UNESCO Addis-Ababa

Table of content

Foreword i

The RBM Logical ScoreCard ii

UNESCO Country Programme Document 1

Addis Ababa Liaison Ofﬁce 2

Ethiopia’s UNESCO Sites 4

Education 5

Natural Sciences 10

Culture of Peace 16

Culture 19

Communication and Information 22

Administration and Staff 25

Annex- Contribution 35 UNESCO Addis-Ababa FOREWORD The biennium has been quite eventful for Year Festival of the Sidama People” in the the UNESCO Liaison Office, Addis Ababa. Representative List of the Intangible Firstly, the office hosted two visits of the Cultural Heritage of Humanity. Director General, Madam Irina Bokova; in New to the office is the use of the Results March and July 2015 . Based Management (RBM) Logical Secondly, the office had to cope with three Scorecard (Table 1), which allows ‘everyone Directors: the incumbent, Firmin Matoko, to read from the same page’, thus improving who left in May; and two interims Robertine programme design, planning, Raonimahary who left in August; and implementation, monitoring and evaluation. Alaphia Wright who joined the office in Major challenges continue to be the August. In between the incumbent and the difficulties with funding and all the shortfalls interims, Malebogo Bowe and Benno Boer that accompany it. ‘held the fort’ as OICs.

Right to left: Ambassador Chantal Hebberecht, Head of the European Union Delegation to Ethiopia; Ato Yonas Desta, Director General Authority for Research & Conservation Cultural Heritage, Ministry of Culture and Tourism; and Prof. Alaphia Wright, UNESCO Representative to Ethiopia during the Inauguration of the EU- Funded Culture Programme on World Heritage.

It is indeed challenging to run an office with This report present several achievements programme, liaison and representation from all the sectors; highlighting outputs functions. We are pleased that the Hon and outcomes as appropriate. Ethiopian Minister of Education, H.E. Shiferaw Shigute, emphasized in his speech A very big thank you goes to all our to the 2015 UNESCO General Conference partners. We acknowledge stakeholders, that “UNESCO has continued to be a right holders, and beneficiaries who reliable partner in Ethiopia’s developmental continue to use UNESCO’s products, efforts”. services and programmes in generating outcomes and inducing positive impacts. Our collaborative programmes with the African Union Commission (AUC) continue. A big thank you also to the staff of UNESCO On programming, Ethiopia’s many Addis Ababa. achivement, among others, included: the registration of “The Lake Tana Biosphere Prof. Alaphia Wright Reserve (BSR)”; and the inclusion of “The Addis Ababa Fichee-Chambalaalla, New March 2016

Report 2014-2015 i UNESCO Addis-Ababa TABLE 1: The RBM Logical ScoreCard© UNESCO ADDIS ABABA LIAISON OFFICE Results-Chains Performance Indicators / # Sources of Verification Impacts (=Vision) By the end of the biennium:….. Peace in the minds of men and women: VPI: Each achieved at least Our vision is to SEE Ethiopia achieving her own vision; and the ONE major goal of their own 5 AUC and UNECA achieving their own goals. visions; and the part played by UNESCO is acknowledged. Outcomes (= Mission) By the end of the biennium:….. Mission Statement of UNESCO: As a specialized agency of MPI-1: Ethiopia, the AUC and the UN, UNESCO contributes to the building of peace, the UNECA achieved at least ONE eradication of poverty, sustainable development and expected outcome in escci intercultural dialogue through education, the sciences, culture, and acknowledged UNESCO. 4 communication and information. (escci)1 MPI-2: Ethiopia, the AUC and Meaning: Ethiopia, AUC and UNECA use products, services, UNECA produced timely and programmes of UNESCO in escci in their own initiatives reports on escci commitments; for achieving agreed-upon goals, including the SDGs. e.g. for UIS, WHC, SDGs. Outputs (= Deliverables) By the end of the biennium:….. Outputs-1: Appropriate properties / infrastructure / equipment / facilities / materials in/for escci are in place; i.e. they are built/ OPI-1: At least ONE agreed- demarcated / procured / produced (or their building / upon hardware in/for escci in demarcation / procurement / production are facilitated); and place. their adaptation and use actively promoted [Hardware].

Outputs-2: Conventions, declarations, guidelines, policies, OPI-2: At least ONE agreed- frameworks, agreements, strategies, norms, standards, etc. upon software in/for escci in 3 for/in escci are produced (or their production facilitated) and place. their correct use actively promoted. [Software].

Outputs-3: Stakeholders (SHs) from Ethiopia, AUC and OPI-3: At least 2000 SHs from UNECA with increased awareness / knowledge / skills in/for Ethiopia, AUC and UNECA escci are ‘produced’ and appropriately supported (TA) to apply have increased awareness / their improved awareness / knowledge / skills. [Human ware] knowledge / skills in/for escci.

Outputs-4: UNESCO Addis Ababa LO is efficiently and OPI-4: UNESCO is managed effectively managed. [Management] within budgets and plans. Activities Acticities-1: Review, design, plan, demarcate, build, procure, produce / update (or facilitate) agreed-upon properties / sites, infrastructure, facilities and materials [Hardware]. Activities-2: Review, develop, and recommend (or facilitate) new/updated conventions, declarations, guidelines, policies, frameworks, agreements, standards [Software]. 2 Acticities-3: Undertake or facilitate the review, design, planning, adoption and implementation of appropriate awareness, education and training programmes [Human-ware]. Activities-4: Do planning; mobilize funds; implement programmes and projects; monitor and evaluate (M&E) implementation; do HRM and PR; and do reporting [Management]. Inputs / Resources  Facilities, equipment and materials; 1  Funding from Regular Programme and Extra budgetary sources; procedures and methods;  Knowledge and skills of UNESCO’s staff and partners.

1 escci = education, sciences, culture, communication and information; Version 2 Report 2014-2015 ii UNESCO Addis-Ababa The UNESCO Country Programming Document

The UNESCO Country Programming Document (UCPD) for the Federal Democratic Republic of Ethiopia (FDRE) was published and disseminated to UNESCO HQ, ﬁeld ofﬁces in Africa and relevant national and international stakeholders.

It sets the framework for the Organization’s multisectoral cooperation with Ethiopia based on an analysis of Ethiopia’s priorities and strategies described in the Growth and Transformation Plan (GTP), the United Nations Development Assistance Framework (UNDAF) and other relevant programming documents. It also articulates UNESCO’s Programmes in Ethiopia for the period 2014-2015.

The document is available online: “http://www.unesco.org/new/en/addisababa”

Report 2014-2015 1 UNESCO Addis-Ababa Addis Ababa Liaison Oﬃce

Institutional representation: Addis Ababa Liaison Ofﬁce (LO) continues to reinforce cooperation with departments at the African Union Commission (AUC). The ofﬁce participates in the Regional Coordination Mechanism (RCM) and led two of its clusters and is also a member of the United Nations Liaison Team (UNLT).

