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UNESCO MGIEP's Annual Report 2019

2019 was a critical year for the Institute - with various products rolling out to pilot and implementation stage. Read the Institute's Mission-based Annual Report on the impact the Institute made during the year, as it works towards achieving the UN SDG 4, Target 7.

2019 was a critical year for the Institute - with various products rolling out to pilot and implementation stage. Read the Institute's Mission-based Annual Report on the impact the Institute made during the year, as it works towards achieving the UN SDG 4, Target 7.

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ANNUAL<br />

REPORT <strong>2019</strong><br />

ANNUAL<br />

REPORT<br />

<strong>2019</strong>-20<br />

TRANSFORMING<br />

21 ST CENTURY<br />

LEARNING<br />

SPACES


Mission Driven<br />

Impact:<br />

Mainstreaming Social<br />

and<br />

Emotional Learning in<br />

Education Systems<br />

<strong>2019</strong><br />

2,000+ learners trained in<br />

SEL in 10 countries.<br />

400+ teachers trained<br />

in SEL in 10+ countries.<br />

7,300+ Kindness Stories in<br />

120+ countries.<br />

4 events - close to 3,000<br />

participants.<br />

10 publications launched.<br />

4,000 users on<br />

FramerSpace, <strong>UNESCO</strong><br />

MGIEP’s indigenous<br />

learning platform.


CONTENTS:<br />

1. About<br />

a. Manifesto<br />

b. Introduction - Institute<br />

c. An Evidence Based Approach<br />

d. Vision<br />

e. Mission<br />

2. Director’s Message<br />

3. Governing Board Members (<strong>2019</strong>-2023)<br />

4. Messages from the Governing Board Members<br />

5 <strong>UNESCO</strong> MGIEP’s Missions & Key Outputs<br />

a. Building Social and Emotional Skills for Learners (K-12<br />

school children through formal education)<br />

b. Building Social and Emotional Skills for<br />

Youth and Prevention of Violent Extremism through<br />

Education (PVE-E)<br />

c. Building Social and Emotional Skills for Educators<br />

d. Advancing the Science-Policy nexus for Education<br />

5 Financials<br />

6 Partners


ANNUAL REPORT <strong>2019</strong><br />

“We believe that learning to build<br />

peaceful and sustainable societies<br />

across the world should be fun,<br />

curiosity driven, and relevant to<br />

each learner for her/his human<br />

flourishing<br />

– An education for humanity.<br />

We believe that we are a center of research excellence<br />

developing disruptive innovative tools and methodologies<br />

to transform education to meet global challenges common<br />

to humanity.<br />

We are persistent in innovating new pedagogies that are<br />

dynamic and continuously assessed with a specific focus on<br />

digital pedagogies.<br />

We recognise that curriculum and pedagogy need to be dynamic<br />

and rooted in robust scientific evidence. We thus believe<br />

in providing a platform for deep collaboration across<br />

multiple disciplines to innovate in ways others cannot.<br />

We are willing to take risks because without risk we do not<br />

learn.”


