Tag Archives: UNESCO

In Africa schools are closed, but learning goes on

Countries use radio, TV and internet to keep students engaged

By Franck Kuwonu

As students in Kenya were waiting for the government to announce when schools would re-

Education

Igihozo, 11, listens to a lesson on a radio after his school was closed in Rwanda. UNICEF/UNI319836/Kanobana

open from a longer than usual April school holidays due to the COVID-19 pandemic, they were asked to stay home for an additional four-week period.

The situation is the same in many other countries. Across the African continent, an estimated 297 million students have been affected by school closures as a result of the pandemic.

Globally, school closures due to COVID-19 have affected 1.29 billion students in 186 countries, which is 73.8 per cent of the world’s student population, according to the UN Education Science and Cultural Organization (UNESCO).

“Never before have we witnessed educational disruption on such a scale,” UNESCO Director-General Audrey Azoulay said recently.

Despite the challenges of limited access to internet connectivity, electricity or computers, countries are keeping learning active through various remote learning  methods such as radio and television programmes, on addition to online platforms and social media.

Online learning

In Egypt, Ghana, Liberia, Nigeria, Morocco, Rwanda, South Africa and others, a number of schools and universities have moved some of their programmes to  online platforms and have encouraged students to get connected.

The University of Ghana, for example, has trained its lecturers on how to put together online classes, while negotiating with telecom companies to grant free internet data, usually capped at 5G, for the students.

Victoria, 21, one of the millions of young people in Ghana impacted by school closures said: “I stay connected, getting myself busy with online lectures, having interactions with friends.

Victoria told UNICEF that she avoids crowded places and prefers to stay safe at home. “I also try to learn new things I haven’t done before – getting used to cooking, reading more books. Sometimes dancing if I have to, just to take off the stress and not feel very bored at home.”

In Nigeria and Morocco, the governments have created online repositories with education materials for teachers and parents, while the Rwanda education board has set up a dedicated website to support learning and provide educational content, as well as assessment tests. The website also enables teachers and parents to communicate.

However, due to low internet connection, expensive data and an urban-rural digital divide, online classes alone are unable to cater for all students. This creates the risk of leaving millions of students in Africa behind. In sub-Saharan Africa, UNESCO says 89 per cent of learners do not have access to household computers and 82 per cent lack internet access.

At the launch in March of the Global Coalition for Education, World Health Organization (WHO) Director-General Tedros Adhanom Ghebreyesus said: “We are working together to find a way to make sure that children everywhere can continue their education, with special care for the most vulnerable and disadvantaged communities.”

The UNESCO and UNICEF-led initiative of international organizations, civil society and private sector partners aims to ensure that learning continues. It will help countries mobilize resources and implement innovative and context-appropriate solutions to provide learning remotely by leveraging on hi-tech, low-tech and no-tech approaches.

Radio schools

Countries are increasingly also promoting remote learning through traditional mass communication tools such as radio, and sometimes television. Radio’s wide reach and relatively low need for technical know-how makes its deployment faster and easier than scaling up internet connections.

With assistance from UN agencies such as UNICEF, UNESCO, the World Bank and others, countries are quickly scaling up their radio and TV programmes or launching new initiatives.

For example, Ghana’s public broadcasters have rekindled dormant programmes on tv and radio for high school students. Similar programmes are running in Madagascar and Côte d’Ivoire.
In Senegal, the government’s efforts are encapsulated in a catchy slogan: “Ecole fermée, mais cahiers ouverts,” meaning “school is closed but learning goes on”.

Radio Okapi, an UN-sponsored radio network in the Democratic Republic of the Congo (DRC), launched Okapi Ecole (Okapi School) – a twice-daily remote learning programme for primary, secondary and vocational school students.

In Rwanda, UNICEF is working with the Rwanda Broadcasting Agency to produce and air nationwide basic literacy and numeracy classes. UNICEF identified more than 100 radio scripts from around the world focusing on basic literacy and numeracy that could be adapted to align with Rwanda’s school curriculum. The same support is being provided to Malawi.

In Côte d’Ivoire, UNICEF has been working with the Ministry of Education on a ‘school at home’ initiative that includes taping lessons to be aired on national TV.

