ANNUAL REPORT ’14-’15 Are you a plunderer or a visionary? Do you think you know how to make society sustainable? UNESCO MGIEP focuses on transforming current education policies and practices by developing innovative teaching and learning methods. Our objective is to build generations of young people equipped to create peaceful and sustainable societies.

Can you balance economic growth and sustainability? Ensuring growth without sacrificing our planet or people is one of the most pressing concerns we face in the 21st century. The newly established Sustainable Development Goals (SDGs) with goals on economic growth, environmental conservation and investment in people suggest we can!

Lets find out if this is possible with UNESCO MGIEP’S Wealth Generator simulation game.

Play the game at http://mgiep.unesco.org/ DIRECTOR’S MESSAGE Director’s Message Dr. Anantha K. Duraiappah

ince UNESCO MGIEP was educators to integrate debates on issues inaugurated in 2012, significant such as climate change, migration, and progress has been made in extremism, into curricula. The ensuing Sthe structure and programme recommendations will link to traditional activities. I would like to thank subjects such as mathematics, history, the interim director, Dr. Kabir Shaikh, for chemistry, and art to help learners to his work in setting up the foundations of see the relevance of these disciplines to the Institute. This has given me a strong understanding and finding solutions to basis on which to continue developing real-world problems. and building upon our ambitious 4-year The last activity area focuses on youth. The strategy. programme team launched the YESPeace Our strategy complements UNESCO’s (Youth for Education, Sustainability and long-term strategy, the Secretary- Peace) Network at the UNESCO World General’s Education for All initiative, and Conference on Education for Sustainable the targets presented in the Sustainable Development in Nagoya, Japan, in 2014. Development Goals. After a grueling This network provides a platform for 3-day in-house retreat, we identified four young people to voice their concerns and, main activity areas for the Institute’s more importantly, to share their views The challenges of the programmes. The first area relates to the and suggestions for solving contemporary 21st century can only be use of innovation and digital games as global issues through education systems. properly faced if we develop teaching and learning tools for peace and The Institute is only at the beginning of education systems that sustainable development. Our programme its journey in implementing an ambitious team recently launched a gaming but increasingly relevant mandate. Its equip present and future challenge, which attracted participation first flagship publication, The Blue Dot, generations with the skills from more than 130 people from 34 emphasizes our role in an increasingly to deal with them countries. An acclaimed international jury interdependent and interconnected world, is now selecting a final winner to develop and the importance of individual and a video game based on the principles of collective responsibility. The challenges of peace and sustainable development. the 21st century can only be properly faced if we develop education systems that equip The second area lies in changing present and future generations with the pedagogies. Our Transformational skills to deal with them. Here at UNESCO Learning Labs project uses MGIEP we take this challenge seriously. communications technologies to connect school students throughout India to exchange ideas on peace and sustainability. The third programme, called Learning through Issue Based ANANTHA KUMAR DURAIAPPAH Reverse Embedding (LIBRE), allows Director, UNESCO MGIEP

1 Contents

Director’s Message
Chairperson’s Message  UNESCO MGIEP: About us  Our role in strengthening UNESCO’s ties with India  5 What We Do  1. Innovative Learning Programme  2. Youth Programme 3. Rethinking Education Programme 4. Research & Futures Programme  5. The Communications Team  UNESCO MGIEP’s Knowledge Commons 

Creating a buzz  22 What we’ve been up to at a glance 

Governing Board Members

Looking to the future

Financial Report 17 CHAIRPERSON’S MESSAGE Chairperson’s Message Dr. Karan Singh, Governing Board, UNESCO MGIEP

he setting up of the Mahatma town hall discussion on education for peace, Gandhi Institute of Education a nation-wide survey on Indian youth has for Peace and Sustainable been particularly successful. To support T Development by UNESCO the Government of India’s overhaul of the and the Government of India National Education Policy, UNESCO MGIEP is a significant event—particularly as this collected more than 6,000 survey responses is UNESCO’s first Category I institute in and conducted hundreds of discussions with the Asia-Pacific region. I am happy to young people around the country. These know that under the director, Dr. Anantha results will be published in a report and Duraiappah, and with the guidance of a delivered to the Government this year. distinguished Governing Board responsible It is initiatives such as these that remind for outstanding contributions to the field of us how important and powerful youth peace, global citizenship, science, education voices can be. It is young people who and world politics, UNESCO MGIEP has will inherit the Earth as we leave it and begun functioning in earnest and has taken will have to contend with the complex up a number of important issues. If we want challenges of the 21st century. By to teach real peace, Among its programmes and projects is focusing on young people as its primary a focus on innovation and technology stakeholders, UNESCO MGIEP works not and if we are to as a means to radically changing our only for the present, but also invests in carry on a real war approaches to education and pedagogies. the future. It is my personal hope for the against war, we UNESCO MGIEP’s mandate is indeed future that the Institute will continue to unique in changing the way individuals in be a vehicle for research, creative thought shall have to begin societies teach and learn about the world and innovation on how to best address the with the children. in which they live. In a world that is still major problems that the world faces today, devastated by violence and deadly conflicts, including global warming, climate change, developing new ideas—such as global population explosion, inter-faith and intra- citizenship and creative collaboration faith conflicts, and the growth of deadly Mahatma Gandhi towards peace and sustainability that weapons of mass destruction. transcend national and disciplinary Through the first issue of this Annual borders—is of fundamental importance. Report, I send the UNESCO MGIEP team Over the past two years, I have observed my warmest greetings and hope that the the progress the Institute has made. From Institute becomes a centre of excellence a fledgling office of two staff members, for peace and sustainability not only in the UNESCO MGIEP now counts 24 staff Asia-Pacific region, but also around the members and can boast of many projects world. In a time such as this, Mahatma that have been set up and are currently Gandhi’s words resonate as strongly as running. In addition to the many events the ever: “If we want to teach real peace, and if Institute has hosted, from a talk by Prof. we are to carry on a real war against war, Martha Nussbaum to an inter-generational we shall have to begin with the children.”

3 UNESCO MGIEP: About Us

he Mahatma Gandhi Institute systems—a term borrowed from current of Education for Peace and environmental policy discourse. Just like Sustainable Development was ecosystems in nature, education systems T established with the generous are self-organizing, dynamic and adaptive support of the Government of and they need to evolve to respond India. We are an integral part of UNESCO, to increasingly interconnected global and the organization’s specialist institute challenges. In building and maintaining on education for peace and sustainable a well-performing education system, We are an integral part development to foster global citizenship. capable of coping with multiple and of UNESCO, and the In 2009, the UNESCO General Conference interlinked stressors such as poverty and organization’s specialist decided to set up an institute focusing on inequality, extremism and intolerance, migration, financial crises, pressure on institute on education peace and sustainability education based natural resources, and climate change, for peace and sustainable in the vast and rapidly growing Asia-Pacific region. In 2012, the Director-General of it must acknowledge and integrate these development to foster global UNESCO, Irina Bokova, and the President complexities. Interventions designed to citizenship. of India, Pranab Mukherjee, launched the attain a well-performing system need to institute. Initially a two-member team understand, respect and act upon these which operated out of the UNESCO office interdependent challenges. in New Delhi, the Institute now has a Learning and Pedagogies for the larger team of 24, working out of its first 21st Century office in central Delhi. On an individual level, this means that In an age of rapid change, characterized teaching and learning methods will help by exponential economic growth, students develop a better understanding globalization, and rising inequalities, of our complex, interconnected and the 21st century poses a unique set interdependent world. This will equip of challenges. To contend with these students with the necessary skills to adapt interconnected global issues, education to their changing environments, realize systems will have to develop new and their maximum potential and become innovative approaches. This means that global citizens. we need to work at all levels—from Youth as agents of change government policies to classroom teaching At UNESCO MGIEP, we see young people methods and informal learning—to as key drivers of change for more peaceful empower young people to adapt to their and sustainable societies. Our work is changing environments and to lead socially geared towards embedding skills for responsible lives. Here are some of the peace and sustainable development into pillars we work on: curricula, fostering youth programmes and Education Systems Transformed networks to change education systems, UNESCO MGIEP’S approach is to view and developing innovative, research-based education systems as complex adaptive pedagogies.