ANNUAL REPORT <strong>2019</strong><br />

The <strong>UNESCO</strong> Mahatma Gandhi Institute<br />

of Education for Peace and Sustainable<br />

Development (MGIEP) is <strong>UNESCO</strong>’s first and<br />

only Category I Institute in the Asia-Pacific that<br />

contributes to the United Nations (UN) Sustainable<br />

Development Goals (SDGs), specifically Goal<br />

4, Target 7, focusing on peace and sustainable<br />

development through education. The Institute<br />

operates on a global mandate (with specific<br />

focus on the Asia-Pacific region) and develops<br />

programmes that promote social and emotional<br />

learning (SEL), innovate digital pedagogies and<br />

empower the youth.<br />

SDG 4.7 by 2030 ensure all learners acquire knowledge and skills<br />

needed to promote sustainable developement, including among<br />

others through education for sustainable development and<br />

sustainable lifestyles, human rights, gender equality, promotion<br />

of a culture of peace and non violence, global citizenship, and<br />

appreciation of cultural diversity and of culture’s contribution<br />

to sustainable development<br />

AN EVIDENCE<br />

BASED APPROACH<br />

<strong>UNESCO</strong> MGIEP embraces the power<br />

of technology to provide analytics and<br />

responsive Artificial<br />

Intelligence (AI) based digital pedagogies<br />

Based on research from the neuroscience of<br />

learning, the Institute envisions new education<br />

systems that employ a ‘whole brain approach to<br />

education’ by focusing on building intellectual and<br />

emotional intelligence in learners, to equip them<br />

to build more peaceful and sustainable societies.<br />

<strong>UNESCO</strong> MGIEP’s SEL interventions draw<br />

on the science of learning and aim to build<br />

intellectual and emotional intelligence among<br />

learners through innovative pedagogies.<br />

Recent advances in neuroscience research<br />

have demonstrated that human well-being<br />

requires a ‘whole brain’ approach, that is, the<br />

two parts of the human brain (the rational<br />

and the emotional) need to be trained and<br />

nurtured to ensure all round development of<br />

human beings. Based on this understanding,<br />

<strong>UNESCO</strong> MGIEP has developed a framework<br />

that builds four competencies in learners,<br />

including ‘Empathy’, ‘Mindfulness’, ‘Critical<br />

Inquiry’, and ‘Compassion’ (EMC 2 ). The<br />

Framework forms the basis of the various<br />

projects undertaken at the Institute. Further,<br />

<strong>UNESCO</strong> MGIEP embraces the power<br />

of technology to provide analytics and<br />

responsive Artificial Intelligence (AI) based<br />

digital pedagogies that are personalised,<br />

relevant, learner-driven, and transformative.


ANNUAL REPORT <strong>2019</strong><br />

AN EVIDENCE<br />

BASED APPROACH<br />

In order to build peaceful and<br />

sustainable societies, learning<br />

experiences need to be<br />

designed in a manner that they<br />

promote behavioural change, building<br />

both intellectual and emotional<br />

intelligence of learners. The seat of all<br />

learning is the ‘brain’. Modern brain<br />

imaging techniques have transformed<br />

our understanding of the brain function<br />

and demonstrated the contribution that<br />

biological factors have on learning. The<br />

most important findings from research<br />

in cognitive neuroscience and the<br />

study of human behavior include the<br />

following:<br />

• Both intellectual and emotional<br />

intelligence influence human learning.<br />

• All learning happens because of<br />

a neurobiological process called<br />

“neuroplasticity,” which is the capacity<br />

of the brain to change, at the levels<br />

of both structure and function, in<br />

response to change in the cognitive<br />

environment.<br />

• No two human brains are identical;<br />

each brain is unique, and learning<br />

should optimally be “personalised”<br />

for each learner. Education curricula<br />

should be aligned with this knowledge<br />

of the human brain and learning,<br />

and must celebrate the needs and<br />

interests of individual learners rather<br />

than be focused on a single curricular<br />

framework or instructional method.<br />

VISION<br />

Transforming Education For Humanity<br />

Building Emotional Learning<br />

for Education 2030<br />

MISSION<br />

The Institute works towards mainstreaming social and emotional learning in education<br />

systems to achieve behavioral change among learners, thus contributing to the<br />

development of peaceful and sustainable societies, in line with the SDG 4.7. <strong>UNESCO</strong><br />

MGIEP’s Four Key Missions include:<br />

1. Building Social and Emotional Skills for Learners (K-12 school<br />

children through formal education)<br />

2. Building Social and Emotional Skills for Youth and Prevention<br />

of Violent Extremism through Education (PVE-E)<br />

3. Building Social and Emotional Skills for Educators<br />

4. Advancing the Science-Policy nexus for Education


ANNUAL REPORT <strong>2019</strong><br />

Building global citizens<br />

by mainstreaming<br />

Social and<br />

Building Emotional global citizens Learning<br />

by mainstreaming<br />

(SEL)<br />

Social and<br />

Emotional Learning<br />

(SEL)<br />

MISSION 1:<br />

Building SEL<br />

for Learners<br />

MISSION 2:<br />

Building SEL for<br />

Youth and PVE-E<br />

- Global Citizenship<br />

- YESPeace<br />

MISSION 1:<br />

MISSION 2:<br />

MISSION 3:<br />

- DICE<br />

- #YouthWagingPeace<br />

Write Building SEL Building SEL for<br />

- Games for Learning<br />

- TAG e Building SEL<br />

for Learners - MyDream Project Youth and PVE-E- World Youth Conference for Educators<br />