Visibility and RCMs UNESCO was chairing Outreach: Sport and Culture - Science and Technology The LO updated its website RCMs where UNESCO is a member to give more visibility to its actions, also linking to the Health - HIV/AIDS, Malaria, TB and Other Infectious Priority Africa operational Diseases - Water, Sanitation and Hygiene - Gender and strategy. Development - Labour and Employment - Environment, Population and Urbanization - Peace and Security - Information: Advocacy and Communication - ICT Through a constant link with Africa Department, the

LO gathers relevant information to share and consult with other UN agencies and communicates with the 5 Multisectoral Regional UNESCO Offices in Africa, on issues such as Agenda 2063. For example, the Liaison offices provided a contribution to the UN Women publication on Women Empowerment by gathering ground information. LO also coordinated the reporting on regional Culture of Peace initiatives, some of which were implemented jointly with AUC. The Liaison Officer attended the last AU Summit held in Johannesburg (June 2015), and shared relevant decisions within UNESCO, thereafter.

Report 2014-2015 2 UNESCO Addis-Ababa

Partnership-building:

LO mobilised partners to organise a capacity building session on Climate change ahead of COP21 at the UNESCO Youth Forum. Led by UNECA’s Climate Development Youth Platform (CLAYP) trainers, with the involvement of AUC and the UN Institute for Training And Research (UNITAR) a free online course on Climate Change was offered to participants of the forum.

UNESCO led the joint program “Gender equality and women’s empowerment”, bringing together 6 UN agencies (UN Women, UNFPA, UNICEF, UNDP, ILO and UNESCO), the Ministry of Women, Children and Youth Affairs (MoWCYA) and concerned regional bureaus. This Joint Program takes its roots in the UN Development Assistance Framework for Ethiopia 2012-2016. (Cf. Education section)

Report 2014-2015 3 UNESCO Addis-Ababa Ethiopia’s UNESCO sites

The Treasures from National Archives and Library Organizations are listed as Memory of the World; protecting precious manuscripts written in amharic and geez alphabet.

Nine sites are listed as World Heritage by UNESCO. The ruins of Axum and the carved stelae of Tiya, let us contemplate the depth of Ethiopia’s roots. The 13 rock-hewn churches of Lalibela and the fortress city of Fasil Ghebbi in Gondar are a testimony of the powerful and advanced Ethiopian empire. The fortiﬁed Historic Town of Harar shows long lasting islamic roots. Ethiopia hosts many minorities with varied cultures and traditions still alive today. Konso Cultural Landscape is a good illustration of its long lasting impact on the country. The paleontological sites of the Lower Valley of the Awash and Lower Valley of the Omo are cradles of mankind, with a strong scientiﬁc and touristic potential. These were © UNESCO - FRANCESCO BANDARIN registered on the UNESCO World Heritage list in 2015.

The four Ethiopian Biosphere Reserves cover different aspects of Ethiopian eco-systems. Mountain forest with wild coffee and cultural land patterns can be found in the Yayu Coffee Forest Reserve and The Kafa Reserve. The Sheka Forest Biosphere Reserve extends from cold and very wet highlands to hot lowland areas. Lake Tana was declared a biosphere reserve in 2015, including the © DETLEF OVERMANN/COFF largest lake in Ethiopia, the main source of the Blue Nile.

Report 2014-2015 4 Flagship 2: Strengthening education systems for sustainable UNESCO development in Africa: improving equity, quality and relevance Addis-Ababa Education Advancing Comprehensive Sexuality Education Our goal: Reduce the prevalence of HIV and STI’s, and enable young people to make informed decisions about their health and sexuality. A successful advocacy process Background In Ethiopia, many young people Outputs transition into adulthood with ✓A draft Comprehensive Sexual Education conﬂicting and confusing messages guideline for Ethiopia was developed and about sexuality and gender. They lack submitted to the Ministry of Education in March adequate information and 2015. preparation on sexual and reproductive health, which leaves ✓Along with other agencies, UNESCO supported them vulnerable to coercion, abuse, the preparation of the national CSE plan. exploitation, unintended pregnancies and sexually transmitted infections ✓Module on sexuality education developed and such as HIV. 2.2 million people are ready for use. living with the virus, with the highest Outcomes prevalence rate among 15-24 year ▶ A national CSE plan was established in April olds. In this regard, effective 2015. Comprehensive Sexuality Education (CSE) plays a role in providing young ▶ The Ministry of Education included Life-skill people with age appropriate, culturally CSE contents in the curricula of Biology, English relevant and scientiﬁcally accurate and Civics. knowledge and skills. ▶ The Ministry of Education developed manuals for teachers to teach life-skills contents effectively.

Supported by the David and Lucile Packard Foundation, this study mapped stakeholders and existing programs working on CSE and SRH issues, and analyzed strategies on curriculum development, teacher training, education planning and management (2014).

Report 2014-2015 5 UNESCO Addis-Ababa Pilot: CSE in Colleges of Teacher Education

A national plan can’t be implemented Achievements of the CTEs: without qualiﬁed teachers, ready to speak openly about sexuality in a classroom environment. ✓ Tec hnic al wo rking group s Four thematic area of intervention have we re established. been identiﬁed: coordination, capacity ✓Orientation sessions for academic and curriculum development, and policy administration staff on objectives environment. In November 2014, three and methodology conducted. pilot Colleges of Teacher Education ✓Training and discussions held for 512 (CTEs) started implementing the project female students. ✓The project team, together with the aiming to embed CSE into Ethiopian Minist ry of Health and concerned education system, in partnership with the stakeholders, are developing a Oromia Regional Education Bureau. peer education manual. This Pilot project is ongoing and ✓Technical teams established at CTEs and another year will be necessary to Terms of References developed on establish concrete outcomes and their respective action-research topics. hopefully extend the project nationwide.

PARTICIPANTS AT WORKSHOP HELD IN ASSELA TOWN, DECEMBER 2014

To test the project in schools, we also provided ﬁnancial and technical support to train 45 teachers and experts on CSE in Gambella, a region highly affected by HIV. We also trained 33 subjects teachers selected from Universities and Teacher Training Colleges of the country in July 2014.

Report 2014-2015 6 UNESCO Addis-Ababa Promoting Gender Equality Our goal: Advancing gender equality by improving girls learning.

I am at school! Background In Ethiopia, although 71.5% of girls start primary school, only 19.8% of them reach grade 9. UNESCO Addis Ababa is providing support to girls in secondary schools during the vulnerable ages of 12 to 19. The enrollment rate in University is increasing, but the proportion of women remains 27%, at undergraduate level and 13.8% at the post graduate level. In collaboration with the government of Ethiopia, UNESCO aims to enhance girls’ participation and achievement in education.

Girls Education: CSE in schools

Ongoing for 3 years, UNESCO and the Achievements of the secondary schools: donor, the David and Lucile Packard Foundation, phase 2 of the girls education ✓Life skills trainings and an introduction project focuses on CSE, in resonance with sessions on CSE, training on sanitation and the Eastern and Southern Africa Ministerial reproductive health including a monthly commitment of December 2013. Thus, the distribution of sanitary pads. number of schools has been scaled down ✓Construction and maintenance of from 13 to 5 since late 2014 - 2015. shower rooms, toilets and water services for girls. Outcomes ✓Girls clubs are strengthened and peer- ▶ The girls’ retention and to-peer learning is enhancing girls’ self- academic performance are improving. esteem and academic performance. ▶ Their conﬁdence in explaining gender ✓Talent shows and sports events were and SRH issues to peers is also improving. organized and top students are awarded ▶ The absenteeism has declined from 5% prizes. to less than 2%.