Looking beyond COVID-19, the Association of African Universities (AAU) sees an opportunity for local universities to explore expanding “technology-based platforms for teaching, learning and research.” Still, challenges such as network infrastructure, data prices and access to adequate digital equipment will need to be addressed for this to be a continent-wide success.

For more information on COVID-19, visit www.un.org/coronavirus

Africa Renewal

WHO Donates COVID-19 Supplies to MOH within the framework of the UN joint effort aimed at supporting government to scale up preparedness and response actions.

23 May 2020, Since Zambia reported its first case of COVID 19 on 18 March 2020, cases have been on the upswing. During recent weeks confirmed cases rose from 103 on 1 May 2020 to 920 by May 22 with a total number of seven deaths. Zambia has also seen an increase of cases of COVID-19 in the northern town of Nakonde due to a porous border. More than 80 health workers have been affected by the virus countrywide.

The WHO Representative, Dr. Nathan Bakyaita handing over the donated items to the Permanent Secretary at the Ministry of Health, Dr. Kennedy Malama (right)

On 22 May 2020, the World Health Organization Country Office donated Personal Protective Equipment, emergency equipment for the Emergency Operations Centre and laboratory supplies worth more than seven hundred thousand United States Dollars to the Ministry of Health. This donation has been made possible through the UK Department for International Development (DFID) funded Emergency Preparedness, Surveillance and Outbreak Response project and financial support from WHO Headquarters and the WHO Regional Office for Africa. The WHO Representative, Dr. Nathan Bakyaita said that WHO working jointly with other United Nations agencies in Zambia was in a race against time to help the country respond and prevent further spread of the virus. “We are supporting the country in containment and mitigation efforts by providing necessary support for coordination, surveillance, infection prevention and control, laboratory, case management, risk communication, logistics and human resource capacity”. Dr Bakyaita was accompanied by the United Nations Resident Coordinator, Dr. Coumba Mar Gadio, the UNICEF Representative, Ms Noala Skinner, the UNESCO Zambia Team Leader, Ms Alice Mwewa Saili and the UK DFID Country Director, Mr. Steve Beel.

The United Nations Resident Coordinator, Dr. Coumba Mar Gadio said that the donation made to the Ministry of Health by WHO of laboratory equipment and reagents and provision of

The UN Resident Coordinator, Dr. Coumba Mar Gadio making a statement at the function.

Personal Protective Equipment for health workers was of paramount importance. “Health care workers should be able to access masks, gloves, gowns, and other PPE they require to do their jobs safely and effectively. Our health systems are already facing shortages of critical human resources such as doctors and nurses, we cannot afford to lose them now” she said.

The DFID Country Director Mr. Steve Beel stated that the COVID-19 pandemic was a global challenge and that DFID was committed to continue providing support to the government in its response efforts.

When receiving the donation, the Permanent Secretary at the Ministry of Health, Dr. Kennedy Malama said that the donation was timely because it was targeted at supporting the implementation of the National Contingency Plan for COVID-19. He said the donated items were a high impact investment for the COVID -19 response and that support for the Emergency Operations Centre would be useful for the current emergency and other public health threats. Dr. Malama thanked the United Nations in Zambia, the WHO Regional Office for Africa, WHO HQ and the UK Government for the support rendered towards the COVID-19 response and health development programmes in general.

The United Nations in Zambia has remained a key partner in the country’s multi-sectoral response with the World Health Organization leading the joint effort.

For Additional Information or to Request Interviews, Please contact:
Nora Mweemba
Health Information and Promotion Officer
Tel: 255322 /255336, 255398, Cell: 097873976
Email: mweemban@who.int

The UN at 75: Now is the Time to “Build Back Better”

Photo: Fabrizio Hochschild, Special Adviser on the Preparations for the Commemoration of the Seventy-Fifth Anniversary of the United Nations, at a commemorative event to mark the 74th anniversary of the signing of the Charter of the United Nations. New York, 26 June 2019. ©UN Photo/Manuel Elias

The United Nations turns 75 this year. It is a time of great upheaval for the world, as it was in 1945 when the Organization was founded. Many of the trends we grapple with today could not have been imagined by people back then: that human actions would fuel global temperature rise, posing an existential risk to our species and a million others. That new technologies would radically reshape how we live, work and interact with each other. That greater affluence and longevity would be accompanied by challenges of their own.