- #KindnessMattersforSDGs<br />

- Global Citizenship<br />

DICE<br />

- Games for Learning<br />

MyDream Project<br />

- 21st Century teacher<br />

training<br />

- Intelligent Global Hub<br />

MISSION 3:<br />

Building SEL<br />

for Educators<br />

MISSION 4:<br />

Advancing the<br />

Science-Policy nexus<br />

for Education<br />

- 21 st Century teacher<br />

training MISSION 4: - ISEAA<br />

- Intelligent Global Advancing Hub the - TECH<br />

for Digital Pedagogies Science-Policy nexus - Research Publications<br />

- Rethinking Pedagogy: for Education & policy briefs<br />

Exploring the potential - Distinguished lectures<br />

of technology in<br />

achieving quality<br />

education<br />

- YESPeace<br />

- ISEAA<br />

- #YouthWagingPeace<br />

- TECH<br />

- TAG e .<br />

for Digital Pedagogies - Research Publications<br />

- World Youth <strong>UNESCO</strong> Conference MGIEP’S EMC- Rethinking 2 framework Pedagogy: I FramerSpace - Digital & policy Learning briefsPlatform<br />

- #KindnessMattersforSDGs<br />

- Distinguished lectures<br />

Exploring the potential<br />

of technology in<br />

achieving quality<br />

education<br />

<strong>UNESCO</strong> MGIEP’S EMC 2 framework I FramerSpace - Digital Learning Platform