4 HISTORY & MANDATE Our role in strengthening UNESCO’s ties with India

In response, the Director-General of UNESCO, Irina Bokova, stressed the historic ties between India and the organization, and highlighted UNESCO MGIEP’s role in further strengthening these ties.

“Mr. Prime Minister, your presence today is testimony to the depth of our partnership,” Bokova said. “This is a partnership of values and a partnership for action. This is embodied in the Mahatma Gandhi Institute of Education for Peace and Sustainable Development, the first such Institute in the Asia-Pacific region,” she added.

During his visit, Modi paid tribute to a statue of Sri Aurobindo, an Indian poet, philosopher and activist. He also launched a website for International Yoga Day, which was celebrated for the first time on 19 June this year, to promote the ancient Indian practice.

© UNESCO/Febrice Gentile In his speech, he emphasized the importance of culture and education as n the occasion of UNESCO’s unifying factors providing the foundation 70th anniversary this year, for more peaceful and sustainable Prime Minister of India, societies. O Narendra Modi, paid his This is a first official visit to the “That is why UNESCO was among the first partnership of organization’s headquarters in Paris on missions of the United Nations,” Modi 10 April. Addressing a packed audience, said. “That is why India values the work values and a he stressed the close relationship between of UNESCO so deeply; and cherishes our partnership for India and UNESCO. partnership so immensely,” added the Indian Prime Minister. action. “No organization serves our cause more than this one,” said the Indian Prime UNESCO’s ties to India are further Minister about UNESCO’s mission, adding strengthened through 32 properties on the “the seeds of our collective destiny are World Heritage List, including the Red Fort Director-General Irina Bokova sown in human minds.” Complex and the Taj Mahal.

5 What Innovative pedagogical approaches are at the core of we do UNESCO MGIEP’s work. The Institute provides cutting-edge teaching and learning tools, research, and youth-centred programmes to adapt current education systems to the challenges of rapidly changing contexts.

INNOVATIVE LEARNING 1 PROGRAMME

The Innovations Programme develops new approaches to teaching and learning methods within and outside classrooms, with a focus on information and communication technology (ICT)-based pedagogies. Our interventions foster critical thinking and empathy; democratize access to knowledge; anchor learning in real-life situations; and encourage students to take charge of their own learning. Our projects bridge generations, cultures, identities, and borders to create scalable models for educating the next generation of leaders in peace and sustainable development.

YOUTH 2 PROGRAMME

The Youth Programme empowers young people to lead social initiatives and fosters the necessary skills for peace, sustainable development and global citizenship. The YESPeace Network (Youth for Education, Sustainability and Peace) is UNESCO MGIEP’s global youth partnership for change. It brings together youth voices from around the world on a common policy dialogue platform and helps them mould education systems best suited for their future. The Young Leaders and the Campus Ambassadors programmes foster projects led by young people through summer schools, workshops and creative online platforms and research.

6 WHAT WE DO

RETHINKING EDUCATION 3 PROGRAMME

The Rethinking Education Programme facilitates the integration of knowledge, skills, attitudes, and values of peace, sustainability and global citizenship within school and university curricula. Moving away from the traditional subject-based approach, which focuses on separate disciplines such as mathematics, science and languages, our objective is to introduce a new issue-based approach, which encourages students to understand the interconnected nature of their world. The programme uses cutting-edge Web tools to facilitate a student-led curriculum development process.

RESEARCH & FUTURES 4 PROGRAMME

The Research and Futures Programme strengthens national and international policies on education, peace and sustainable development, and contributes to the discussion surrounding the Sustainable Development Goals and the international development agenda. In its flagship dialogue series called Talking Across Generations (TAG), the programme offers a democratic policy platform for young people to engage directly with experienced policy makers and thought leaders. The programme also helps to advance academic discourse in transformative education through its Distinguished Lecture Series.

THE COMMUNICATIONS 5 TEAM

The Communications Team raises awareness and helps to increase understanding about the work carried out by UNESCO MGIEP. As communications is a two-way process, we are always happy to hear from young people, academics, experts and our stakeholders from around the world. We encourage submissions to our blog section on our website, contributions to our bi-annual The Blue Dot magazine, and engagement through our social media channels. Soon, the Knowledge Commons will not only create an online platform for engagement with the public, but will also ensure that UNESCO MGIEP becomes part of a community of individuals committed to issues of peace and sustainability.

7 1 Innovative Learning Programme

UNESCO MGIEP Gaming Challenge In November 2014, UNESCO MGIEP’s to make connections with leaders in the The Innovative Learning Gaming Challenge called for proposals for field was one of the highlights of the Programme develops new video games promoting the principles of Gaming Challenge experience. In August, approaches to teaching and peace, sustainable development, and global all five teams submitted updated game citizenship. The Challenge received over learning methods within and designs and business plans incorporating 100 entries from 36 countries, including a the best practices they learned from the outside classrooms, with a number of inter-country collaborations. jury members and other mentors. The focus on information and A jury of internationally renowned experts jury identified two semi-finalists, who will communication technology selected five finalists in May who received create prototypes based on their updated (ICT)-based pedagogies. Our cash prizes of US$ 2,000 each and proposals. The finalists will be identified underwent a rigorous mentoring process. interventions foster critical in the fall, and will be given funding to fully thinking and empathy, The teams reported that the opportunity develop their concept. democratize access to knowledge, anchor learning in real-life situations and Collaboration with MIGHT Malaysia encourage students to take In May 2015, UNESCO MGIEP jointly and representatives from the Ministry charge of their own learning. organised a workshop on Games for of Education and Ministry of Science— Learning and Transformation together attended the workshop. It was the first with the Malaysian Industry Government time that such an inter-stakeholder Group for High Technology (MIGHT) and workshop on gaming was held in Malaysia. the Multimedia Development Corporation The programme concluded with the idea (MDeC). More than 40 participants from of forming the MIGHT Interest Group to diverse backgrounds related to games or take the discussion forward on integrating

GDP: Years Remaining: education—including university professors, games for learning into mainstream $3000 school teachers, game developers, education in Malaysia.

Investments

x2 x3 x2 UNESCO MGIEP Transformative Learning Labs The Transformative Learning Labs (TLL) evaluation component during a 9-month project assesses how digital, dialogue- intervention in different schools in India. based learning can help students to gain The results generated from the project will skills and competencies associated with inform best practices for this pedagogical Nt dTi education for peace and sustainable approach, and a plan for scaling up the development. The programme combines approach internationally. a project-based, thematic, peer-to-peer approach to learning with a rigorous Students between the age of 13 and 15 in

8 INNOVATIVE LEARNING PROGRAMME

schools in five distinct geographical areas education and continuous assessment, in to introduce Edmodo and to train of India will engage in digital, peer-to- such a way that the lessons complement educators to design units that incorporate peer learning about themes associated curricular requirements, rather than add digital dialogue into existing curricula. with peace education and sustainable extra work. Finally, the team held consultations with development, including (but not limited to) experts in the field of evaluating digital The team is recruiting schools in Delhi climate change, migration, and economic dialogue at institutions such as MIT, development. Teachers will be trained to pilot the initiative, which will begin in Stanford, University of Massachusetts to mediate and facilitate interactions September. In addition, an open licence Amherst, and Örebro University in Sweden. between classrooms in different digital platform, Edmodo, will help collect It is apparent that UNESCO MGIEP will geographical locations, and students will data and to understand what types of be one of the first institutes to develop a be encouraged to continue the dialogue affordances would be necessary for a research plan in this field, so advisors will informally outside of school spaces. larger scale intervention. The team has be called upon regularly to assist with the All projects will be aligned with basic held the first of two teacher consultations design of the evaluation.

