

via Radwan: “My school said ‘We don’t want wheelchairs any more’” — World Education Blog

Promising Practice: government schools in Vietnam

Having worked with the Ministry of Education in Vietnam for a number of years, I am pleased to see the progress made in education in Vietnam:

[LAUNCH] Promising Practice: government schools in Vietnam

Education Development Trust4 July 2018, 4pm – 6pm (CEST)
IIEP-UNESCO, Auditorium (and available online via livestream)

Vietnam’s government schools have garnered a great deal of global attention since its strong performance in both the 2012 and 2015 PISA student tests. In light of this, Education Development Trust partnered with the Vietnam Institute of Educational Sciences to unearth the factors associated with this success. They are delighted to share the findings of this investigation in their new report: Promising practice: government schools in Vietnam.

Please join us – in Paris at IIEP-UNESCO or online – for the report’s launch on 4 July 2018. The presentation will cover five features of the Vietnamese school system that have contributed to its strong results. We invite you to RSVP here to attend in Paris or to receive a reminder and link to watch the webcast. The report will made available prior to the event.

Learn more here.

Psychosocial Support

From the INEE newsletter

Guidance Note on Psychosocial Support
INEE

We are pleased to share with you a new INEE Guidance Note on Psychosocial Support. This Guidance Note is available for download in English in the INEE Resource Database. Translations of the Guidance Note have been completed in Arabic, French, Spanish, and Portuguese. INEE is in the process of designing the Arabic version (anticipated July/August 2018), and is looking for support to design the other language versions.

The purpose of the INEE Guidance Note on Psychosocial Support is to clarify the importance of supporting the psychosocial wellbeing of children and youth, and to offer specific strategies for how to incorporate psychosocial support (PSS) into education responses. This resource addresses a gap in the tools that are currently available to educators and professionals operating in emergency and crisis contexts, providing PSS guidance that is specifically oriented to the education sector.

This Guidance Note was conceptualized by the INEE Standards and Practice Working Group and the INEE Education Policy Working Group, and written by Zahirah McNatt, Dr. Neil Boothby, Dr. Mike Wessells, and Rita Lo of the Columbia Group for Children in Adversity (CGCA). Additional writing and technical research was provided by Jo Kelcey (NYU Steinhardt). A Reference Group of INEE Working Group members and external mental health, child protection, education, and psychosocial support experts reviewed drafts of the guidance.

World Environment Day 2018

13 million tonnes of plastic leak into the ocean each year – just watching one of our large sea creatures vomit up a pile of plastic bags and then die -we can take action….Environmental education has been with us for decades -we now need action not just awareness.

It’s World Environment Day. Another opportunity for global campaigners to rally around the need for stronger commitment to stop the human impact on the planet before it is too late. Another day for policy makers to be challenged as to why some barriers to progress are so hard to tear down. Why are governments dragging […]

via Countries need to prepare teachers better to teach about our impact on the environment — World Education Blog