ANNUAL REPORT <strong>2019</strong><br />

The concept of<br />

co-creation, teacher<br />

and student agency<br />

has become a reality<br />

with the launch of<br />

this platform.<br />

<strong>2019</strong> was a particularly significant year for the<br />

Institute. It marked the 150 th year birth anniversary of<br />

the Mahatma Gandhi and also the end of the First<br />

Operational Agreement between <strong>UNESCO</strong> and the<br />

Government of India (GOI). I am pleased to share that<br />

negotiations for the Second Operational Agreement<br />

were finalised in <strong>2019</strong> with the GOI, and a request to<br />

increase the annual contribution from USD 2.4 million<br />

to USD 3.5 million was accepted by the Government<br />

for the period 2020-2024.<br />

<strong>2019</strong> also saw the Institute<br />

establish itself as one<br />

of the leading research<br />

centers in developing SEL<br />

competencies for Global<br />

Citizenship, Sustainable<br />

Development and Peace.<br />

I believe the increase in funding is a testament to the<br />

work undertaken by the Institute and the impact it<br />

has made since its operations commenced in 2014. In<br />

addition, the search for a permanent premise for the<br />

Institute reached a conclusion after a five year period.<br />

I am pleased to share that the Ministry of Human<br />

Resources Development (MHRD) under the leadership<br />

of Honourable Minister, Shri Ramesh Pokhriyal<br />

‘Nishank,’ allocated two-acres of land on the campus of<br />

the world-renowned Jawaharlal Nehru University in the<br />

heart of Delhi.<br />

This impact would not have been possible without<br />

the development of MGIEP’s indigenously designed<br />

curriculum development and learning digital platform,<br />

FramerSpace (framerspace.com)<br />

Unlike other learning platforms, FramerSpace allows<br />

teachers and students to develop their own curriculum<br />

and lesson modules. The concept of co-creation,<br />

teacher and student agency has become a reality<br />

with the launch of this platform. The dependency on<br />

external sources for curricula can now finally be broken.<br />

Curriculum that can be easily adapted and revised as<br />

new knowledge comes online.<br />

<strong>2019</strong> also saw the Institute establish itself as one<br />

of the leading research centers in developing SEL<br />

competencies for Global Citizenship, Sustainable<br />

Development and Peace. The Institute’s unique issues<br />

based approach to SEL using the EMC 2 (Empathy,<br />

Mindfulness, Compassion, Critical Inquiry) framework<br />

gained traction with now more than 2,000 students<br />

using the modules and more than 400 teachers trained<br />

in 10 countries. The Institute through its learning<br />

experience and experimentation has identified three<br />

major SEL categories targeted at different learner age<br />

categories ranging from the Primer for grades 1 to 5,<br />

Explorer for grades 6 to 8 and Master for grades 9<br />

to 12. I urge and encourage you to check out these<br />

courses on the FramerSpace platform.<br />

Teacher capacity building is essential for scaling up<br />

digital pedagogies and SEL. This is why the Institute<br />

invested heavily over the past year in reviewing<br />

the existing teacher training material for digital<br />

pedagogies and in listening to teachers. Using<br />

this valuable information, we have initiated the<br />

development of a unique online training manual<br />

on digital pedagogy that is outcome driven. Unlike<br />

many existing teacher training modules, the MGIEP<br />

modules focus on building the skills to undertake<br />

essential and critical online activities. These range<br />

from intelligent web search tools to development of<br />

presentations with hyperlinks to online resources and<br />

development of a curriculum from the basics. We hope<br />

to begin rolling out this course in 2020.<br />

The <strong>2019</strong> Ahinsa lecture held in October at the<br />

<strong>UNESCO</strong> Headquarters in Paris, France, explored the use<br />

of a hologram of a life-sized Gandhi having a discourse<br />

with a panel of distinguished experts. The insights of<br />

Gandhi on education are as relevant today as they<br />

were during his time. Gandhi’s assertion was that skills<br />

and competencies for the workforce should only be<br />

secondary while developing the whole human being for<br />

her / his flourishing must be the key goal of education. It<br />

was a fitting message indeed for <strong>UNESCO</strong> as it starts its<br />

Futures of Education initiative.<br />

Further, the Institute with support from the Government of<br />

Quebec, organised an exploratory workshop to undertake<br />

an International Science and Evidence Based Education<br />

Assessment. I am pleased to report that the Assessment is<br />

now underway and we hope to have preliminary results in<br />

early March 2021. The results will provide the science and<br />

evidence component of the Futures of Education initiative.<br />

Last but not least, our annual TECH conference attracted<br />

well over 1,000 participants with over 45 experts sharing<br />

their experiences, views and insights on topics ranging<br />

from AI in education to gaming and SEL in classrooms.<br />

TECH is beginning to be recognised as the “go to” place<br />

for training on digital pedagogies and SEL. Capacity<br />

building workshops were held over two days, attracting<br />

over 300 teachers. The annual one day policy forum with<br />

invited representatives from Member States started to take<br />

a more formal structure with the agreement to establish<br />

a policy forum group which would work together to share<br />

best experiences, challenges and ways to move forward in<br />

the area of digital pedagogies and SEL.<br />

I am confident that the Institute will scale its impact in<br />

the future and continue to contribute to the SDG 4.7 as it<br />

commences its Second Operational Agreement. I would<br />

like to take this opportunity to extend my gratitude to<br />

the MHRD, Government of India and in particular to the<br />

Honourable Minister Shri Pokhriyal for the continued<br />

support extended to the Institute.


ANNUAL REPORT <strong>2019</strong><br />

Richard Davidson<br />

William James and Vilas Research Professor<br />

of Psychology and Psychiatry and Founder<br />

& Director of the Center for Healthy Minds,<br />

University of Wisconsin-Madison<br />

Aiko Doden<br />

NHK World Senior Editor / Special Affairs<br />

Commentator<br />

Kristian Berg Harpviken<br />

Research Professor, Peace Research Institute<br />

Oslo (PRIO), Norway<br />

Jagmohan Singh Rajput<br />

India’s Representative to Executive Board of<br />

<strong>UNESCO</strong> and Chairperson, Governing Board,<br />

<strong>UNESCO</strong> MGIEP<br />

Peter Rhee<br />

Deputy Managing Director & Corporate<br />

Vice President Chief Relations Office (CRO)<br />

Samsung India Electronics (SIEL)<br />

The unique blend of cutting-edge science and practical<br />

orientation that characterizes MGIEP is more needed than<br />

ever. Still a youngster, MGIEP has established itself as a global<br />

leader in promoting education for sustainable, peaceful<br />

and tolerant societies. Its contributions to renewing are<br />

remarkable, yet there is reason to expect even more in the<br />

years ahead. I am humbled by the achievements of the MGIEP<br />

team, and I feel privileged to be serving on the MGIEP board.<br />

- Kristian Berg Harpviken<br />

MGIEP has made commendable progress in promoting social<br />

and emotional learning through innovative digital pedagogy.<br />

The year <strong>2019</strong> has been especially significant as the 150 th birth<br />