The Wealth Generator Game By measuring assets such as natural, data collected from 140 countries over 21 Fields of View, and has begun the process human and produced capital, for the first years, the game complements traditional of developing the game with them. The IWR time the Inclusive Wealth Index (IWI) makes teaching-learning tools in economics and Game was one of only seven social causes sustainable development quantifiable by sustainability studies classrooms, and is an identified by Carnegie-Mellon University to be measuring the social value of a country’s interactive and fun mechanism for students included in their “Now I Get it!” Game Jam in productive base, including two previously to deepen their understanding of the inter- 2015. UNESCO MGIEP attended the jam and overlooked assets: its natural and human connections and relationships across the worked with designers to create a prototype capital. The Inclusive Wealth Report (IWR), pillars of sustainability. Furthermore, the game appropriate for a wider audience. first launched at the Rio +20 Conference, game is intended to motivate students to The Emergent Media Center, Champlain discusses the theory behind the new index. take action, encouraging them to consider College, Vermont (US) took up the prototype natural and social capital in their decisions To make the concepts behind the IWR from the “Now I Get It!” Game Jam and both personally and professionally. more accessible, UNESCO MGIEP is completed the final game design. The team is developing a simulation game intended Based on inputs from a jury of international currently creating a strategy for play-testing primarily for graduate and post graduate experts, UNESCO MGIEP has identified an this version in economics departments in students pursuing economics. Working on Indian institute focusing on serious gaming, universities throughout the world.

UNESCO MGIEP Webinar Series UNESCO MGIEP organizes a series of expert in learning and gaming. The second publicly available webinars featuring webinar held in August 2015, featured Asi leaders in the field of game design for Burak, the head of Games for Change, social change. The first webinar was held an internationally renowned organization in March 2015, and featured a talk by dedicated to using video games to promote Dr. James Paul Gee, a renowned academic peace and understanding.

9 2 Youth Programme

YOUth Speak online survey To better understand how today’s young more just and peaceful world. The survey The Youth Programme works people think about global citizenship, peace findings will also inform a working with young people, youth and sustainable development, UNESCO paper on measuring the impact of peace organizations and networks, MGIEP undertook a pilot survey called education on developing competencies “YOUth Speak.” Launched in September civil society organizations necessary for global citizenship. 2014, the survey was available online on the A short, preliminary report appeared in and member states to lead UNESCO MGIEP website and was promoted the Institute’s bi-annual magazine, The initiatives to foster the through social media and youth networks Blue Dot. Based on their responses on skills for peace, sustainable across the globe. More than 1,500 young environmental issues, climate change, development and global people from 127 countries took the survey. globalization, resource consumption/ citizenship. At UNESCO The pilot survey showed that youth are distribution, cultural diversity, gender, MGIEP, we believe that young relatively well-informed about sustainable national and international policies, the people are the leaders of today development issues and are willing to survey found that young people are on the become actively involved in creating a path towards global citizenship. and tomorrow, responsible for ensuring a more peaceful and sustainable world. The YESPeace Network With 1.8 billion young people between the programmes give country chapters the age of 10 and 24 living in the world today, space to raise awareness and influence UNESCO MGIEP sees young people as the issues which are locally and globally key drivers of change. It is the combined relevant. voices and actions of these young people Over the past year, UNESCO MGIEP has which will ultimately forge more peaceful been reaching out to youth and youth and sustainable societies. In the coming networks all over the world and has built decades, UNESCO MGIEP sees the partnerships with organizations such as YESPeace Network as the platform to UNU- IAS, Youth Advocacy Group of the UN engage and create partnerships across Secretary-General’s Global Education First cultural, political, linguistic, ethnic and Initiative (GEFI), Rhodes University, Activate regional divides. Change Drivers, Engagement Global, and The YESPeace Network supports youth the German Development Agency (GIZ). The action by providing an online space for YESPeace Network was launched at the young people and youth organizations side event of the 2014 World Conference to learn about, support, and co-create on Education for Sustainable Development Young women supporting the YESPeace Network campaigns and projects, as well as to (ESD) on 10 November in Aichi-Nagoya, launch in Kuala Lumpur build the bridges that link local, regional Japan. The YESPeace Network is also one and global youth actions. The offline of the partners of the Youth Priority Area of

10 YOUTH PROGRAMME

Global Action Programme (GAP) on ESD. participants gathered for a brainstorming Malaysia has taken the lead in launching session to understand the challenges the Network’s first national chapter. faced by youth in Malaysia which include In close collaboration with youth networks increasing cases of depression and and organizations, UNESCO MGIEP static education system. The participants launched its YESPeace Network in Malaysia also discussed strategies to spread the on 24 May 2015. After the launch, young YESPeace Network in Malaysia.

The YESPeace (Youth for Online Discussion – Education, Sustainability and Peace) Network is UNESCO Youth Wellbeing: Measuring What Matters MGIEP’s global youth UNESCO MGIEP’s Youth Programme in issues for youth wellbeing and to identify partnership for change. It partnership with the Organization for organizations and initiatives working in Economic Co-operation and Development this field. The discussion page attracted brings together youth voices (OECD), the European Youth Forum, a total of 2,501 page views and 1,875 from around the world on HBSC, Restless Development, Web-COSI unique visitors. According to the Tweet a common policy dialogue and Wikiprogress, organized an online Reach report the two hashtags #youth and platform and helps to mould youth discussion addressing “How the #wellbeing reached over 385,232 twitter the education systems for the goal of youth wellbeing can be better accounts on 16 December alone. The youth incorporated into measurement and opinions expressed in the discussion have future. policy” from 1-16 December 2014. The aim contributed to the development of the of this discussion was to map out the main youth programme at the Institute.

Youth Policy Consultation In 2015, the government of India (GOI) —9bVhf:ebhc7\fVhff\baf – To undertook a nationwide series of policy ensure that youth without Internet access consultations on the redrafting of the or fluency in English could participate in National Policy on Education. Drawing on the study, UNESCO MGIEP staff conducted its expertise in youth issues, innovation, focus groups in cities across India, and research, UNESCO MGIEP gathered the including Delhi, Calcutta, Coimbatore, opinions of a diverse group of young people Bangalore, Guwahati, Mumbai, Pune, aged 18-29 on how to improve higher and nearby rural areas. In total, staff education in India. The project included the conducted about 25 focus groups in following components: English and vernacular languages. —FheiXl – UNESCO MGIEP staff worked The results of the study will be presented with experts in survey design to create to the GOI as a set of recommendations an online survey about young people’s and an extensive report. Portions of opinions and suggestions on higher the report will also be developed into education. The survey received a total of academic publications for submission to 6,000 responses from every state in India. peer-reviewed journals.