Report 2014-2015 7 UNESCO Addis-Ababa Gender equality and women’s empowerment From January 2014 6 UN agencies This joint program involves 6 UN agencies 126 Districts 7 Regions and the Ethiopian Government (cf. Liaison 2 City Administrations ofﬁce achievements) The second phase started in July 2013 and is expected to last 1 018 Students Supported until June 2016. The Six UN Agencies and 31 Universities Ministry of Women, Children and Youth 79 Experts Trained Affairs (MoWCYA) regularly conduct 9 732 monitoring and evaluation missions. Students Trained

Major interventions: ◆ Financial support provided for economically disadvantaged university girls. Outcome ◆ Strengthening female student MoWCYA is seeing encouraging academic associations results from female students who are beneﬁtting from the program. ◆ Supporting the Ministry on life skills trainings and designing tutorial suppport.

A FEW BENEFICIARIES FROM BAHIR DAR UNIVERSITY BEING INTERVIEWED DURING THE JOINT MONITORING MISSION TO AMHARA REGION

Challenges: Phase 2 of the program has only mobilized approximately 30% of the total budget. Since September 2014 - 2015, due to the limited funding the number of female students beneﬁting from this intervention is less than hoped (247 out of 500 female students targeted). The budget for September 2015 to 2016, will come from the ONE fund (Norway and Sweden).The donors commended the ongoing efforts given the challenges.

Report 2014-2015 8 UNESCO Addis-Ababa Developing the National Education Systems Our Goal: Building capacity in the policy, planning and management area

Capacity Development for Education for All (CapEFA), 2009-2014

The CapEFA Program in Ethiopia assists the Ethiopian Ministry of Education (MoE) in developing its national education policies Outcomes and planning systems. Cooperation of the ▶ Tools: The MoE is autonomous in MoE with CapEFA is strong and highly evidence-based planning and managing appreciated. the education system with up-to-date tools. Activities: ▶ Staﬀ: An effective planning and ✓Development of the Ethiopian version of management network is operational for Education Management Information System the Ministry to the grassroots level. (EMIS). EMIS staff in the Ministry and the regional bureaus, have been trained in ▶ Institutional: A close relationship generating reliable education data. between academic institutes and the ✓I m p l e m e n t a t i o n o f a Te a c h e r s regional education bureaus is established. Management Information System (TMIS) in six regional states and in the Ministry of ▶ Global : CapEFA accomplishment Education. rate in Ethiopia has been very high ✓Development of the Teachers Licensing at 99%. software, delivered with a training. ✓Training in educational planning at all levels.

Focus on the Emerging Regions: Afar, Somali, Gambella and Benishangul Gumuz UNESCO is supporting the MoE in addressing the special challenges emerging regions face. For example, an assessment of the effectiveness of girls’ boarding schools shows the need for a stronger understanding and involvement of elders and religious leaders in girls’ education. This has led to a workshop for raising awareness within this target group. Outcome: Girls retention has been increased from a minimum of 10%

Report 2014-2015 9 UNESCO Addis-Ababa Natural Sciences UNESCO Addis Ababa supports Sciences for Sustainable Development in Ethiopia and Ecology in the Africa. The Vision: It is at the heart of the Science Team, to generate impact in these difficult times with widespread conflicts. Our host country Ethiopia is our geographic focus for implementing our activities and making them visible for the African Union and Embassies of Member States. Africa is our priority, however, we also have to consider global realities, such as the root causes of migration, globalization, and its impact inside and outside Africa. We do believe that Science can contribute to enhance employment, income generation and entrepreneurship for the African Youth. It can reduce the root-causes of conflicts, such as un-employment, and lack of access to food, water, education, health, shelter and human rights. UNESCO's mandate is more valid than ever, to foster cultural, e t hic a l, e t hnic a l, a nd re lig ious understanding and mutual respect on the platform of science. LOBELIA IN THE BALE MONTAIN NATIONAL PARK (PHOTO BENNO BOËR) It is our duty to involve the scientific and educational engagement of the youth.

Report 2014-2015 10 Flagship 4: Fostering science for the sustainable management of UNESCO Africa’s national resources and disaster risk reduction Addis-Ababa Fostering Science for the Sustainable Development our goal: Promote and sustainable management of Africa’s natural resources

Supporting Science Based Management Decisions in Kafa Reserve

Studies conducted by UNESCO Background ✓A study on the local perception of Erosion has been a severe challenge in the biodiversity was realized (along with a Ethiopian Highlands for decades. It has biodiversity assessment (December 2014), been addressed through various programs organized by the German Nature and by the government and other actors. In the Biodiversity Conservation Union (NABU). study region Kafa, it has only recently Analyzing perspectives of smallholders, local reached a relevant scale. It therefore personnel and scientists engaged in nature represents an interesting showcase to conservation as an important step in investigate the eﬃciency of knowledge developing successful management transfer. plans for biodiversity conservation.

✓A study on erosion risk and implemented soil conservation activities (March/April 2015), was done in partnership with the Water and Land Resource Center (WLRC) and co- ﬁnanced by the German Development Cooperation (giz). It includes interviews with agricultural sector stakeholders and data on management practices. Results INTERVIEW, KAFA BIOSPHERE are then compared with a modeled soil RESERVE (PICTURE: MARIA HÄNSEL) erosion risk (to be published in 2016).

Environmental Education Excursion: Engaging Youth in Environmental Management 16 young people from Ethiopia and the United Arab Emirates jointly visited two UNESCO Biosphere Reserves in Ethiopia in October 2015. A similar visit by the Same group is planned for April 2016 (United Arab Emirates). Participants will be engaged in small research projects with overarching topics like water management, regional product marketing and eco-tourism development. They will carry out a project between the two parts of the excursion, ensuring that newly gained insights are shared. It also opens a door for intercultural learning. This project can be realized thanks to the generous support of the Global Citizen Foundation and in-kind contribution of other partners.

Report 2014-2015 11 UNESCO Addis-Ababa Improving drilling success rate in the Afar Regional State Achievements ✓Mapping of the fresh groundwater Background resources and pinpoint sites for drilling In lowland arid areas of Ethiopia, the main of productive wells. source of water supply is from groundwater sources. In recent years, the number of well ✓The two years study was summarized in drilled has dramatically increased through three volumes: geophysics, remote sensing the intervention of various international and and hydrogeology. local initiatives. The typical trend in the success rates is still between 30-50 %. ✓In addition to the final reports, a summary There is a huge financial loss and the failure report was also produced, and an external can be attributed to the lack of adequate evaluation done. scientific information. In order to bridge the gap in information, a joint UNICEF-UNESCO pilot project on improving drilling success rates in the Afar region was conducted from 2013 - 2014.

GOATS DRINKING AT THE AWASH RIVER, AFAR REGIONAL STATE (BENNO BÖER)

Outcome ▶ UNICEF is test-drilling at 3 pre-selected sites, based on the joint UNESCO-UNICEF Study.

Next steps Verifying the results of the study on drilling test sites. The reports will serve to guide the drilling operations by the regional water bureau of Afar and other stakeholders.