anniversary year of Mahatma Gandhi. Through events like<br />

the ‘First World Youth Conference on Kindness’ in New Delhi<br />

and the Ahinsa Lecture in Paris, MGIEP has worked to reinforce<br />

the values of love and compassion that Gandhi stood for.<br />

And now, as the world faces one of the gravest pandemics<br />

of recent times, there is no denying the importance of these<br />

values in achieving goals of development, peace and well<br />

being. As MGIEP enters into its second term of five years from<br />

2020, the Ministry of Human Resource Development takes<br />

this opportunity to wish the institute every success in its future<br />

endeavours.<br />

- Amit Khare<br />

Sonia Bashir Kabir<br />

Advisor for the Federation of Bangladesh<br />

Chamber of Commerce and Industries (FBCCI)<br />

Founder & Chairman SBK Tech Ventures and<br />

SBK Foundation<br />

Mohan Munasinghe<br />

Former Vice-Chair of Intergovernmental<br />

Panel on Climate Change (IPCC) and<br />

Chairman of the Munasinghe Institute for<br />

Development, Sri Lanka<br />

Sangay Zam<br />

Former Secretary to the Ministry of<br />

Education, Bhutan<br />

Amit Khare (Ex-officio Member)<br />

Secretary, MHRD;<br />

Secretary General, Indian National<br />

Commission for cooperation with <strong>UNESCO</strong><br />

I am impressed with the activities launched successfully by<br />

MGIEP, under the able leadership of the Director, Dr. Anantha<br />

Duraiappah. Our goals and work programme are timely and<br />

relevant. Key activities of the Institute focusing on social and<br />

emotional learning are even more important to bring about<br />

the ethical and community-supportive behaviours needed<br />

to meet the ongoing COVID-19 crisis. Good teamwork will<br />

ensure success. It is my privilege to contribute, through MGIEP,<br />

to prosperity, peace and sustainable development along a<br />

balanced inclusive green growth (BIGG) path.<br />

- Mohan Munasinghe<br />

ASEAN has adopted, in November 2017, the ASEAN<br />

Declaration on Culture of Prevention for a Peaceful, Inclusive,<br />

Resilient, Healthy and Harmonious Society focusing on a<br />

preventive approach and inculcating shared values of peace,<br />

intercultural understanding, inclusiveness and diversity, to<br />

name some. The works of MGIEP, especially through online<br />

platforms targeting youths, are of great importance to<br />

contribute to such efforts not only in ASEAN but around the<br />

globe. I am honored to be part of MGIEP.<br />

- Sriprapha Petcharamesree<br />

Roza Otunbayeva<br />

Former President, Kyrgyzstan<br />

Sriprapha Petcharamesree<br />

Senior lecturer and chair of PhD studies in<br />

Human Rights and Peace Studies at Institute<br />

of Human Rights and Peace Studies, Mahidol<br />

University<br />

N.V. Varghese (Ex-officio Member)<br />

Vice Chancellor, NIEPA<br />

Anantha K. Duraiappah (Secretary to the<br />

Board)<br />

Director, <strong>UNESCO</strong> MGIEP<br />

The world-wide pandemic that we are now facing has<br />

made it abundantly clear that the Institute’s bold vision<br />

of transforming education through social and emotional<br />

learning and through innovative digital pedagogies - is what<br />

will be required to emerge in the post-COVID-19 world as a<br />

stronger, more resilient and sustainable global society. With<br />

every crisis, there is an opportunity and MGIEP’s vision for<br />

transforming education for humanity, will take on higher<br />

precedence on the global agenda. I am proud to be a part of<br />