11 I took a 6-month computer course at A chance for change: university, but I still A new survey asks young people can’t find a better job. what they think about education

By Sigrid Lupieri, Public Information Officer, UNESCO MGIEP

Since graduating with a Bachelor of Arts improving education systems across the be taken into account when it comes in 2012, Dinesh Chandra has dreamed country. These grassroots consultations to education. After taking the UNESCO of becoming an office assistant in his will then inform changes to the New MGIEP survey, he says his suggestions hometown in the state of Uttarakhand. Education Policy, which plans to provide to the government would be to provide Instead, he washes dishes and fetches young people with the quality education students with more practical skills as well coffee for a living as an office boy in Delhi. and skills they need to succeed in a rapidly as more counselling about potential career changing world. “I like computers,” Chandra, 23, says. paths and job opportunities. “I took a 6-month computer course at To contribute to the process, UNESCO’s “If young people are brought into the university, but I still can’t find a better job.” Mahatma Gandhi Institute of Education discussion they can bring a fresh for Peace and Sustainable Development Chandra is not alone. With more than perspective,” he says about the youth (MGIEP) has conducted a survey 5 million young people graduating from survey. “We need a platform so that we can specifically designed for young people universities and colleges across India choose what to study based on what we across India to solicit their views on higher every year, 1 in 3 graduates is destined need and not only what is already there.” education. The online questionnaire asks to join the ranks of the unemployed, Indian nationals between the age of 18 and Now that such a platform is in place, young according to Labour Ministry statistics. 29 about their experiences with teachers, people were encouraged to take the youth Those who do find jobs are often under- curricula and employment prospects, survey by 31 July 2015, and have a say in employed or conduct menial tasks that and to come up with their own ideas and the government’s new plan. The national offer little in terms of personal fulfilment. solutions for a better education. consultations, which are already underway, A new government initiative, however, may will come to a conclusion by the end of be about to change the status quo. “Young people are the primary this year. stakeholders in the education they receive, For the first time, the Government of but they are almost never asked about For many young people such as Chandra, India is calling on the public for inputs on what they need to be successful in their change cannot come too soon. With careers and in life,” says Prof. Anantha a younger brother and sister still in Duraiappah, director of UNESCO MGIEP. school, he struggles to make ends meet “We believe that young people have and to support his family. “My problem is something valuable to say and that they financial,” he says. “That’s the reason We need a platform so should have a voice in the policies that will I can’t take any more courses. Education that we can choose what ultimately affect their future.” is too expensive.” to study based on what Twenty-four-year-old Meeqat Hashmi, When asked what his hopes and plans are we need and not only an editor at All India Radio, also agrees for the future, Chandra shrugs. “I just want what is already there. that young people’s opinions should a better job,” he says.

12 3 Rethinking Education Programme

NCERT Position Paper on Education for Peace UNESCO MGIEP chaired the committee to The position paper made recommendations UNESCO MGIEP focuses on write the latest position paper on Education for embedding principles of peace in core embedding knowledge, skills, for Peace of India’s National Council for subjects such as maths, science, social attitudes, and values for peace, Education Research and Training (NCERT). science and languages. sustainable development and global citizenship within education curricula. UNESCO Status of EPSG report for the Asia-Pacific Region MGIEP takes a two-pronged Based on the NCERT Position Paper of the 4-year project “Preparing Teachers approach to embedding recommendations, a review of relevant for Global Citizenship Education,” Education for Peace, existing cross-country policy and coordinated by UNESCO Bangkok, with Sustainability and Global curriculum reviews, and the re-scoping of support from the Korean Funds-in-Trust Citizenship (EPSG) into formal the proposed study on the state of EPSG (KFIT). This project covers nine countries: curricula: (i) embedding EPSG in the Asia-Pacific region, the first phase Japan, Korea, China, Thailand, Malaysia, of the Status of EPSG study will focus Philippines, Bhutan, India, and Sri Lanka. into core subjects and on EPSG in STEM (Science, Technology, UNESCO MGIEP will take the lead in (ii) promoting Learning Engineering and Mathematics) in about developing guidelines on embedding EPSG by Issue-Based Reverse 20 countries in the Asia-Pacific region. in core curricula in close collaboration Embedding (LIBRE). The first flagship curriculum report is with participating countries and other scheduled to be launched in 2016. This partners such as SEAMEO-INNOTECH and report will contribute to strengthening APCEIU. a case for embedding EPSG in core subjects and transforming the mainstream discourse of STEM education reforms, which tend to focus exclusively on establishing national supremacy in the knowledge-based economy. The Institute has developed a preliminary draft of a working paper on embedding EPSG in mainstream curricula. The paper explores and analyses the existing efforts and models of embedding and proposes a way forward. The concept note of the report is being revised based on the NCERT Position Paper and the re-scoping of the study.

In July 2015, UNESCO MGIEP’s Rethinking Education Team participated in the launch

13 SCIENCE WHAT SCIENTISTS SAY GREEN HOUSE EFFECT WHAT’S HAPPENING TO GLACIERS IS IT REAL? HOW & WHY GREEN HOUSE GASES SCIENCE & MATHS ARE YOU DOES IT GEOGRAPHY SEA LEVEL INDICATORS SERIOUS? HAPPEN? ANTHROPOCENE

PERSONAL LEVEL ORGANISATIONAL LEVEL WHAT CAN WE DO? CIVICS & HISTORY SOCIETY LEVEL WHAT DO YOU CARBON CYCLE MEAN BY NATIONAL LEVEL FOSSIL FUELS CARBON INTERNATIONAL LEVEL EMISSIONS? CARBONEOUS GASES

VIDEOS VIDEOS NO MY CARBON FOOTPRINT AND ARTS PICTURES PICTURES CLIMATE YES WHAT YOU DIDN’T KNOW CARTOONS PUBLIC CHANGE ECONOMICS & MATHS AM I PRIVATE RESPONSIBLE COMMUTING JET PLANES MUSIC FOR CLIMATE CHANGE FOR TELL ME CLIMATE CONSUMPTION CARBON FOOTPRINT OF PRODUCTS INNOVATION GAMES ON CLIMATE CHANGE SOMETHING CHANGE? NEW PUBLIC OPINION NEW RESEARCH ON MITIGATION CIVICS & HISTORY MY COUNTRY IN CLIMATE CHANGE NEGOTIATIONS TECHNOLOGY CARBON SEQUESTRA- FOSSIL FUELS SCIENCE & MATHS BIOLOGICAL SEQUESTRATION TION ENERGY NUCLEAR GEOGRAPHY CARBON CREDITS NON-CONVENTIONAL

Preliminary ideas for interactive, crowd- and language teachers. Learning by sourced curriculum development have been The pilot module under LIBRE is being developed to explore the notion of “reverse Issue-based developed under the UNESCO MGIEP embedding”, where a particular theme/ Reverse Collaborative Climate Change Curriculum issue (such as climate change, migration, (M4C) project, using the www.debategraph. (LIBRE) or sustainable consumption) is used as Embedding org portal to engage selected schools. The an entry point to foster teaching and platform will be modelled along the lines learning for peace, sustainability and global of Wikipedia where users can add and citizenship in mainstream subjects such as share resources related to climate change maths, sciences and languages. An online in the relevant sections. The resources will collaborative platform where educators be tagged so that anybody looking for a and students can come together and maths module on climate change would be collaboratively create issue-based curricula able to find one. However, while activities will be piloted in the last quarter of 2015. will be aligned with subject areas to The piloting will engage around 50 enable ease of integration into traditional teachers of different subjects around the classrooms, the modules will themselves world to test the feasibility of co-creating be problem-based and interdisciplinary issue-based curricula and refining the in nature, spanning subject areas and design of the platform. The Institute has easily adapted to multiple grade and identified 10 schools in total (two schools ability levels. Conceptualised as a complex each from five continents) to participate web or mind map, the model would grow in the piloting. Each participating school as more teachers and students share is encouraged to identify five teachers, resources. A draft mind map of a possible including maths, science, social sciences scenario is shown above.