Report 2014-2015 12 Flagship 3: Harnessing STI and knowledge for the sustainable UNESCO socio-economic development of Africa Addis-Ababa Harnessing Knowledge for Sustainable Development our goal: disseminate scientific knowledge to support sustainable socio- economic development in Africa

Ethiopia’s Biosphere Reserves «UNESCO Biosphere reserves Ethiopia now has four Biosphere Reserves: are delimited zones chosen to Kafa (2010), Yayu (2010), Sheka Forest develop a better integration (2012) and Lake Tana 2015 after an 8 between development and the year process. ecosystem. They are leading the Planned initiatives for the Lake Tana way to a sustainable land biosphere include: a Green school a tree nursery, and a bird watching trail, and management. » botanical walk about.

Green schools Green schools modules: ◆Retro-ﬁt existing schools with better Rain water harvesting equipment. ◆In vo lve t h e c hild ren and t he Water - waste recycling community around the project and to Renewable energy create eco-friendly habits from an early age. Environmental science clubs

Lake Tana’s Green School Ethiopia's ﬁrst green school is in the second quarter of its implementation. In partnership with the Development Arm of the Ethiopian Orthodox Church (EOC- DICAC), and ﬁnancially supported by UNESCO and the Manfred-Hermsen- Stiftung. In Ethiopia two others schools are planned for the Ancient City of Harar (UNESCO World Heritage Site) and Africa’s capital city, Addis Ababa.

« We aim to establish one demonstration model of Green Schools in each African country » Benno Boer, Science Specialist

Report 2014-2015 13 UNESCO Addis-Ababa QUEST 4 AFRICA: Output From Rhetoric to Action ✓Recommendations were developed, in support of the UN Sustainable Development Goals formulated, presented, and agreed on. The ﬁrst part of QUEST 4 Africa was a Our event series QUEST 4 Africa is synergy event, reaching common opinion our platform for intellectual exchanges. on what should be prioritized for action. We try to generate positive changes in the minds and the behavior of people.

The ﬁrst Quest for Africa workshop The 3 key words of the workshop: (28th–29th May 2015, Addis Ababa) was organized by the UNESCO Science Youth Team in Partnership with the African green employment Union Commission and Horn of Africa waste management culture change Regional Environment Center. It garnered a richness of major actors in the domain of biodiversity, water and ▶ The next was held from the 16th/ 17th of climate change. It was attended by November 2015, in order to celebrate Embassies, the African Union, 6 UN UNESCO’s 70th birthday. agencies, NGOs and Government authorities, as well as the youth from schools around Addis Ababa. This workshop addressed the following questions:

What practical action can UNESCO take involving communities?

How can we inﬂuence policy?

What environmentally friendly socio-economic opportunities can we explore, including tourism?

What innovations are needed to minimise environmental problems?

Liaison Office in Addis Ababa with the African Union and the Economic Commission for Africa

Science for sustainable The Science team published a human living brochure to inform the general audience and donors of their actions.

Report 2014-2015 14 UNESCO Addis-Ababa

Environmental Awareness: A Film on Geohazards in Ethiopia Films offer the chance to get through to a broad audience that might otherwise be difficult to reach. This film is the first part of a foreseen African Environmental Film Series produced to disseminate scientific knowledge to the local communities. The Ethiopian filmmaker Ahmed Aziz and his team took outdoor footages and ran interviews with experts and decision makers. The 15 min film was released in November 2015. P o t e n t i a l t o p i c s f o r f u t u re documentaries are, among others: Water Resources Management, Climate Change & Green Energy and Youth, Women & Environment. This fi lm series is done in partnership with the United Nations Environmental Program (UNEP).

In the pipeline: Floating Mangroves A small-scale model of the floating based on geography, number of mangrove mangroves was developed in Qatar that has species that grow there, political willingness shown promising prospects. It might be a to support the project, and the presence of real blessing to reduce atmospheric carbon a UNESCO field office. levels in the best interest of climate change mitigation. Another advantage of floating mangroves is that it can reduce land-based marine pollution, generate biofuel, and other cash crops without dependency on freshwater.

Proposals have been made for building larger prototypes in Cameroon, Senegal and Tanzania. These countries were selected

Report 2014-2015 15 Flagship 1: Promoting a culture of UNESCO peace and nonviolence Addis-Ababa Culture of Peace Promoting a Culture of Peace and Entrepreneurship in Ethiopia

2nd International Day of Sport for Development and Peace UNESCO was invited by the Ethiopian Football Federation, and the Ethiopian- German Football Project, to co-organize the program of the 2nd International Day of Sport for Development and Peace.

✓Three girls teams and three boys teams competed in Ethiopia’s National Stadium for the gold, silver and bronze trophies. ✓ Invited speakers, including the UN resident representative and the President of the Inter-religious Council of Ethiopia, prompted the audience to develop the needed respect for human togetherness, love, peace, communication and equality, irrespective of religion, gender, wealth, achievements or race. They were encouraged to utilize sport as a vehicle to promote respect and peace.

Report 2014-2015 16 UNESCO Addis-Ababa Promoting Gender Equality through Community Media among Refugees in Ethiopia

Background Pilot Action Ethiopia is the African country harboring the UNESCO organized, in cooperation with the highest number of refugees. More than International Rescue Committee and 630,000 refugees from Eritrea, Somalia, InsightShare, a participatory video training in S u d a n , a n d S o u t h S u d a n a r e Mai-Aini Refugee Camp and in Shire, accommodated in 23 refugee camps Ethiopia, in July 2015. The workshop spread across the country. (data on women trained facilitators from 12 refugee camps in conditions) participatory video to further community engagement practices on gender based violence prevention and response, and on empowerment of women and girls in refugee communities. in the coming year, we plan to scale up the pilot training to 11 other refugee camps (230,000 indirect beneﬁciaries).

Activities: ✓Training in the processes of developing, Participatory video ﬁlming, and editing participatory video. Participatory video is a set of techniques to ✓Training in facilitation community involve a group in shaping and creating their discussions on the use of media to raise own ﬁlm. Due to low literacy levels in some awareness on issues of gender equality. refugee camps, the fact that many ✓ The producing of 3 movies languages remain unwritten ✓Planning and facilitating a community and the strength of oral screening in Mai-Aini refugee camp traditions, participatory video is an essential tool for awareness raising on issues r e l a t e d t o gender equality in Ethiopia, and for engaging the community and religious leaders. Report 2014-2015 17 UNESCO Addis-Ababa Tremplin Prize in Ethiopia

This mechanism of support for the promotion Organisers: UNESCO and the Centre des Etudes et of the social entrepreneurship of young people Planifications Stratégiques. and a culture of peace in Africa was held in Addis Ababa on December 5th 2014. Over 200 people attended the event awarding Partners: two young Ethiopian women entrepreneurs in Phoenix Capital Management, DLA Piper, the field of social innovation.This celebration Canal + Afrique, and the national partners the u n d e r lin e d t h e link b et w een s o c ial Network of Ethiopian Women’s Association entrepreneurship and peace. and the Association of Women in Business. UNESCO’s Office in Addis Ababa continues to promote entrepreneurial skills in Ethiopia, particularly for young women, through its cooperation with the Association of Women in Boldness.

