"This report assesses progress towards the achievement of the above-mentioned outcomes during the period of 1 January to 31 December 2018, the de-facto year of operation of the inception phase for the MDPFoE. Initial contributions were provided by Austria, Canada, Norway and Switzerland. On the seco
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nd half of the reporting period, the MDPFoE received a substantial contribution by Sweden, which multiplied its resources in July 2018, thus allowing for the preparation of a major upscale of activities in the second half of 2018, developing a biennial Work Plan with major actions up and running as of early 2019. The efforts undertaken build on previous actions and relevant achievements supported through regular programme and extra-budgetary funds, including the FIT project funded by Sweden “Promoting Freedom of Expression, Media Development, and Access to Information and Knowledge”, which had been terminated by July 2018." (Abstract)
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"Article 19 of the Universal Declaration of Human Rights states that “everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.
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1 However, the current state of freedom of expression online and offline is fragile around the world,. [...] The Multi Donor Programme on Freedom of Expression and Safety of Journalists aims to enhance the enabling environment for freedom of expression online and offline and advance UNESCO’s role in the realization of the Sustainable Development Goals (SDGs) as cornerstones of the 2030 Agenda, and the commitments of Financing for Development. [...] Targeted Member States are enhancing norms and policies related to freedom of expression, including press freedom and the right to access information, online and offline, in accordance with international standards, and reinforcing the safety of journalists by implementing the UN Plan of Action on the Safety of Journalists and the Issue of Impunity, through integrating a gender sensitive approach (. [...] MANAGEMENT OF THE MULTI DONOR PROGRAMME: According to the financial regulations approved by the executive board in its 200th session, the Director- General (DG) of UNESCO shall be responsible for the management and the administration of the funds under the Special Account of the Multi Donor Programme on Freedom of Expression and Safety of Journalists. [...] Outcome N° 1: Member States are enhancing norms and policies related to freedom of expression, including press freedom and the right to access information, online and offline, and are reinforcing the safety of journalists by implementing the UN Plan of Action on the Safety of Journalists and the Issue of Impunity Performance indicator (PI): Baseline (B): Source and means Target (T): of verificatio." (Abstract)
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"This book presents a structured yet flexible methodology for developing intercultural competence in a variety of contexts, both formal and informal. Piloted around the world by UNESCO, this methodology has proven to be effective in a range of diff
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erent contexts and focused on a variety of different issues. It, therefore, can be considered an important resource for anyone concerned with effectively managing the growing cultural diversity within our societies to ensure inclusive and sustainable development. Intercultural competence refers to the skills, attitudes, and behaviors needed to improve interactions across difference, whether within a society (differences due to age, gender, religion, socio-economic status, political affiliation, ethnicity, and so on) or across borders. The book serves as a tool to develop those competences, presenting an innovative adaptation of what could be considered an ancient tradition of storytelling found in many cultures. Through engaging in the methodology, participants develop key elements of intercultural competence, including greater self-awareness, openness, respect, reflexivity, empathy, increased awareness of others, and in the end, greater cultural humility." (Publisher description)
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"COVID-19 disinformation creates confusion about medical science with immediate impact on every person on the planet, and upon whole societies. It is more toxic and more deadly than disinformation about other subjects. That is why this policy brief coins the term disinfodemic. Using this frame, the
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brief helps to make sense of this new menace, and of the many types of responses that are unfolding internationally. To do this, it unpacks nine main themes and four dominant formats of COVID-19 disinformation, and presents a typology that groups the range of responses to the problem into 10 classes." (Introduction)
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"[This publication] uses the term ‘disinformation’ to describe false or misleading content with potentially harmful consequences, irrespective of the underlying intentions or behaviours in producing and circulating such messages. The focus is not on definitions, but on how States, companies, ins