But many of the problems we face would have been all too familiar: from conflict to mass displacement, big power rivalries to corrosive nationalism, and inequality to pandemics. The experience of the 1918 H1N1 flu outbreak, estimated to have infected a third of the world’s population, would still have been present in many people’s minds.

We have come a long way over the past seven decades, with huge strides forward in education, and in tackling extreme poverty and hunger. We have moved from a world in which a third of the population lived in non-self-governing territories and most women did not have equal voting rights to one that is freer by many measures.

We have won great victories. The eradication of smallpox—spearheaded by the World Health Organization, with sustained political and financial support from the international community—alone has saved millions of lives. It remains the only infectious disease to have been wiped out.

Yet progress has been uneven, and failures well-documented and tragic. As we mark the International Day of Multilateralism and Diplomacy for Peace, it is important that we remember not only our successes, but also the lows that continue to haunt us. After three decades in the field, I carry with me the privilege and burden of both.

The United Nations represents people’s aspirations. Its creation gave hope to the world that countries would work together to prevent future wars, and the factors that lead to conflict, such as poverty and human rights abuses. But it was also a pragmatic response by world leaders, who realized that cooperation and compromise were less costly than war. Multilateralism is, and always has been, an interplay of national and shared concerns.

Increasingly, though, the line between global and national interest is blurring. We are now more interconnected than ever. Our economies, our societies, the things we rely on in our daily lives, all depend on countries working together. So does tackling the challenges we face. Pandemics, climate change and cybercrime do not respect borders. They cannot be solved by any one country alone, no matter how big or powerful. We need international cooperation to galvanize action and to harness the opportunities the future holds, whether that’s leveraging the benefits of new technologies or building a zero-carbon world.

COVID-19 has shown how crucial it is for us to cooperate across borders, sectors and generations. It has laid bare our underlying dependencies. We are only as strong as the most vulnerable among us. We cannot beat this crisis without working together.

We need a whole-of-society response: to share information and research, to address the damage to lives and livelihoods, and to ensure we build back better. We need to engage youth. The crisis is having a huge impact on young people, mentally and physically. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), more than 90 per cent of the world’s students are impacted by the closure of facilities. Prior to the pandemic, the World Bank estimated that in developing countries an extra 600 million jobs would be needed by 2030 to keep pace with population growth. Job prospects are now even more uncertain. We also need to engage older people, who have, so far, been worst affected by the virus.

Member States’ responses have shown that transformations that seemed impossible just months ago can be achieved in a short time frame when political leadership is aligned with support from stakeholders and the public. In seeking to recover from this crisis, the Secretary-General has called for “a strong focus on building more equal, inclusive and sustainable economies and societies that are more resilient in the face of pandemics, climate change and the many other global challenges we face”.

Now is the time to end business as usual. Now is the time to put into practice the commitment to future generations that is central to the Charter of the United Nations, and to make progress on the United Nations we need for the future we want, as envisaged in the Sustainable Development Goals.

That is the spirit in which the United Nations 75th anniversary was conceived by the Secretary-General last year: not as a celebration, but as a moment of reflection, of listening, of coming together as a human family to discuss how we can overcome the big trends shaping our future, from the rapid changes in the make-up of our population to popular discontent in many parts of the world.

In January, the UN75 team launched the “world’s largest conversation” – a United Nations system-wide initiative to gather public opinion and crowdsource solutions to the challenges we face. The initiative has five strands:

A short survey, to give as many people as possible the chance to make their voice heard
Conversations within communities, to allow for deeper discussion—online, via phone, radio or messaging service, and, where possible, in person Formal opinion polling, to give us statistically sound, representative data, Media and social media analysis, to give us a snapshot of what people think when they are not being asked a question, Academic and policy research analysis, to provide input from experts and practitioners. Together, these five routes will give us insights into the public’s hopes, fears and priorities for the future, as well as ideas on actions we can take to create the world we want.