Bruktawit Tigabu, CEO of Whiz Kids and developer of “Tsehai Loves Learning” launched in 2006, had the innovative idea of combining puppets and animation to cover topics ranging from health education to character building to literacy, ensuring life skills for young children and preparedness for the formal education system. Currently broadcast on Saturdays and reaching up to Abai Schulze founded “Zaaf,” and along 5 million children regularly, the show with it the theory of “proactive peace,” reaches an additional 20 million children which involves creating value closer to the reaches an roots of resources, capitalizing on additional 20 indigenous talent, and employing locally million children. while selling globally. “To all those who have entrepreneurial dreams, large or small, look around – your passion, innovation, and the resources that already surround you can lead to endless possibilities”

Report 2014-2015 18 Flagship 5: Harnessing the power of culture for sustainable UNESCO development and peace in a context of regional integration II Addis-Ababa Africa Union Culture Promoting culture for sustainable development

Protecting and Promoting Heritage our goal: enhance knowledge and dynamism of management in UNESCO world heritage sites.

Background (January 2015) for stakeholders to assist the Culture and development are strongly local community associations. It is important linked. Preserving and developing world that these communities should be heritage sites can increase the long-term supported, if we want to conserve the contribution of heritage and culture to the environment, which is already highly socio-economic development of Ethiopia. degraded. Integrated management plans for sites integrates education, culture, and science , to improve the lives of locals, and alleviate Protection of the World Heritage poverty, notably through the promotion of Site of Konso Cultural Landscape sustainable tourism and cultural heritage.

Capacity building for Simen Mountains National Park In the framework of the project “Africa Nature”, UNESCO in collaboration with UNDP/Global Environment Facility Small Grants Program organized workshops for community associations living in and around the Semien Mountains National Park.

Training provided ✓« entrepreneurship and book-keeping » in This project is under implementation with Debark town from (December 2014) for the the Authority for Research and Conservation 19 women and 15 men of Cultural Heritages. It aims to Increase the ✓« Project Design, Implementation, M&E protection of vernacular architecture with and Knowledge Management » in Gonder better understanding of the World Heritage

Report 2014-2015 19 UNESCO Addis-Ababa

Convention. The project contributes to protect the property’s Outstanding Universal Value through preserving the indigenous This project is funded by the Norwegian construction technologies. Local Government and University College Dublin, communities also beneﬁted from and is jointly implemented by UNESCO, awareness raising training on the need of and the Authority for Research and preserving and promoting indigenous Conservation of Cultural Heritages knowledge. The project also includes (ARCCH). revision of the Site Management Plan.

The Management Plan of the In the pipelines Rock-Hewn Churches of Lalibela ﬁnalized The Lucy and the Lower Valley of Omo sites will be Protected and UNESCO supported the preparation of the Promoted for Tourism integrated Management Plan of the Rock- Hewn Churches of Lalibela. The project which will be implemented in ✓ Involving the local community and partnership with the Ministry of Culture and stakeholder as well as international Tourism also covers capacity building for expertise. heritage conservation expertise and a ✓ Developing infrastructure and tourism. package of beneﬁts for the local community, particularly with focus on women and youth. This project is being funded by the EU.

COMMUNITY CONSULTATIONS

Report 2014-2015 20 UNESCO Addis-Ababa Supporting Contemporary Creativity our goal: Contribute to the diversity of cultural expressions

Under implementation: Building capacities on periodic reporting for the 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions

“Enhancing fundamental freedoms through the promotion of the diversity of cultural expressions” is a program funded by the Swedish International Development Cooperation Agency (Sida). The project’s goal is to enhance the establishment of systems of good governance for culture. 12 developing countries will beneﬁt from this fund for of 6 to 8 month capacity building project on periodic reporting. Ethiopia was the ﬁrst county to start implementation phase with Avril Joffe and Andreas Wiesand as international experts.

Outputs: Expected Outcomes: ✓ A Multi-Stakeholder Consultation Day ▶ Submission of the periodic report to (4 November 2015) UNESCO in April. This report will feed into the global component of SIDA’s project, the ✓ The Ethiopian National Team, (20 global report on the diversity of cultural professionals of public and private sector) expressions. prepared a needs assessment. ▶ 2005 Convention champions in 9 ✓ They are now preparing the periodic ministries and 3 public institutions, able to report of Ethiopia to be presented in disseminate its content and durably March to the civil society and submitted monitor the results of new cultural to UNESCO in April. policies.

FPC funding for Fekat Circus and the First Pan-African Circus Arts Festival (27 to 29 November 2015)at the Oromia Cultural Center http://africancircusfestival.com/ (50 words about the initiative)

Report 2014-2015 21 Flagship 6: Promoting an environment conducive to freedom of UNESCO expression and media development. Addis-Ababa Communication and Information Enabling an environment for free information in Ethiopia Fostering Freedom of Expression our goal: Reinforcing campaigns and capacity-building for journalism education and professional standards

Telling the Positive Story of the Future of Africa: the Pan-African Workshop for Professional Media Production

Objective Building the capacity of Ethiopian and African Media Professionals in photojournalism, documentary ﬁlm, and feature writing in order to encourage positive representations of the African Continent. In the framework of promoting international exchange and the International Decade For People of African Descent (2015-2024) declared by the UN, the workshop brought 11 trainers, including Pulitzer Prize and Emmy Award winning journalists from the African Diaspora, to Ethiopia for a month long intensive training. Students came from our partners and public relations focal points from across the Continent.

Partners This joint initiative of UNESCO and the Blue Nile Film and Television Academy gathered many partners: the African Union, the Ministry of Culture, and Government Communication Affairs Ofﬁce of Ethiopia, the French Government and the Alliance Ethio-Francaise, the Pan-African Federation of Cinematographers (FEPACI), KAMOINGE, Addis Ababa University, and the Ethiopian Filmmakers’ Association. Additional ﬁnancial support: the Government of Sweden and the Public Diplomacy Innovation Fund of the US Government.

Outputs November 2015 at the Alliance Ethio- More than 250 students trained at Française. professional level from the 19 October to 19

Report 2014-2015 22 UNESCO Addis-Ababa Relevant content have been ﬁlmed and will be disseminated on video format online to a pan-african audience on the UNESCO platform.

4th African Internet Governance Forum at the African Union in Addis Ababa, (Sep 2015) UNESCO presented the “internet universality” concept during the African School on Internet Governance and held a side event,“UNESCO’s Priority Africa and the Internet Study – Relevance to Human Rights Online.” As a chair of the session on “Human Rights and the Internet,” UNESCO reiterated the need that the internet should be human rights based, open, accessible to all, and multi- stakeholder as a basis for ensuring human rights online.

Outcome Panelists from Nigeria, Gambia, and South Africa and participants of the African IGF recommended the need to use “internet universality” and the UNESCO Declaration as guiding principles for emerging issues in the changing ecology of the internet in Africa..

Report 2014-2015 23 UNESCO Addis-Ababa Access to information for all Enhancing ICT skills and open solutions in Ethiopian education systems through the ICT CFT and "Women in African History: An E-Learning Tool"

Uptake of “Women in African History: An E-Learning Tool” in East Africa in partnership with the AU (ongoing)

This Tool promotes t h e I C T competencies of young girls, and ensures that local content is available to underline the i m p o r t a n t c o n t r i b u t i o n o f Women to African Actions Development. The interoperable internet ✓In support of Girls in ICT day, UNESCO is platform consisting of multimedia content ,is rolling out its 2014 Gem-Tech expanding and disseminating knowledge of award winning Open Educational the role of women in African history, Resource “Women in African History: An countering gender-based prejudices and E-Learning Tool” across East Africa in stereotypes. partnership with Camara Education. ✓Currently available in English and French, it is being translated in to several African languages. ✓ New module developed

Outcome ▶ The tool is integrated in secondary schools in Tanzania, Kenya, and Ethiopia with real impact on girls everyday life.