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titutions and organisations around the world are responding to this phenomenon, broadly conceived. The work includes a novel typology of 11 responses, making holistic sense of the disinformation crisis on an international scale, including during COVID-19. It also provides a 23-step tool developed to assess disinformation responses, including their impact on freedom of expression. The research concludes that disinformation cannot be addressed in the absence of freedom of expression concerns, and it explains why actions to combat disinformation should support, and not violate, this right. It also underlines that access to reliable and trustworthy information, such as that produced by critical independent journalism, is a counter to disinformation. Additionally, the study has produced a framework for capturing the complete disinformation life cycle - from instigation and creation, to the means of propagation, to real-life impact, with reference to: 1. Instigators 2. Agents 3. Messages 4. Intermediaries 5. Targets/Interpreters - shortened to the acronym ‘IAMIT’." (Executive summary, page 8)
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"Las periodistas mujeres son atacadas, al igual que sus colegas varones, por los temas políticos o de coyuntura que publican; pero se utilizan contra ellas muchas más expresiones discriminatorias vinculadas al género y agresiones con connotaciones sexuales. En los ataques contra las periodistas h
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ay aproximadamente 10% más de menciones que ponen en duda su capacidad intelectual; 20% más de expresiones sexistas; 30% más de comentarios vinculados a su apariencia física. La cobertura de manifestaciones vinculadas a la agenda de género y la expresión de posiciones favorables a la misma, particularmente hacia la legalización del aborto, son una razón extra por las que son atacadas las periodistas mujeres. Las mujeres manifestaron más afectación a su subjetividad a partir de los ataques y mayor vulneración de su derecho a la libertad de expresión; a la vez fueron más proactivas en la modificación de prácticas digitales." (Resumen ejecutivo, página 10)
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"This toolkit aims to assist community radio stations to understand each of the 17 Goals, engage with different actors and stakeholders, map policies and initiatives at the level of both, central and state governments in India, and provide ideas for design of content and outreach campaigns. After re
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ading this manual and completing the exercises listed we are confident that the community radio station representatives will be able to: 1. Understand and appreciate the SDGs; 2. Identify stakeholders within the geographical area of the station’s broadcast; 3. Create discussion points with the community members and actively engage with other key stakeholders to produce relevant content and outreach activities." (Introduction, page 23)
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"This Guidance aims to help teachers understand key issues related to home-based distance learning during COVID-19 school closures and design and facilitate effective learning activities. While we fully recognize the complementary relationship between formal and non-formal education, and continuity
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of studies across education and training levels throughout lifelong learning pathways, this Guidance includes resources, examples and tips for teachers and educators from pre-primary to upper-secondary level." (Page 7)
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"This report presents a snapshot of the first substantial findings from a global survey about online violence against women journalists conducted by UNESCO and the International Center for Journalists (ICFJ) in late 2020. Over 900 validated partici
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pants from 125 countries completed the survey in Arabic, English, French, Portuguese and Spanish. The findings shared here reflect the input of the 714 respondents identifying as women. 73% of women respondents said they had experienced online violence. Threats of physical (25%) and sexual violence (18%) plagued the women journalists surveyed. And these threats radiated - 13% said they had received threats of violence against those close to them. 20% of women respondents said they had been attacked or abused offline in connection with online violence they had experienced. 13% increased their physical security in response to online violence and 4% said that they had missed work due to concerns about the attacks jumping offline. The mental health impacts of online violence were the most frequently identified (26%) consequence. 12% of respondents said they had sought medical or psychological help due to the effects of online violence. The story theme most often identified in association with increased attacks was gender (47%), followed by politics and elections (44%), and human rights and social policy (31%). 41% of the respondents to this survey said they had been targeted in online attacks that appeared to be linked to orchestrated disinformation campaigns. Political actors are the second most frequently noted sources (37%) of attacks and abuse after, anonymous or unknown attackers (57%), according to the women respondents." (Introduction)
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"This desk review examines the available evidence on the extent to which digital content can influence knowledge, attitudes and practices of adolescents and young people (aged 10–24 years), and looks at the potential for digital spaces to be used to add value to the delivery of comprehensive sexua