this movement.<br />

- Peter Rhee<br />

Globally, Academia is focusing on building cognitive strengths<br />

and leveraging technology in tandem. The fact that recent<br />

neuroscience research shows students need to be aware and<br />

emotionally connected before they can learn, gives MGIEP<br />

the opportunity to redefine the traditional education system.<br />

Under the competent leadership of Dr. Anantha Duraiappah,<br />

I am confident MGIEP will not only successfully address<br />

SDG 4.7, but will also bring about a major paradigm shift in<br />

learning protocols, mindfulness, and encourage the practice of<br />

compassion.<br />

- Sonia Bashir Kabir


ANNUAL REPORT <strong>2019</strong><br />

Mission 1:<br />

Building Social and Emotional Skills for<br />

Learners (K-12 school children through<br />

formal education)<br />

Mission 2:<br />

Building Social and Emotional Skills for<br />

Youth and Prevention of Violent<br />

Extremism through Education (PVE-E)<br />

Mission 3:<br />

Building Social and<br />

Emotional Skills<br />

for Educators<br />

Mission 4:<br />

Advancing the Science - Policy Nexus<br />

for Education


ANNUAL REPORT <strong>2019</strong><br />

MISSION<br />

1<br />

BUILDING SOCIAL AND<br />

EMOTIONAL SKILLS FOR<br />

LEARNERS (K-12 SCHOOL<br />

CHILDREN THROUGH FORMAL<br />

EDUCATION)


ANNUAL REPORT <strong>2019</strong><br />

Grand Challenge:<br />

Using evidence<br />

from the science of<br />

learning to enable<br />

1.8 billion young<br />

learners to catalyse<br />

transformative<br />

shifts in how to<br />

learn in the digital<br />

age to be able to live<br />

together peacefully<br />

and sustainably<br />

on a planet under<br />

pressure.<br />

MISSION<br />

ACHIEVED: <strong>2019</strong><br />

AREAS OF<br />

INTEREST AND<br />

CROSS-SECTORAL<br />

COLLABORATIONS<br />

INITIATIVES/<br />

PROJECTS<br />

Mainstream Social and Emotional Skills in<br />

education systems by building capacities<br />

of 5,000 Master Trainers across Member<br />

States by 2025<br />

Conducted pilots in 10 Member States, training 2,000 learners<br />

TECHNOLOGY<br />

Ed-Tech: Selfpaced,<br />

immersive,<br />

multimodal<br />

Industry partners<br />

Global<br />

Citizenship<br />

Curriculum<br />

DICE<br />

DIGITISATION<br />

Maturity of<br />

e-schools<br />

MyDream<br />

Project<br />

ON-LINE LEARNING<br />

Digital skills<br />

Capacity building<br />

Games for<br />

Learning<br />

INTELLIGENT DIGITAL<br />

LEARNING PLATFORM<br />

Adoption of MGIEP’s<br />

Digital platform by Member<br />

States<br />

FramerSpace


ANNUAL REPORT <strong>2019</strong><br />

APPROACH<br />

Cognitive neuroscience<br />

research has shown that a<br />

significant part of our learning<br />

occurs due to a neurobiological<br />

process called ‘neuroplasticity’,<br />

which is the capacity of the<br />

brain to rewire in response<br />

to the environment. Scientific<br />

research also establishes<br />

that since no two brains are<br />

identical, learning needs to<br />

‘individualised’ as much as<br />

possible.<br />

It is in light of these findings that<br />

<strong>UNESCO</strong> MGIEP has designed its<br />

approach for learners. The Institute works<br />

on the premise that education needs<br />

to include the learning of skills through<br />

which individuals recognize and regulate<br />

emotions, identify a positive purpose,<br />

demonstrate empathy for others, and<br />

take constructive action to promote<br />

human flourishing.