Report 2014-2015 24 UNESCO Addis-Ababa Administration and Staff Day to Day Administration and Staff workshop in May 2015. Staff also fully participated in the UN@70 celebrations, Office Premises: The office is housed and the regular UN agencies sporting on the first floor of Niger Building in the events. UNECA compound. Conferences, Workshops and Programme design, planning and Meetings: Table 3 shows a collection of Monitoring and Evaluation: conferences, workshops and major Programming in the office is based on meetings in which staff of the office both the C/4 (Medium term strategy); the participated. C/5 (the Programme and Budget); and the UNESCO Country Programme In addition the Director and Programme Document (UCPD) for Ethiopia; and Specialists were called upon to deliver reflected in SISTER (System for Keynote Addresses and Opening Information, Strategies, Tasks, Speeches at various events; and also Evaluation and Reporting). The designs served as members of discussion panels of individual programmes, projects and in the areas of UNESCO’s mandate and initiatives are guided by the Results competence. Based Management (RBM) Logical Publications: Apart from the regular Scorecard which gives the performance news letters, workshop reports and sector profile of the office in just one page brochures, the office released the (Table 1). The Scorecard also contain following: appropriate performance indicators which guides the monitoring of implementation  A Management Plan for the Rock- of the various programmes and projects, hewn Churches of Lalibela World and thus provide relevant data for input Heritage Site, Ethiopia, published and reporting in SISTER. by The Authority for Research and Conservation of Cultural Heritage Staffing: The staff complement in 2014 (ARCCH), Ministry of Culture and and 2015 is shown in Table 2. Staff are Tourism, in collaboration with: World from various countries including: Heritage Centre, University College Barbados, Botswana, Cameroon, Congo Dublin, Government of Norway, and Brazzaville, Ethiopia, France, Germany, (December 2013); Italy, Japan, Madagascar, Nigeria, Rwanda, Sierra Leone, USA, - a truly international team. Staff took time off to attend an office retreat and team building

Report 2014-2015 25 UNESCO Addis-Ababa

 A Study on Stakeholders’ Mapping and General, Education Sector; Situational Analysis on Comprehensive  Mr. Jordan Naidoo, Director of the Sexuality Education in Ethiopia: With Education for All (EFA) and Global Agenda particular focus on Oromia; Funded by Coordination Team, UNESCO HQs; the David and Lucile Packard Foundation, (September 2014);  Ms. Pauline Rose, Director EFA Global Monitoring Report Team, UNESCO HQs;  UNESCO Country Programme Document  Mr. Neil Ford, Director, Division of Public (UCPD, June 2015); and Information, UNESCO HQs;  The Geohazards, Habitats and Eco  Ms. Nutan Wozencrof, Chief Financial tourism Potential of the Bale Mountains Officer, UNESCO HQs; National Park and other amazing areas in Ethiopia, African Environmental Film  Ms. Susanna Frueh, Director Internal Oversight Service, UNESCO HQs; Series, Co-published with UNEP, (December 2015);  Mr. Mohamed Djelid, Director, UNESCO Sub Regional Office for Eastern Africa;

Visitors: The office hosted several visitors  Ms. Hassana Alidou, Director UNESCO during the biennium, including: Regional Office, Abuja;  Ms. Ann Therese Ndong Jatta, Director,  Ms. Irina Bokova, Director General of UNESCO Regional Office, Dakar; UNESCO;  Mr. Luc Rukingama, Director, UNESCO  Mr. Getachew Engida, Deputy Director Harare; General of UNESCO;  Mr. Loȉteohin Félix Ye, Director and  Ms. Laila Ben Barka, Former Assistant Representative, UNESCO Yaoundé; Director General, Africa Department, and currently Member of the Pan African  Mr. Jean-Pierre Ilboudo, Head of Office University Council; and Representative, UNESCO Windhoek;  Mr. Jonas Desta, Director General of the  Mr. Vincenzo Fazzino, Head of the Authority of Cultural Heritage, Ministry of UNESCO Office and Representative, Culture and Tourism; UNESCO Gabon  H.E. Ms. Crystal Nix-Hines, Ambassador, Permanent Delegate of the Overall Outlook for 2016 and Beyond: 2014 USA to UNESCO; and 2015 had indeed been very eventful for the  H.E. Ms. Beth Poisson, Deputy office. Work in 2016 and beyond will continue to Permanent Delegate of the USA to be defined by the relevant programme UNESCO; documents, but this time reflecting more strongly on both the African Union’s Agenda  Ms Flavia Schlegel, Assistant Director 2063, the newly adopted Sustainable General, Science Sector; Development Goals (SDGs), and the Ethiopian  Mr. Quian Tang, Assistant Director UNDAF and its strong alignment to the Country’s Growth and Transformation Plan (GTP II).

Report 2014-2015 26 UNESCO Addis-Ababa

Table 2: Staffing in 2014-2015

STAFFING IN 2014-2015 S.N. Name Position OFFICE OF THE REPRESENTATIVE AND DIRECTOR 1 Mr. Firmin E. Matoko Director to UNESCO Liaison Office to AU, UNECA and Representative to Ethiopia( from October 2011 up to – June 2015) 2 Ms. Robertine Raonimahary Director a.i to UNESCO Liaison Office to AU, UNECA and Representative to Ethiopia (from June 2015 up to August 2015) 3 Prof. Alaphia Wright Director a.i to UNESCO Liaison Office to AU, UNECA and Representative to Ethiopia (from August 2015) 4 Ms. Membere Abiey Assistant to the Director (from January 2007) 5 Ms. Inyesu Mondale Assistant/coordinating ICS Meeting (from March 2014 up to December 2014)

ADMINISTRATION AND FINANCE 6 Ms. Ophelia Stephenson-Odle Finance and Administration Officer (from May 2014) 7 Ms. Ayantu Dega Administrative Assistant (from April 2004) 8 Mr. Fanuel Tesfaye Administrative Assistant (from November 2009) 9 Ms. Mekdes Tadesse Administrative Assistant (from November 2007) 10 Mr. Ashagre B. Gebremichael IT Specialist (from November 2014 11 Mr. Mulualem Desta Senior Driver (from January 1998) 12 Mr. Befekadu Workineh Driver (from December 2010 up to October 2014) 13 Mr. Tamrat Lemma Messenger/Driver (from June 2001) 14 Mr. Shumet Getachew Driver/Messenger (from May 2015) 15 Ms. Hiwot Erkubias Office Cleaner/Messenger (from May 1982) 16 Ms. Hirut Bekele Office Cleaner (from March 2015) 17 Mr. Awgucho Mulugeta Office Cleaner (from March 2015) EDUCATION SECTOR 18 Mr. Paul Mpayimana Education Specialist (from September 2009 up to June 2014) 19 Ms. Tewabetch Tamrat Program Assistant (from January 2004) 20 Mr. Demelash Zenebe Coordinator for Girls Education (from November 2012 up to February 2014)