14 4 Research & Futures Programme

Working Paper Series In 2015, UNESCO MGIEP commissioned of the youth policy consultation. A paper This programme provides papers on such issues as inclusion and in progress on education and complex a link between theory and global citizenship. Internal staff are also adaptive systems has been accepted to the practice. Our experts on producing papers on the YOUthSpeak Conference on Anticipation at the University survey results from 2014, and the results of Trento, Italy, in November. educational science work on translating the ideas of global citizenship, peace and Talking Across Generations (TAG) sustainable development into stronger policies around the Town Hall Debate world. Our research papers TAG provides a public forum for young Generations discussion was held on inform governments on best people and decision-makers to join forces 15 February 2015 and focused on “The war on contemporary issues and challenges. practices in education and in our minds: Can education wage peace?” The idea is to cut down the artificial The debate, attended by more than 300 provide a platform for the barriers of podiums and stages to allow a students, academics, policy-makers perspective and voices of free exchange of ideas across generations and journalists, centred on the role of in an open and honest discussion. young people. education in building more peaceful and UNESCO MGIEP’s first Talking Across sustainable societies.

Distinguished Lecture Series The Distinguished Lecture Series invites Chicago Center in Delhi, UNESCO MGIEP speakers from among the world’s leading hosted its Third Distinguished Lecture on intellectuals and policymakers to spark “Anger and Revolutionary Justice.” The transformative ideas for our shared future. Ernst Freud Distinguished Service Professor In a world of unprecedented complexity, of Law and Ethics at the University of interdependence and opportunity to talk Chicago, Prof. Martha Nussbaum, spoke across boundaries, the discourse for the about the implications of anger as a future will have to be led by the world’s response to injustice. The first Distinguished brightest minds in dialogue with youth. Lecture, held in November 2014, was given by Irina Bokova, Director-General of These lectures are expected to inspire a UNESCO, on “Diverse Societies, Inclusive larger international dialogue on a more Democracies: New Skills for a Sustainable peaceful and sustainable world, built World.” The second lecture in December through better education, inclusive spaces, Prof. Martha Nussbaum spoke about the implications 2014 featured Prof. Sir Partha Dasgupta, and global citizenship. of anger as a response to injustice at the Third a leading economist at the University of Distinguished Lecture on “Anger and Revolutionary Justice.” In collaboration with the University of Cambridge, on “Wellbeing and Wealth.”

15 5 The Communications Team

Website The Institute’s website is the first portal informing UNESCO MGIEP programmes UNESCO MGIEP has identified through which our stakeholders access through their feedback and active young people as its primary information about UNESCO MGIEP’s engagement. programmes and learn more about the audience and key players Over the past year, the website has Institute’s vision and mission. The website in the development of the maintained an average of 100 active visitors showcases UNESCO MGIEP’s programme per day. Based on page views, we have post-2015 Global Agenda. To activities, the online version of the Institute’s reached close to 60,000 people since the reach out to this target group, publications, news and articles, videos, beginning of 2015, 63 percent of whom are interviews and any activities in which the UNESCO MGIEP’s online and new or first-time visitors. Google Analytics Institute is involved. Some of our articles, social media presence play a also show that we have been successful including a piece on the YESPeace Network crucial role. in reaching our target audience of young launch in Malaysia, were picked up and people. According to the statistics, published by international media outlets. 61 percent of our website visitors are Since the website was created in July 2014, between the age of 18 and 35. it has boosted its presence through targeted Age 100% of total sessions campaigns and constantly updated content. In addition to featuring the Institute’s events, 27.50% 33.50% 15.50% 12.50% 5.50% 5.50% it also acts as a forum for our international community of stakeholders. In particular, our youth partners have been given the opportunity to publish their opinions and showcase their enterprising work in our blog section. This ensures that young 18-24 25-34 35-44 45-54 55-64 65+

people not only access information through As many as 61 percent of our website visitors the website, but also actively contribute to are between the age of 18 and 35.

The Blue Dot Among the activities and programmes The Institute launched the first issue of initiated at the Institute, one that has The Blue Dot in January 2015. With the garnered much interest and positive theme of Global Citizenship, the first issue feedback has been our flagship, magazine- featured articles from distinguished thought style publication called The Blue Dot – leaders across the globe, including the inspired by Carl Sagan’s view of our fragile UNESCO Director-General Irina Bokova planet and his call for people to set aside and prominent academics such as Carlos their differences and to work towards the Torres, distinguished professor at UCLA, betterment of humanity. Hakan Altinay, president of the Global

16 THE COMMUNICATIONS TEAM

Civics Academy, and Paul and Anne Ehrlich, the debate surrounding the Sustainable professors at Stanford University. UNESCO Development Goals, including an interview MGIEP’s YOUth Speak survey gave young with Nobel Peace Prize laureate Kailash people around the world a voice about Satyarthi, a youth essay contest on the their values and opinions on such issues future of the SDGs, and a photo essay on as education, the environment and human environmental degradation. Other eminent rights. The three finalists from our essay contributors included University of Chicago’s competition also shared their powerful Prof. Martha Nussbaum and the University views on the concept of global citizenship of Cambridge’s leading economist, Sir Prof. Partha Dasgupta. The second issue of The Blue Dot was launched in July 2015. The publication The first and second issues can be found contains opinion and feature articles on online at http://mgiep.unesco.org/bluedot/

Social Media Active engagement in social media supports Likes, Comments and Shares the Institute’s website in terms of online These actions will help you reach more people. outreach. The Communications Team is 60 consistent with managing updates on social 50 media about the Institute’s programmes and 40 activities. The team has worked on promoting 30 programme activities, posting calls for 20 proposals, and engaging with stakeholders more extensively on social media. 10 0 Our social media channels have shown a 08 15 22 29 05 12 19 26 05 12 19 26 02 09 16 23 30 07 14 21 28 04 11 18 25 02 09 consistent growth both in terms of outreach JAN FEB MAR APR MAY JUN JUL and engagement rates. Our followers Engagement rates spiked when we started posting user-generated content as Index have grown organically in number by 400 part of our strategy for the National Youth Survey. Our followers have grown in Likes Comments Shares percent since January 2015. We manage number organically by 400 percent since January 2015. social media content, campaigns and channels with tactics and strategies that their activities, disseminating relevant news have consistently exceeded both short- and and positioning the Institute as a centre long-term audience engagement targets. for excellence and thought leadership, For instance, we built an online strategy the social media desk has been involved Our social media for UNESCO MGIEP’s youth survey on the in engaging with our target audience and channels have shown National Education Policy that helped supporting our projects and programmes us gather 6,000 responses within two a consistent growth online. For example, a Twitter campaign months. We achieved this by creating user- both in terms on the YESPeace’s chapter launch in generated content, partnering with other Malaysia in May 2015 featured a two-day of outreach and publishing platforms and merging our live tweeting event where young people engagement rates online strategy with efforts on the ground. from Malaysia were posting fun photos and Apart from helping programmes to promote sharing experiences.