To date, over 13 million people have taken part. More than 350 dialogues have been held and over 70,000 people in nearly all United Nations Member States have completed our survey (live results are available here). The initial results, featured in our first report, show overwhelming—and increasing—support for global cooperation, across all age and social groups. They show that people think climate change will be the defining trend shaping our future, with conflict and health at numbers 2 and 3. And early indications are that universal access to health care, rethinking the global economy and greater solidarity between people and nations are the top priorities for recovering better from the pandemic.

The results will be presented by the United Nations Secretary-General to world leaders in September 2020, when Member States will adopt a declaration on the 75th anniversary. Amidst the pandemic, the declaration has taken on even greater significance as a vehicle for leaders to set out an inspiring vision, anchored around concrete actions, that sends a powerful message of hope to people across the world.

Ahead of that moment, we invite people from all regions, backgrounds and walks of life to contribute their views. We continue to seek partners who can help us reach young people, marginalized communities, and those who may not typically engage, including our critics. We cannot afford to leave anyone behind. Now is the time to lift everyone up and build a better future for all.

24 April 2020

About the author
Fabrizio Hochschild is Under-Secretary-General and Special Adviser on Preparations for the Commemoration of the Seventy-Fifth Anniversary of the United Nations.

The  UN Chronicle is not an official record. The views expressed by individual authors, as well as the boundaries and names shown and the designations used in maps or articles, do not necessarily imply official endorsement or acceptance by the United Nations.

The UN Secretary-General’s message on World Press Freedom Day, 3 May 2019

A free press is essential for peace, justice, sustainable development and human rights.

No democracy is complete without access to transparent and reliable information. It is the cornerstone for building fair and impartial institutions, holding leaders accountable and

The UN Secretary-General Mr. António Guterres

The UN Secretary-General Mr. António Guterres

speaking truth to power.

This is especially true during election seasons — the focus of this year’s World Press Freedom Day.

Facts, not falsehoods, should guide people as they choose their representatives.

Yet while technology has transformed the ways in which we receive and share information, sometimes it is used to mislead public opinion or to fuel violence and hatred.

Civic space has been shrinking worldwide at an alarming rate.

And with anti-media rhetoric on the rise, so too are violence and harssasment against journalists, including women.

I am deeply troubled by the growing number of attacks and the culture of impunity.

According to UNESCO, almost 100 journalists were killed in 2018.

Hundreds are imprisoned.

When media workers are targeted, societies as a whole pay a price.
On World Press Freedom Day, I call on all to defend the rights of journalists, whose efforts help us to build a better world for all.

Thank you.

United Nations Secretary Generals Message on International Day Of Education

Today we celebrate the first International Day of Education.

Education transforms lives. As United Nations Messenger of Peace Malala Yousafzai once said: “one child, one teacher, one book and one pen can change the world”. Nelson Mandela rightly called education “the most powerful weapon which you can use to change the world.”

Long before I served at the United Nations or held public office in my own country, I was a teacher. In the slums of Lisbon, I saw that education is an engine for poverty eradication and a force for peace.

Today, education is at the heart of the Sustainable Development Goals.

We need education to reduce inequalities and improve health.

We need education to achieve gender equality and eliminate child marriage.

We need education to protect our planet’s resources.

And we need education to fight hate speech, xenophobia and intolerance, and to nurture global citizenship.

Yet at least 262 million children, adolescents and youth are out of school, most of them girls.  Millions more who attend school are not mastering the basics.

This is a violation of their human right to education. The world cannot afford a generation of children and young people who lack the skills they need to compete in the 21st century economy, nor can we afford to leave behind half of humanity.

We must do far more to advance Sustainable Development Goal 4, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Education can also break and reverse cycles of intergenerational poverty. Studies show that if all girls and boys complete secondary education, 420 million people could be lifted out of poverty.

Let us prioritize education as a public good; support it with cooperation, partnerships and funding; and recognize that leaving no one behind starts with education.

 

 

Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

By Qian Tang

Qian Tang is Assistant Director-General for Education at the United Nations Educational, Scientific and Cultural Organization.

Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

A collective sigh of relief was heard from the international education community when the sustainable development goals (SDGs) proposed by the Open Working Group (OWG) of the General Assembly in July 2014 included a stand-alone goal on education.

Earlier on in the OWG process, there were genuine concerns that education might not emerge as a stand-alone goal, or that there could be a repeat of what happened in 2000 when the scope of the international agenda for education fell short of the ambition and the holistic approach set by the education community.

It was April 2000 when the world gathered in Dakar, Senegal, for the World Education Forum and adopted six Education for All (EFA) goals. It committed United Nations Member States to 1) expand early childhood care and education; 2) universalize primary education; 3) improve access to life-skill learning; 4) achieve 50 per cent improvement in adult literacy; 5) achieve gender equality; and 6) enhance the quality of education. A few months later, eight Millennium Development Goals (MDGs) were established at the United Nations. Featured among the MDGs were universal access to primary education (MDG 2) and a target on gender parity in education, as part of the goal on gender equality and women’s empowerment (MDG 3).

There is now a remarkable opportunity to provide a more aspirational vision for education in the post-2015 development agenda. Preparations began more than two years ago in 2012, when the international education community, co-led by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the United Nations Children’s Fund (UNICEF), began a broad and intensive consultation to define the future education agenda. This extensive process culminated in the Muscat Agreement adopted at the Global EFA Meeting in Oman in May 2014, representing a shared vision of education for the future.

The global education community was reassured that the proposed SDG 4, which calls for the international community to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, was closely aligned with the proposed goal in the Muscat Agreement. Although there are some discrepancies between the targets in the Muscat Agreement and those proposed by OWG, the seven targets and three means of implementation under SDG 4 set forth an ambitious education agenda that will pave the way for a transformative and sustainable future.

As the specialized agency of the United Nations in education, UNESCO stands by the conviction that education is a fundamental human right inextricably linked to the realization of other rights. As such, it is a public good for all individuals and the foundation for human fulfilment, peace, sustainable development, gender equality and responsible global citizenship. As a catalyst for development, education is a key contributor to reducing inequality and scaling down poverty; and full access to quality education at all levels is an essential condition for accelerating progress towards the achievement of other sustainable development goals. In other words, sustainable development begins with education.

The internationally agreed education goals of EFA and the MDGs have made far-reaching gains over the past 15 years. Countries have used these goals as targets and standards to rally domestic political will to reform and improve their education systems, while donors have used them to align their development aid policies and priorities in education with the international goals and targets.

Since 2000, the international community has made tremendous progress in expanding educational opportunities and has made education and learning a reality for millions of children and adolescents. Despite rapid population growth, the number of primary school age out-of-school children dropped by 42 per cent between 2000 and 2012, with the number for girls seeing an even greater drop of 47 per cent. The number of out-of-school adolescents also reduced by 31 per cent between 1999 and 2011; while during the same period, the pre-primary education gross enrolment ratio increased from 33 to 50 per cent. Among 161 countries with data, the number of countries which achieved gender parity increased from 91 in 1999 to 101 in 2011.

These extraordinary successes demonstrate that achievable and measurable solutions are within reach, to unlock the potential in all learners and to create a prosperous, healthy, just and equitable world. The international community must build on the achievements and lessons learned over the past 15 years, while continuing to identify innovative solutions and approaches to tackle the unfinished business of the Education for All Agenda. For while we have come a long way, there are still an estimated 58 million children who are not going to school and around 100 million children who do not complete primary education. The poor quality of education at the primary level has resulted in some 250 million children leaving school without learning to read, write or count, while an estimated 782 million adults, 64 per cent of whom are women, still lack basic reading and writing skills.

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World Press Freedom Day 2015: Celebrated in Zambia

Zambia joined the rest of the world in commemorating the World Press Freedom Day that falls on the 3rd May each year. This important day gives the media and various stakeholders time to reflect on what the men and women who give us information go through in order to get information to our” table”. This is the time when we look at the contribution that information plays in the development of the nation and the world at large.

World Press Freedom Day Parade.

World Press Freedom Day Parade.