21 Mr. Isaac Abraham EMIS and IT Specialist (from January 2006 up to February 2014) 22 Mr. Girma Alemayehu National Officer for HIV/AIDS (from March 2013) 23 Mr. Demissew Lemma CapFA Coordinator (from March 2013 up to February 2014) 24 Ms. Jessica Diano Assistant for Girls Education Coordinator (from June 2012) 25 Mr. Samuel Asnake Coordinator for Girls Education (September 2014) 26 Mr. Kassaw Ali CapFA Coordinator (from October 2014) NATURAL SCIENCE SECTOR 27 Mr. Benno Boer Science Specialist (from August 2013) 28 Ms. Massami Nakata Science Specialist (from Jan 2013 up to May 2014) 29 Ms. Tigist Getachew Program Assistant (from January 2011 up to January 2014) 30 Ms. Bement Yisrak Program Assistant (from December 2013)

Report 2014-2015 27 UNESCO Addis-Ababa

NATURAL SCIENCE SECTOR (Continued 31 Mr. Seifu Kebede Programme Coordinator (from 23 May 2011 up to June 2015) 32 Mr. Zenaw Tessema Programme Manager (from May 2014 up to June 2015 33 Mr. Edwin Kumfa Consultant (from January 2015) 34 Ms. Maria Hansel Consultant (from October 2015) 35 Ms. Tanya Sayyed Intern Resource Mobilization (from April 2015 up to July 2015) 36 Mr. Ahmed Abdu Abdulahi Assistant for the Science Team (from May 2015 up to June 2015) 37 Ms. Makeda Yohannes Intern for Science (from September2015 up to December 2015) 38 Ms. Lucy Alghali Intern for Science (from August 2015 up to January 2016 39 Mr. Amanuel Yami Teshome Intern, Waste Management (from August 2015 up to March 2016 CULTURE SECTOR 40 Mr. Getu Assefa Culture Specialist (from January 2010) 41 Mr. Kassahun Abate Resource Mobilization Specialist (from August 2011) 42 Ms. Komal Asit Mesavani Intern for Culture (from May 2015 up to June 2015) 43 Ms. Sara Belayhun Intern for Culture (from July 2015 up to September 2015) COMMUNICATION AND INFORMATION + SOCIAL AND HUMAN SCIENCES SECTOR 44 Ms. Sasha Rubel Communication and Information Specialist (from December 2013 to December 2015) 45 Mr. Oluwaseun Akinsanya Web Designer (from September 2012 up to December 2015) Akintunde 46 Ms. Wessen-Céline Neguede Intern/ UN Resident Coordinator’s Office (from April 2014 up to June 2014) 47 Mr. Chesvel Ngoma Mouaya Intern for CI (from July 2014 up to August 2014) 48 Ms. Beza Alemu Intern for CI (from October 2014 up to December 2014) 49 Ms. Anais Maro Consultant for CI and Culture (from April 2015 up to December 2015) 50 Ms. Krizman Melitka Consultant for CI (from October 2015 up to November 2015) LIAISON 51 Ms. Malebogo Bowe Liaison Officer to AUC & ECA (from March 2014) 52 Ms. Zebiba Ali Intern for LO (from June 2015 up to August 2015) 53 Ms. Coco C. Korse Intern/UNESCO 9th Youth Forum (from 1 up to 30 September 2015 54 Ms. Lucile Denizot Intern /UNESCO 9th Youth Forum (from October 2015 up to December 2015)

Report 2014-2015 28 UNESCO Addis-Ababa

S/N Title Brief Description Dates Number of participants EDUCATION SECTOR - CapEFA 1 EMIS and TMIS training Updating Knowledge on EMIS & 18-19 Mar 2014 90 Workshop for Federal and TMIS Regional EMIS experts 2 Capacity Building training for Training on Sector Planning 7-12 April 2014 37 trainees Ministry of Education and Development, Strategic Planning Regional Education Bureaux and Project Preparation, Experts, Implementation Monitoring and Evaluation

3 Workshop on Situation Integrating the different inputs into 20-25 Sep 2014 62 analysis for the preparation the situation analysis that the of ESDP V Taskforces have prepared, to reach the evolution of the education systems under ESDP IV Training on the preparation of ESDP V – strengthen the understanding of the steps taken. 4 Finding of Policy Oriented Strengthen the capacities of 5-7 Dec 2014 45 Research and its implication selected higher learning institutions of the four Emerging to assist REBs on priority education Regions Colleges of planning and management issues Teachers Education

5 ESDP V Plan Preparation Assist with the actual preparation 15-21 Dec 2014 85 Training and drafting of the plan document. 6 Meeting on Girls Education Evaluate the status of girls’ 24-26 Dec 2015 34 in pastoralist and Semi- education in pastoral and semi pastoralist areas pastoral areas and draw joint plan for 2014-2015 and beyond.

7 ESDP V Program Matrices Training and development of the 17-22 Mar 2015 30 detailed strategies targets, indicators and major activities for each priority program.

8 Discussion on EMIS Based on the discussion revised the 21 Apr 2015 20 Manuals with REBs and EMIS manual prepared by a MOE EMIS Expert Consultant

9 Simulation model training for Training and development of 22-25 April, 2015 13 ESDP V projection Ethiopia’s simulation and projection model for ESDP V. This workshop was aimed for finalisation, validation and verification of the projections that underpin the financial modelling for ESDP V. 10 Completing ESDP V draft Finalization of a draft ESDP V 6 – 10 May 2015 8 plan document document. At the point of starting the workshop, draft document was in place. The workshop served to improve quality of ESDP V structure and was followed by finalization of each chapter by an assortment of taskforce members and IIEP staff.

Report 2014-2015 29 UNESCO Addis-Ababa S/N Title Brief Description Dates Number of participants 11 ESDP V - Validation Validate the ESDP V which will be 17 – 18 Jun 2015 80 implemented from July 2015 – July 2020 by Regional Education Bureaus, Universities and TVET agencies 12 ESDP V plan finalization The finalization workshop was 27 Jul–3 Aug 6 conducted in Paris for the ministry of 2015 education, the federal TVET agency and the Education Strategy Centre. The workshop was hosted in the IIEP.

13 Simulation Model Training The workshop was focusing on the 31 Aug–10 Sep 26 preparation of a simplified simulation 2015 and projection model, to be used by regional education officers in the planning and monitoring of performance against ESDP V targets.

EDUCATION SECTOR - HIV/AIDS

14 Workshop on HIV/AIDS and To reach common understanding on 29-30 Oct 2015 the ESA Commitment ESA (Eastern and Southern African regarding Comprehensive Ministerial commitment and Sexuality Education and consensus on the importance of Adolescents Health Services in teaching CSE in the teacher training Higher learning Institutes. institutes in an efficient effective manner

15 Life Skill Education To build the life skills of secondary 29 Dec 1014 -1 45 Supplementary Manual school students to enable them to Jan 2015 Training workshop resist peer pressure, boost self- esteem to become assertive.