ANNUAL REPORT <strong>2019</strong><br />

KEY INITIATIVES<br />

& OUTPUTS<br />

DICE: DIGITAL<br />

CULTURAL EXCHANGE<br />

In <strong>2019</strong>, DICE was implemented in 6 countries for 900<br />

children. Further, 165 teachers in 7 countries were<br />

trained in the dialogic approach.<br />

GLOBAL<br />

CITIZENSHIP<br />

DICE is <strong>UNESCO</strong> MGIEP’s digital<br />

cultural exchange project that connects<br />

students (between the ages of 12-15)<br />

and teachers across the world and<br />

facilitates engagement between them<br />

on issues of global importance related<br />

to peace and sustainable development.<br />

The project is designed to promote<br />

peer-to-peer dialogue based learning<br />

as an alternative pedagogical tool<br />

at the school level. By fostering<br />

collaborative learning and facilitating<br />

interactions amongst a culturally<br />

diverse group of learners, DICE helps<br />

build key social and emotional learning<br />

skills amongst students.<br />

The ‘Global Citizenship’ curriculum<br />

aims to achieve the goal of sustainable<br />

and peaceful societies as outlined in<br />

SDG 4.7 through a digital curriculum<br />

on Global Citizenship Education, with a<br />

focus on development of key SEL skills.<br />

The curriculum has been specifically<br />

designed for adolescents in the age<br />

group of 12-14 years, understanding<br />

the neuroscience and psychology<br />

of how an adolescent brain learns.<br />

Further, the course adopts Freire’s<br />

“problem-posing” approach in the<br />

classroom, which allows learning to<br />

be driven by the learner’s inquiry and<br />

guided through everyday words that<br />

have a direct connection to students’<br />

lives. The curriculum comprises five<br />

modules and integrates the following<br />

five pedagogies: 1) storytelling; 2)<br />

gamification; 3) inquiry; 4) reflection;<br />

and 5) dialogue to create a multisensory,<br />

rewarding, interactive, and engaging<br />

learning experience.<br />

o In <strong>2019</strong>, the curriculum was developed and implemented<br />

on the Institute’s indigenously developed learning platform,<br />

FramerSpace, in three countries (Bhutan, South Africa and<br />

India) for 750 students.<br />

o Further, 230+ teachers from seven countries (Afghanistan,<br />

Bangladesh, Bhutan, India, Maldives, Sri Lanka and South<br />

Africa) were trained to guide students to undertake the<br />

GC course


GAMES<br />

FOR LEARNING<br />

Increasingly, studies indicate the strong<br />

pedagogical properties games have<br />

for learning. The use of games for<br />

teaching mathematics, sciences and<br />

the humanities is becoming part of the<br />

educational landscape. In parallel, there<br />

has been a surge in game development<br />

for teaching social and emotional learning<br />

skills. Further, games are being used in<br />

assessments and evaluation of student<br />

learning. <strong>UNESCO</strong> MGIEP, through its<br />

Games for Learning project seeks to<br />

embed social and emotional learning skills<br />

in learners (13+) through digital games in<br />

formal and informal education systems, in<br />

order to achieve the UN SDG 4.7.<br />

• In <strong>2019</strong>, the Institute designed a digital SEL curriculum for its<br />

indigenously developed game, World Rescue. Additionally, SEL<br />

Learning Modules were designed for four existing “commercialoff-the-shelf”<br />

games, titled Bury Me My Love, Gris, This War Of<br />

Mine And Florence, all of which are available on FramerSpace.<br />

• Teachers from 8 universities in 6 countries (India, Bangladesh,<br />

Bhutan, Nepal, Sri Lanka and Japan) were trained to implement<br />

and pilot test Cantor’s World, a game designed to educate<br />

teachers and learners about the Inclusive Wealth Index.<br />

• In collaboration with the Communication and Information<br />

and Education sectors of <strong>UNESCO</strong>, the Permanent Delegation<br />

of Finland, the Ministry of Human Resource Development,<br />

Government of India and its key technology partners, Samsung,<br />

India and Hatch Entertainment Global, the Institute set up<br />

a Gaming Zone at the 40 th <strong>2019</strong> <strong>UNESCO</strong> General Conference<br />

in Paris, France for 11 days. This initiative was a part of<br />

Media Information Literacy and Digital Gaming side event<br />

at the General Conference and saw attendance and hands on<br />

experience by over 200 participants.<br />

• At the 40 th <strong>2019</strong> <strong>UNESCO</strong> General Conference, the Draft<br />

Guidelines for Digital Learning Applications were launched by<br />

the Minister of Human Resource Development, Government of<br />

India, Shri Ramesh Pokhriyal ‘Nishank’. The Draft Guidelines<br />

were developed to identify digital learning experiences that<br />

would support and assist developers, designers, students,<br />

teachers, parents and administrators—in their efforts to<br />

develop or select high-quality, credible, and appropriate gaming<br />

and digital learning applications.<br />

ANNUAL REPORT <strong>2019</strong><br />

MYDREAM PROJECT<br />

In response to the Ministry of Human Resource<br />

Development, Government of India’s request<br />

to reduce stress and depression among young<br />

learners, in 2018, <strong>UNESCO</strong> MGIEP designed<br />

a two year research pilot to use project based<br />

and social emotional leaning interventions,<br />

facilitated by digital pedagogies. This project<br />

was conducted in collaboration with a unique<br />

network of over 500 residential, regional<br />

government schools for grades 6-12. Further,<br />

Samsung India provided the technology<br />

and funding through a grant to support the<br />

study. A final report assessing whether these<br />

interventions significantly achieved reduction<br />

of curriculum stress and improved learning<br />

outcomes will be made available at the end of<br />

the two year pilot, in 2020.