17 UNESCO MGIEP’s Social media Knowledge Commons for a better future

imilar to Facebook with a  External Engagement: It allows our Knowledge: Transforming social mandate, the Knowledge audience to engage and interact with us information into knowledge Commons is UNESCO MGIEP’s and, ultimately, informs our activities and and understanding S virtual interactive platform. programmes. Like other social media platforms, the Knowledge Commons is an Commons: An open,  Internal Engagement: It provides online tool that brings together individuals a workspace for all Institute staff and transparent and inclusive from around the world to interact in a streamlines internal workflows. resource base to promote virtual community. What distinguishes dialogue and shared it from other mainstream social media, For the programme teams at UNESCO understanding however, is that the Knowledge Commons MGIEP, this platform will serve as promotes sharing ideas, opinions and a channel of internal and external resources about education for peace, collaboration. This virtual workspace sustainable development and global will facilitate collaboration among team citizenship. members on current activities and Our vision is that a global audience developments. The programme teams will come together to share a common will also have the flexibility of reaching goal and to inform UNESCO MGIEP’s out to their external audience at the click programmes in an inclusive and of a button. They will be able to schedule democratic manner. Our audience includes meetings, events, share resources and youth, decision-makers, policy experts, collaborate on documents through the researchers, partner agencies, and Knowledge Commons. governmental organizations. Through The platform will also allow UNESCO discussions and open resource sharing, MGIEP to actively seek opinions and advice the Knowledge Commons community from external experts, advisors, partner contributes to developing an open organisations, policy-makers and other repository of knowledge and information target audience groups. These discussions that is freely available online. will be initiated and moderated by the The platform has three key features : programme teams and will be utilised
Data & Analytics: It analyses dialogue to better inform the programmes of the and audience engagement to gain Institute. At the same time, the opportunity insight on broad trends, behaviour and for peer collaboration, insight sharing and understanding of the complex issues access to latest research for the external of peace, sustainability and global users will serve as a unique selling point citizenship. for the platform and enable UNESCO MGIEP to expand its outreach and visibility.

18 19 Creating a buzz

#HOW I LEARN : As part of a UNESCO MGIEP Facebook campaign, thousands of young people from across India came forward with concerns and suggestions to help the government improve the current education policy. This is what some of them had to say:

“Different Insufficient “Education can communities resources and do a lot in terms have different inadequate of breaking challenges and infrastructure stereotypical opportunities are among the perceptions at the same most pressing and building a time. Our obstacles to better world. education system must train people achieving good quality higher-education Universities should provide at least to address specific problems and in Assam. There are only two central primary support structures for minority avail opportunities that can create universities which don’t even have the communities and conduct sensitisation sustainable solutions. The same most common courses like MA Political campaigns for teachers, students and curriculum for everyone can’t be the Science.” staff. I believe dialogue/engagement is right approach.” Political Science student at Kirori Mal College, on of the most effective ways of bringing Aisowanma Sangma, 24, from Meghalaya feels very Pallabi Barah, wants the govt to work on issues change in people’s perception.” like this. strongly about improving current education systems. MA English Literature Student Rafiul Alom Rahman feels strongly about these issues. Like Comment Share Like Comment Share Like Comment Share

“I took “In the age of “Like everyone the survey Globalisation, else, I’m unique because this things are in my own way. I is an amazing changing need a teacher/ opportunity constantly. guide who can and platform But why has harness that for us Indians our education uniqueness of to address some of the most pressing system not adapted to this change yet? mine. Someone who can help me figure issues in our education system.” It’s not teaching us the skills we require out my strengths and weakness and let Saket Mani, Children & Youth Representative to the to survive in this rapidly changing me grow.” That’s Ayush’s idea of a good United Nations. world.” teacher. Kitdor A Wahlang, M. Sc. Biochemistry student at Like Comment Share University of Hyderabad, wants the govt to listen to him. Like Comment Share

Like Comment Share

20 CREATING A BUZZ

#YOUTH DAY : On International Youth Day on 12 August, we featured voices from our youth partners and young leaders around the world about their experiences with activism and civic engagement.

John Gbenagnon, Why is climate 21 year old a youth leader in change Victoria Lbiwoye Benin, is building education is determined a youth network important for to transform to work towards young people the lives of education and and how can marginalised gender equality. youth participate children in Get yourself exposed to the ideas and in today’s global issues? Nigeria. Check out how she plans to tactics he used to achieve his goals. One of our youth partners, Patricio Roulier Pazos achieve this. from Argentina, shares his views. Like Comment Share Like Comment Share Like Comment Share

Our partners and audience love to connect with us via Twitter and we encourage them to provide us with honest feedback. Here’s what some of them had to say about us and our programmes:

Helen Clark Irina Bokova WaterfrontSolicitors @HelenClarkUNDP @IrinaBokova @uklaw

@yagivoice@UNDP & UNESCO_MGIEP are A first step in the right direction: access to Partner, Jean-Marc Pettigrew, praises the making big efforts to bring #youth voices to knowledge for the visually impaired in India UN @UNESCO_MGIEP for its collaborative decision makers. ow.ly/QFi3u @UNESCO-MGIEP gaming competition in his blog

Shashi Tharoor Chintan Girish Modi Dana R Martens @ShashiTharoor @Chintan_connect @DanaRoseMartens

Education critical to sustainable When does @UNESCO_MGIEP plan to kick Revolutionary! Connecting #Gaming, Peace development post-2015 a/c to new UN start the Yes Peace Network in India? I’d love & #Sustainable Development. InclusiveWealthReport. Huge potential for to be involved. @UNESCO_MGIEP launches The Gaming India #IWR2014 @UNESCO_MGIEP Challenge!

Georgia Dienst ClevelandBotanicGdn Silvia Montoya @georgiadienst @cbgarden @montoya_sil

@UNESCO_MGIEP great session today Great article @UNESCO_MGIEP “#YouthDay: What does it take to change the world? See @aburak! Loved it-can we share recording. We need more education about climate change” the work of the @UNESCO_MGIEP.

21 What we’ve been up to at a glance

7-10 November Aichi-Nagoya, Japan World Conference on Education 10 November for Sustainable Development New Delhi The conference concluded the UN Decade Inclusive Wealth Report Launch on Education for Sustainable Development. The Inclusive Wealth Report challenges the

2014 UNESCO MGIEP presented its programmes, current use of GDP as the only way to measure launched its #IAmAGlobalCitizen campaign, a country’s wealth and development. The report and launched its YESPeace Network. argues that sustainability should be integrated into economic evaluation and policy planning.

11 December 26 November 25 November New Delhi New Delhi New Delhi Second Distinguished Lecture UNESCO International First Distinguished Lecture Sir Partha Dasgupta, Professor Emeritus Conference on Disability Irina Bokova, the Director-General of at the University of Cambridge, delivered a UNESCO MGIEP organized a session UNESCO, addressed a crowd of policymakers lecture on “Wellbeing and Wealth”. entitled “Learning Differently for Peace and and students on the role of education as a Sustainability, Games, Apps and Innovation.” cornerstone in developing a peaceful and sustainable world.

22 WHAT WE’VE BEEN UP TO AT A GLANCE

13 February 28-30 January UNESCO Headquarters, Paris Webinar on “Learning in the 21st century: the power of video games” Second UNESCO Global Forum on Global Citizenship Education

UNESCO MGIEP’s Innovations Team hosted its first 2015 webinar conducted by renowned gaming expert The Forum was organized by UNESCO on the occasion Dr. James Paul Gee. A pioneer in the field of gaming of its 70th Anniversary and brought together 250 and education, Gee discussed the best practices for participants from across the world including teachers, incorporating educational principles into video games. educators, policy-makers, academics, learners and civic society representatives.

15 February 16 February 17 February New Delhi New Delhi Gaming Challenge submission deadline Talking Across Generations Youth Round table Discussion The UNESCO MGIEP Gaming Challenge, (TAG 2015) at UNESCO MGIEP an international game design competition, Attended by more than 300 students, academics, As a follow-up to TAG, UNESCO MGIEP received more than 100 submissions from policymakers and journalists, the debate focused organized a youth round-table discussion 36 countries around the world, including 32 on “The war in our minds: Can education wage led by youth organizations from India and inter-country collaborations. peace?” TAG 2015 was chaired by Dr. Karan Singh, Nepal. The participants discussed areas of and was attended by UNESCO MGIEP Governing collaboration and a possible YESPeace India Board members. chapter.