16 Teachers’ Training on Capacity building of teacher 8-11 July 2015 53 Adolescent’s Sexuality, Gender educators Reproductive Health and Sexuality Education

Crowd Sourcing Girls Education/(Enhancing) Comprehensive Sexuality Education (in Ethiopia) Project – Funded by the Packard Foundation 17 Workshop on Re-planning and The purpose of the workshop was to 31 Oct. – 2 Nov. 24 Re-programming of the Crowd discuss and strengthen the 2014 Sourcing Girls Education achievements made by the 6 Project, in Bahir Dar secondary schools through the Crowd Sourcing Girls Education project to date, draft a new work plan for the school year, and ensure the activities are aligned with Comprehensive Sexuality Education (CSE) initiatives.

Report 2014-2015 30 UNESCO Addis-Ababa

S/N Title Brief Description Dates Number of participants

18 First Consultative Meeting The workshop aimed to develop the CSE 29–30 Dec 2014 29 on Project Partnership on project at the regional level, into detailed Comprehensive Sexuality results based action and shared Education in Oromia responsibilities among the core Region, in Assela town stakeholders (Oromia Regional Education Bureau and selected pilot Colleges of Teacher Education). 19 Training of Teachers in This workshop was organized to build the 25–28 Feb 2015 25 Colleges of Teacher practical knowledge and skills of college Education on Skills-Based lecturers and trainees on the content and Health Education and methodology of skills-based health CSE, in Jimma town education (SBHE), with a focus on comprehensive sexuality education (CSE), and draft implementation guidance.

20 Workshop on Improving Improve the practical knowledge and 9–10 Jul 2015 22 the Promotion of skills of the concerned sections/experts in Comprehensive Sexuality the Colleges of Teacher Education Education Through (CTEs) on the use of available Information Technology technologies to enhance the promotion of and Efficient Use of Comprehensive Sexuality Education Project Finances in (CSE). Colleges of Teacher Education in the Oromia Region, in Woliso town 21 Country Level Consultative Aimed to develop the capacity of teacher 29–30 Oct 2015 41 Meeting on the ESA educators to have the required Commitment on HIV knowledge, skills and attitude to teach Prevention and CSE efficiently to trainees, to make them Comprehensive Sexuality veritable school teachers of CSE, and Education for Adolescents inform their students to protect and Young People, in themselves and others against HIV/AIDS Addis Ababa and related STIs.

NATIONAL SCIENCE SECTOR

22 QUEST 4 Africa II QUEST 4 Africa II is in relation to 5th – 9th May 90 designated recommendations from 2014 QUEST 4 Africa I

23 Excursion to Afar regional Discussions on Lake Abhe (which was State suggested as a potential future Biosphere 4th -11th Dec 2014 5 “Eco-Hydrology of the reserve (cross-border with Ethiopia and Awash River Basin and Djibouti)) and to consult on Semera Lake Abhe” University proposals which were submitted to UNESCO.

Report 2014-2015 31 S/N Title Brief Description Dates Number of participants NATIONAL SCIENCE SECTOR

24 validation workshop for Validation workshop for 12th Dec 2014 34 “improving available improving available information information and drilling and drilling success rate in Afar success rate in Afar Regional State project which Regional State” was funded by UNICEF

25 Borehole Monitoring Borehole monitoring training 2 to 5 Apr 2014 15 Training, Addis Ababa was provided at Addis Ababa University University, School of Earth Sciences.

26 Remote Sensing for Short term training on the use Groundwater of Optical and Radar Remote 7th -18th July, 12 Exploration Training sensing for groundwater 2014 exploration specifically in increasing drilling success rate for practitioners involved in groundwater exploration and development. 27 QUEST 4 Africa I The workshop objective was to address biodiversity and 16th – 20th of Feb 60 climate change related to the 2015 new United Nations Sustainable Development Goals (SDGs) on biodiversity, climate change and water.

28 QUEST 4 Africa II QUEST 4 Africa II is in relation to designated 90 recommendations from QUEST 4 Africa I

29 BR –Excursion Part I & 16 young people, 8 Ethiopian Part II and 8 UAE students who are 1-16 November 16 enrolled in university programs 2015 (Part I) or young professionals dealing with the subjects of sustainable 6-16 April 2016 environmental and socio- (Part II) economic development (or equivalent) to visit Merawah Biosphere Reserve (BR) and Wadi al Wurraiyyah in the United Arab Emirates (UAE), and Lake Tana, and Kafa BR in Ethiopia and receive two environmental-educational field-courses.

Report 2014-2015 32 UNESCO Addis-Ababa

S/N Title Brief Description Dates Number of participants CULTURE SECTOR

30 National Consultation for The objectives of the workshop to 40 Strengthening Capacities to create a forum where regional 10th and 11th of June Safeguard Intangible Bureaus of Culture and Tourism 2014; Cultural Heritage for (BoCT) and selected NGOs present Sustainable Development in their experiences in implementing Ethiopia ICH activities, challenges, solution given and their capacity gaps while implementing ICH. The workshop conducted at Dire Hotel, Nazareth.

Capacity-building on periodic reporting for the 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions

31 National multi-stakeholder A one-day multi-stakeholder 67 consultations consultation consultation organized in order to 4 November 2015 workshop organized inform stakeholders about the main purpose of the project and ensure the participation of a wide range of stakeholders. 32 A 3-day national training The objectives of the Training was 30 November to 3 23 workshops on data to build the capacity of the National December, 2015, collection, monitoring and Team Members established for the indicator-building preparation of the quadrennial report on the structure and objectives of the periodic reports. Liaison

33 9th UNESCO Youth Forum Young participants have the 26-28 Oct 2015 60 opportunity to network, meet and discuss with UNESCO partners and staff from all regions

34 Luanda Biennale Pan-African Forum for a Culture of 4-5 Dec 2015 17 Peace in Africa First Meeting of the Scientific Committee

Report 2014-2015 33 UNESCO Addis-Ababa

PHOTO OF THE STAFF list in 2014 and 2015, including consultants and interns.

Staff Retreat UNESCO Addis Ababa Liaison Office

UNESCO/UNFPA

Football Team

UNESCO and UNESCO-IICBA Staff for FFD3 Conference

Teacher’s Day Celebration

UNESCO and UNESCO IICBA Directors

Report 2014-2015 34 UNESCO Addis-Ababa Annex

UNESCO Addis Ababa Liaison Ofﬁce actively contributes to the following in 2014-2015

• UN Decade on Education for Sustainable Development (2005 – 2014), • UN Convention on Biodiversity (1996);

• UN Decade on Biodiversity (2011 – 2020),

• UN Convention to Combat Desertiﬁcation (1999), • UN Decade for Deserts and against Desertiﬁcation (2010 – 2020), • UN International Decade for Action “Water for Life” (2005 - 2015), • MDG7 – Environmental Sustainability

• MDG 1 - Eradicate Extreme Poverty and Hunger • MDG 3 – Promote Gender Equality and Empower Women • UN Framework Convention on Climate Change (1995), • Millennium Development Goal 7 • Ethiopia’s Growth and Transformation Plan 2010 – 2015, • UNESCO’s overarching priorities Africa and Gender Equality.

Report 2014-2015 35 Addis Ababa Liaison Office

Niger Building, 1st Floor PO Box 1177 Addis Ababa,Ethiopia Tel: +251-115-513-953 Fax:+251-115-511-414 Email:[email protected] www.unesco.org/new/en/addisababa

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