The global theme was “Towards Better Reporting, Gender Equality, and Media Safety in the Digital Age and the Media in Zambia adopted “Women in the Media Digital Age”, the theme challenges the Media and Government to reflect on the use of new media and the responsibilities it comes with as well as the role women in the media are playing. It is important that as the media becomes involved in transforming societies through the new found media freedom, they should also be very responsible in the information that they put across.

The United Nations recognizes that information is the most powerful tool that can transform the nation, hence the need as to recognize that in order for a developing country like Zambia to move forward, it needs to work hand in hand with the media.

A number of activities were planned to mark the occasion as follows; a social media training for community radio stations and some main stream media houses was facilitated by BBC Media Action on April 28, 2015. The was a digital media exhibition held at Arcades Shopping mall in Lusaka were organizations such as UNESCO, Zambia News and Information Services (ZANIS), Zambia Institute of Mass Communication (ZAMCOM), Media Institute Southern Africa, Zambia Chapter (MISA-Zambia), Q FM Radio and others showcased various products in line with the theme for 2015, the Permanent Secretary in the Ministry of Information and Broadcasting Service Mr. Malama toured the exhibition and encouraged the media in Zambia to embrace good media ethics and technology in the execution of their duties.

Over the weekend on April 30, the scribes took time out from their notepads and pencils and engaged in social sports at Zamsure Sports Complex with games such as tug-of-war, football and netball that saw them battle it out in mixed teams for honors and later on had a social braai.

On May 4th, print and electronic media houses gathered for the official commemoration at the Freedom statue, beforehand, held a match past through the city centre after being flagged off by the Minister of Information and Broadcasting Services Hon. Chishimba Kambwili MP. Speaking at the venue were Mr. Enoch Ngoma the chairperson of the 2015 organizing committee, the UN Resident Coordinator Ms. Janet Rogan and the Minister of Information and Broadcasting Services. The chairperson of the organizing committee urged government to support the media, by enacting the access to information bill (ATI) and guaranteeing the safety of journalists from being harassed by political cadres. This sentiment was also affirmed by the Minister who said government will not protect anyone who harasses media personnel in the discharge of their duties.

The UN Resident Coordinator in her speech stated it is about living the aspirations of the young generation, providing them access to information and preparing them to make the right choices in life.  It is also about building new partnerships and working better together with media professionals for sustainable development across societies and countries. And, it is about unleashing our true commitment to leave no one behind and to create a more equal world. Quoting the UN Secretary General Mr. Ban Ki-moon, “women remain underrepresented throughout the media, at decision-making level but also in the coverage of issues. We cannot let this stand. Men and women must participate equally in making and sharing the news.”

She said the stereotyped portrayal of women and girls in the media is not only unfair but it also harms them.  It contributes to harmful traditional practices, including child marriage.  It can encourage violence against women and girls and violation of their rights. In Zambia, hardly a day goes by without reading or hearing of a case of a woman beaten or raped; or a girl child who has been defiled.  I say to journalists: it is not enough to report these cases.  It is necessary to look beyond the incidents and plain numbers and investigate and report on the root causes of discrimination and violence against women and girls in this country. For the media have the power not only to influence government decisions and the direction of national policy, but also to raise a voice against discrimination, oppression and violence in society itself. Harnessing this unique power is key to promoting human rights and achieving equality.

At the event, MacPherson Mukuka, a journalist and a community radio station called Chikuni

Part of the participants who took part in the mentorship program at UNIC Lusaka.

Part of the participants who took part in the mentorship program at UNIC Lusaka.

radio received recognition awards, a Climate Change and UNESCO award sponsored by the Ministry of Finance and National Planning, under the Climate Change Secretariat and UNESCO respectively. Both awards were presented by the Minister of Information and Broadcasting Services Mr. Chishimba Kambwili.

May 5th was the climax of the press freedom day activities as veteran scribes got to mentor their juniors, the mentorship program was primarily focused on women in the media. The mentorship was held at the UN Information Centre and facilitated by Ms. Felistus Chipako, Chairperson of the Zambia Media Women Association (ZAMWA). Other notable speakers included Mr. Victor Mbumwae from the Ministry of Gender and Mr. Enock Ngoma a veteran journalist.