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lity education (CSE). Technologies are constantly changing, so this report should be seen as a snapshot of the evidence at a specific point in time. The report is in two parts. Part 1 explores which young people engage with digital spaces and how; social media influencers; the intersections between pornography and sexuality education; and lessons from mHealth and Information and Communication Technology (ICT) in education. To do this, it draws on purposive searches of the literature, the knowledge and expertise of the interdisciplinary team of researchers, and recommendations from a range of experts. Part 2 draws on a robust review of the literature on interventions designed to educate young people about sexuality. It focuses on existing evidence in five key areas: (1) reaching and engaging young people; (2) influence and impact; (3) opportunities and risks; (4) content, guidelines and standards; and (5) literature gaps." (Executive summary)
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"Risks to journalists are rising with disasters, epidemics, physical, mental and digital harassment all increasing globally. Some 1382 journalists have been killed since 1992 and 246 are imprisoned. However, the threat type has been changing, with the majority of journalists killed annually being on
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es working in their own country, often who are targeted for assassination. In response, UNESCO and others have called for research into best practice for safety education to halt this and the consequential decline in global media freedom. This five-year award winning project, A Holistic Humanitarian Approach to Enhance the Safety and Resilience of Journalists Globally, tested the hypothesis that a new pedagogy based on a 'holistic humanitarian' philosophy would be more effective in protecting journalists working in dangerous domains globally than existing provisions. The little-changed 30-year-old dominant international provision, the 'military battlefield' pedagogy, is used by the world's major news organizations like BBC, CNN and the New York Times. This new pedagogy adapted and customized best practice from other professions and used Taylor's 2020 Competencies for Disaster Healthcare professionals. A new program was devised and the two international cohorts who took it in 2018 and 2019 judged that it 'very significantly' enhanced their resilience and safety skills. Its concentration on group and individual physical and mental resilience building, risk mitigation, psychology, communication, self-defence, and digital security skill acquisition was a paradigm shift in training internationally for news professionals in dangerous environments. The research, thus, proved the study's hypotheses." (Abstract)
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"This report offers an overview of journalism training and education centres in sub-Saharan Africa, focusing on 10 countries. Although the primary emphasis of this research was on institutions such as universities, schools, colleges and institutes, we took a loose definition of ‘centres’ to incl
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ude some initiatives in the non-profit sector, as well as those closely aligned to the commercial media. The purpose was to try to identify trends in journalism education and training in sub-Saharan Africa, challenges and areas of creativity and teaching, and what we called ‘centres responding to a changing environment’. The last mapping study of journalist training centres across the continent appears to have been done over 10 years ago by Unesco, although country-specific studies have subsequently emerged. Journalist training needs are also currently being researched in at least two new studies that are likely to appear soon. This report then should be read in the context of these studies." (Page 8)
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"Esta es una obra miscelánea que se adentra, desde múltiples perspectivas, en las interacciones entre educación y comunicación por medio de la influencia global de las redes sociales. En un contexto hiperconectado, pero no necesariamente ‘empoderado,’ resulta esencial la formación en compet
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encias mediáticas para que la ciudadanía pueda responder de forma inteligente, crítica y creativa ante el gran reto de la ‘pantalla global.’ El texto es resultado de los trabajos de la Red Interuniversitaria Euroamericana «Alfamed» en el V Congreso Internacional de Competencias Mediáticas: «Redes sociales y ciudadanía: Hacia un mundo ciberconectado y empoderado», celebrado en dos modalidades: versión virtual del 14 al 16 de octubre de 2020, y versión presencial del 5 al 7 de mayo de 2021 en Quito (Ecuador)." (Cubierta del libro)
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"Today’s discourses on Africa are manifold – as manifold as the images we have of everyday life there. Both are fed by a Western narrative that saddles the “Black Continent” with all kinds of clichés – whether the stuff of dreams or of nightmares. In images that are at times documentary,
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at times artistic, these nine photographers from Morocco, Algeria, Senegal, the Democratic Republic of the Congo, Uganda and South Africa provide a picture of the self-assurance and the vitality of the people in their respective home country. In particular, they tell stories that stem from their immediate surroundings: they tell of everyday life in Africa’s cities and industry, they trace remnants of the past, and they portray strands of popular culture. Their topics include the mining industry’s mixed legacy in South Africa, the impact of environmental pollution, life in the Democratic Republic of the Congo and the atmosphere inside Algeria’s football stadiums. The desire to rethink Africa and, above all, to retell its stories is a leitmotif for all of the participating photographers. With its powerful pictorial narratives, this exhibition generates a fascinating dialogue between different cultures." (https://voelklinger-huette.org)
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