23 30 March - 4 April Busan, Republic of Korea 21 March New Delhi Global Youth Advocacy Workshop on Global Citizenship Education Third Distinguished Lecture Organized by APCEIU, GEFI and UNESCO MGIEP, In collaboration with the University of Chicago Center in Delhi, the international workshop brought together youth 2015 UNESCO MGIEP hosted its Third Distinguished Lecture on “Anger and participants from 34 countries. The objective was to Revolutionary Justice.” The Ernst Freud Distinguished Service Professor design an advocacy strategy to strengthen the value of of Law and Ethics at the University of Chicago, Prof. Martha Nussbaum, global citizenship in formal, non-formal and informal spoke about the implications of anger as a response to injustice. education settings.

20 August 18 August 12 August Webinar on Games for Social Good UNESCO MGIEP announces its International Youth Day Asi Burak, the President of Games for Gaming Challenge finalists UNESCO MGIEP’s online campaign collected Change, made a strong case for using games Two teams will now compete in the final round and published blog entries from its youth for good, with an overview of the latest trends to create a digital game that incorporates the partners around the world on the importance and core challenges. More than 100 people ideas of peace and sustainability in its design. of civic engagement for young people. attended the webinar. The final winner will receive up to $100,000 to develop the final game.

24 WHAT WE’VE BEEN UP TO AT A GLANCE

1-3 May 24 May Pittsburgh, U.S. Kuala Lumpur The Inclusive Wealth Report game jam UNESCO MGIEP’s YESPeace Network Carnegie Mellon’s Entertainment Technology Center took on our challenge launches in Malaysia to create a digital simulation game based on the IWR. The university hosted Together with the Director-General of UNESCO, Irina Bokova, a game jam (#NowIGetItJam) and, within 48 hours, the team working on UNESCO MGIEP launched its first Malaysia chapter of the the Inclusive Wealth Index came up with a game which will be improved and YESPeace Network. perfected over the coming months.

Key Partner UNESCO Global Action Programme on Education for Sustainable Development

26-27 May 7 July 27 May Paris New Delhi Kuala Lumpur Global Action Programme The Blue Dot magazine Workshop on Game-based partner network meeting Launch of the second issue of The Blue Dot Learning held in Malaysia The YESPeace Network is one of the key magazine on “What does it take to change the UNESCO MGIEP together with MIGHT partners of the Global Action Programme world?” focusing on the UN’s new Sustainable conducted Malaysia’s first inter-group (GAP) for Sustainable Development in Development Goals. workshop on integrating game-based the Youth Priority Action Area. GAP is the learning into education, marking the first follow-up programme to the UN Decade on formal convening of the government and Education for Sustainable Development for industry sectors. the next five years.

25 Governing Board members

Chair of the Governing Board — Dr. Karan Singh Member of the Rajya Sabha, Parliament of India Dr. Karan Singh is a member of India’s Upper House of Parliament, the Rajya Sabha. He is a senior member of the Indian National Congress Party who served successively as Sadr-i-Riyasat and Governor of Jammu and Kashmir.

Members of the Governing Board — Dr. Arzu Rana Deuba Member, Nepalese Constituent Assembly, Nepal Dr. Arzu Rana Deuba is a Nepalese politician and a social worker. She is a member of Nepalese Constituent Assembly from Nepali Congress and runs numerous social organizations with a special interest in the empowerment of women in Nepal.

— Ms. Susan Hopgood President, Education International, Belgium Susan Hopgood is both President of Education International (EI) and the Federal Secretary of the Australian Education Union (AEU). She was elected federal secretary of the AEU in 2006, the first woman to achieve that position.

— Dr. Kristian Berg Harpviken Director, Peace Research Institute Oslo, Norway Dr. Kristian Berg Harpviken is a Norwegian sociologist and researcher, and since 2009 director of the Peace Research Institute Oslo (PRIO). He is a sociologist from the University of Oslo and has also worked on civil society, transnationalism, political mobilization as well as a variety of issues related to post-war reconstruction and peacebuilding.

— Mr. Koichiro Matsuura Corporate Auditor and Former Director General of UNESCO Mr. Koïchiro Matsuura is a Japanese diplomat. He was appointed on 12 November 1999 to serve a six-year term as Director-General of UNESCO by the Organization’s General Conference.

— Ms. Virginia Miralao Secretary General, UNESCO National Commission of the Philippines Dr. Virginia Miralao is currently the Secretary-General of the UNESCO National Commission of the Philippines. Prior to this, she headed the Philippine Social Science Council (PSSC) as its Executive Director and came to be involved in the programmes and activities of UNESCO’s Social and Human Sciences Sector.

26 GOVERNING BOARD MEMBERS

— Dr. Aung Tun Thet Economic Advisor to the President, Republic of the Union of Myanmar Prof. Dr. Aung Tun Thet is the President’s Economic Advisor and also a member of the President’s National Economic and Social Advisory Council, Member of Myanmar Investment Commission, Advisor of Union of Myanmar Federation of Commerce and Industries, Member of Myanmar Press Council, Senior Advisor to the UN Resident Coordinator’s Office and a visiting Professor.

— Ms. Roza Otunbayeva Former President, Kyrgyzstan Roza Isakovna Otunbayeva served as the President of Kyrgyzstan from 7 April 2010 until 1 December 2011. She previously served as Minister of Foreign Affairs and as Deputy Head of Government of the Soviet Kyrgyz Republic. She currently heads The Roza Otunbayeva International Foundation.

— Dr. Abdul Hamid Zakri Science Adviser to the Prime Minister, Malaysia Dr. Zakri is the Science Adviser to the Prime Minister of Malaysia. His senior leadership roles include Deputy Vice- Chancellor of Universiti Kebangsaan Malaysia; Director of the Institute of Advanced Studies at the United Nations University, Japan ; Chairman, Subsidiary Body on Scientific, Technical and Technological Advice (SBSTTA), United Nations Convention on Biological Diversity; Co-chair, ”Millennium Ecosystem Assessment”, and Member, Inter- Academy Council Committee reviewing the IPCC.

— Dr. Tao Zhan Director General, Education Management Information Centre, Ministry of Education, China Dr. Tao Zhan is currently Director-General of the Educational Management Information Center of Ministry of Education in China. Dr. Zhan has a Ph.D. in mathematics from Shandong University.

— Vinay Sheel Oberoi Secretary, Department of Higher Education (MHRD) Mr. Vinay Sheel Oberoi, a 1979 batch IAS officer of Assam Meghalaya cadre, is presently Secretary, Department of Higher Education in the Ministry of Human Resource Development (MHRD). He was the Permanent Representative of India to UNESCO. He has also served as the Secretary to the Ministry of Women and Child Development.

— Prof. Jandhyala B. G. Tilak Vice-Chancellor (National University of Educational Planning and Administration) NUEPA, New Delhi Prof. Tilak is a Professor in Economics and Financing of Education. He holds a Ph.D. (Economics of Education) from the Delhi School of Economics. He was on the research and teaching faculty of the University of Delhi, Indian Institute of Education, University of Virginia and Hiroshima University, as well as research staff for the World Bank.

Secretary to the Board — Dr. Anantha K Duraiappah Director, UNESCO MGIEP Dr. Duraiappah is a development environmental economist, a founding fellow of the Human Development and Capability Association, and a fellow of the World Academy of Arts and Sciences. Professor Duraiappah was the report director for the Inclusive Wealth Report released at the Rio+20 Summit in 2012.

27 Looking to the Future CALENDAR OF EVENTS 2015 - 2016 September 2015 ~ December 2015 Launch of the IWR prototype game: “Wealth of Generations” New Delhi

The executive committee members played the game “Wealth Generator” in a facilitated session. The game has been produced to teach the investment principals of the Inclusive Wealth Index that has been co-authored by Dr. Anantha Kumar Duraiappah, Director of UNESCO MGIEP.

Lecture on the “Wealth of Generations” Tokyo, Japan

Dr. Anantha Duraiappah will address a class of Economics undergraduates on the topic of inclusive wealth. The students will then play UNESCO MGIEP’s Wealth Generator game in a facilitated session.

9th UNESCO Youth Forum on “Young global citizens for a sustainable planet” Paris, France

The Youth Team will co-organize a capacity-building session on youth-led monitoring of the Sustainable Development Goals (SDGs). The session aims to equip the youth participants with information, tools and possible methodologies to monitor progress in achieving the SDGs on education.

Youth Policy Report

UNESCO MGIEP will release a comprehensive report on the opinions of Indian youth on the revision of the National Education Policy.

YESPeace Mexico Mexico

The YESPeace Mexico Network will be launched in Mexico City in partnership with the UNESCO national office in Mexico (tbc), youth organizations, civil society, universities and active youth groups. YESPeace Mexico will be the first national chapter in Latin America.

28 LOOKING TO THE FUTURE

Announcement of the winner of International Youth Day 2016 UNESCO MGIEP’s Gaming Challenge A campaign on the theme of International Youth Day 2016 will be After three rounds of rigorous evaluation and mentorship, UNESCO organized to mark the occasion. Social media will be mobilized to MGIEP will announce the winner of the first Gaming Challenge. generate the youth dialogue on critical issues and a music festival for youth on peace, harmony, co-existence and global citizenship will be organized. YESPeace India New Delhi, India Talking Across generations (TAG) 2016 The YESPeace Network will launch its second national chapter in This yearly flagship event will bring together young people and decision the Asia-Pacific region. YESPeace India will address the issue of makers to discuss contemporary global issues. The event will feature a active youth engagement in policy-making processes and capacity whole day of activities, including music, performances and discussions. strengthening through innovative methodologies in workshops, seminars, and dialogues. Piloting Interlinked Modules under the Learning Initiation Workshop of Campus Ambassadors by Issue-based Reverse Embedding (LIBRE) project

Programme UNESCO MGIEP will pilot climate change, migration and sustainable consumption and production modules under the LIBRE project The Campus Ambassadors Programme, another YESPeace initiative, throughout the last quarter of 2015 and the first quarter of 2016. The creates informal spaces within higher educational institutions to idea is to pilot online collaborative curriculum building with teachers discuss and debate peace, sustainability and global citizenship. of different subjects across continents. The programme will target youth and educators by establishing societies/clubs at ten universities across the UN regions. Expert Meeting on the State of Education for Peace, Sustainability and Global Citizenship (EPSG) in the Asia-Pacific region

January 2016 onwards UNESCO MGIEP will bring together international experts on transformative education as well as authors of national EPSG reports Incubator’s workshop for Gaming Challenge commissioned by UNESCO MGIEP, to discuss the challenges and winner promises of embedding EPSG in core subjects. This will contribute to developing a regional synthesis report on the state of EPSG in 2017. The jury and the winning Gaming Challenge team will meet to exchange ideas on how to strengthen commercial, learning and fun elements of the winning game of the Gaming Challenge. Workshop on Embedding Education for Peace, Sustainability and Global Citizenship (EPSG) in Curricula Youth Leadership Workshop New Delhi, India There has been significant work on embedding EPSG themes into history, geography, civics and also in the context of introducing The first batch of youth leadership programmes will be rolled out specific subjects dedicated to EPSG (such as environmental in early 2016 with 30 selected youth participants from across the education) into curricula. This workshop will bring together world. The programme will develop capabilities of youth and support textbook writers and teachers of core subjects that are usually them in addressing the issues related to peace and sustainable not associated with EPSG. It will explore potential synergies development in their communities and beyond. Over the course of between grassroots movements to use Math and Science for peace, five years, the programme will reach out to 1 million youth (between sustainability and social justice while also strengthening national the age of 18 and 25) in diverse settings. efforts to fortify STEM education to promote innovation.

29 Financial Report 2014

he main financial contributors Institute. It is envisaged that the full to the Institute are the budget allocation will be utilized as Government of India and staff are recruited and the full range of T UNESCO. The biannual activities start being implemented. In budget of the Institute is anticipation of a demand for additional approximately USD 5.5 million. A separate resources, a fund mobilization strategy has capital account has been set aside for been initiated that will materialize outputs the building of the new premises of the in about three years.

MGIEP Financial Performance 2014

Income (US$)

UNESCO 249,000.00 Financial Allocation

VOLUNTARY CONTRIBUTIONS

ǩ3URJUDPPHV 742,063.00

ǩ,QNLQGFRQWULEXWLRQ 228,000.00

OTHER INCOME

ǩ)RUHLJQH[FKDQJHJDLQV 2,557.00

ǩ)LQDQFHUHYHQXH 8,417.00

GRAND TOTAL 1,230,037.00

Expenditure (US$)

STAFF COSTS 478,921.00

As the backbone PROGRAMME COST of the Institute, the Admin Team ǩ6XSSOLHVFRQVXPDEOHV RWKHUUXQQLQJFRVWV 321,287.00 facilitates the smooth implementation of ǩ&RQWUDFWHGVHUYLFHV 115,367.00 all the Institute’s activities and financial ǩ2WKHUH[SHQVHV 59,642.00 commitments. GRAND TOTAL 975,217.00

30 FINANCIAL REPORT

MGIEP Income 2% 20% Other UNESCO Income

78% Voluntary Contributions

51% 49% Programme Staff Cost Cost

MGIEP Expenditure

31 UNESCO MGIEP is launching the Knowledge Commons in the first quarter of 2016.

If you are interested in being a part of a global community of young leaders, then sign up today!

If you think you have something to contribute to the discourse on education, peace, sustainable development or global citizenship, or if you would like to be part of this global movement, then send us your details at www.mgiep.unesco.org

Knowledge Commons is UNESCO MGIEP’s virtual interactive platform, designed to foster networks and collaboration among young leaders across the globe. Using cutting edge technology, the platform showcases unique insights from ongoing dialogues across social media.

32 The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is UNESCO’s first Category I institute in the Asia-Pacific region, established with the generous support of the Government of India.

PUBLISHED BY UNESCO MGIEP Managing Editor: Sigrid Lupieri, UNESCO MGIEP United Nations Educational Scientific and Cultural Organisation | Publication Coordinator: Sadia Tabassum, UNESCO MGIEP Mahatma Gandhi Institute of Education for Peace and Sustainable Societies Design: Ayesha Sarkar, Firefly Communications 35 Ferozshah Road, ICSSR Building, 1st Floor, New Delhi 110001 Acknowledgements: David McArdle and Alastair Watt, Alba Editing mgiep.unesco.org Are you a plunderer or a visionary? Do you think you know how to make society sustainable? UNESCO MGIEP focuses on transforming current education policies and practices by developing innovative teaching and learning methods. Our objective is to build generations of young people equipped to create peaceful and sustainable societies.

Can you balance economic growth and sustainability? Ensuring growth without sacrificing our planet or people is one of the most pressing concerns we face in the 21st century. The newly established Sustainable Development Goals (SDGs) with goals on economic growth, environmental conservation and investment in people suggest we can!

Lets find out if this is possible with UNESCO MGIEP’S Wealth Generator simulation game.

Play the game at http://mgiep.unesco.org/ ANNUAL REPORT ’14-’15