ANNUAL REPORT <strong>2019</strong><br />

MISSION<br />

2<br />

BUILDING SOCIAL AND<br />

EMOTIONAL SKILLS FOR<br />

YOUTH AND PREVENTION OF<br />

VIOLENT EXTREMISM THROUGH<br />

EDUCATION (PVE-E)


ANNUAL REPORT <strong>2019</strong><br />

Grand Challenge:<br />

In recent years,<br />

the world has been<br />

facing the rise of<br />

intolerance, hate,<br />

and extremism<br />

– and, these<br />

attacks cut across<br />

religions, race,<br />

politics and other<br />

social or economic<br />

demographics. The<br />

youth needs critical<br />

solutions and<br />

coping mechanisms<br />

to address such<br />

grave issues.<br />

MISSION<br />

ACHIEVED: <strong>2019</strong><br />

AREAS OF<br />

INTEREST AND<br />

CROSS-SECTORAL<br />

COLLABORATIONS<br />

INITIATIVES/<br />

PROJECTS<br />

Build Social and Emotional skills in 10,000<br />

youth in 27 Member States by 2025<br />

1,000+ Youth trained in SEL in 27 Member States; 7,300+<br />

#KindnessMatters stories from 120+ countries collected;<br />

PVE-E whole community approach implemented in 4<br />

Member States<br />

Informal Education;<br />

Youth and<br />

Community led<br />

initiatives<br />

#YouthWaging<br />

Peace<br />

YESPEace<br />

Curated Online and<br />

face to face dialogue<br />

between youth and<br />

experts<br />

TAG e<br />

World Youth<br />

Conference<br />

#KindnessMatters<br />

Tertiary Education,<br />

Partnership<br />

Life University<br />

QUALITY; EDTECH<br />

Digital SEL++<br />

curriculum<br />

FUNDING<br />

Governments and<br />

sector wise support<br />

Capacity<br />

Building<br />

workshops


ANNUAL REPORT <strong>2019</strong><br />

APPROACH<br />

Research reveals that humans<br />

are both kind and generous<br />

as a species. Accumulating<br />

evidence now supports the<br />

hypothesis that the roots<br />

of kindness are embedded<br />

in biological evolution and<br />

prosocial behavior or actions<br />

that benefit others have been<br />

reported not only in humans<br />

but in other species as well.<br />

The evolutionary basis for<br />

cooperation, compassion and<br />

kindness is predicated on<br />

reciprocity.<br />

Neuroscience research investigating<br />

primary reasons for engaging in pro<br />

social behavior indicates deliberate or<br />

intentional acts of kindness, including<br />

acting generously not only activates<br />

“reward circuits” in the brain but also<br />

offers the promise of happier societies<br />

and human flourishing.<br />

<strong>UNESCO</strong> MGIEP firmly believes the youth<br />

are capable agents of change, social<br />

transformation, peace and sustainable<br />

development. The <strong>UNESCO</strong> MGIEP Youth<br />

Programme in <strong>2019</strong> worked towards<br />

amplifying youth voices by providing them<br />

with a global platform and by empowering<br />

youth through training in SEL skills to effect<br />

behavioral change.


ANNUAL REPORT <strong>2019</strong><br />

KEY INITIATIVES<br />

& OUTPUTS<br />

• In <strong>2019</strong>, the YESPeace network<br />

(focused on building partnerships<br />

to equip youth with SEL skills<br />

through campaigns, policy dialogues<br />

and capacity-building dialogues),<br />

developed a comprehensive<br />

online SEL course for youth. The<br />

Institute entered into a partnership<br />

agreement with the Life University<br />

Center for Compassion, Integrity<br />

and Secular Ethics (USA) to adapt<br />

the Compassionate Integrity Training<br />

(CIT) course for FramerSpace. A<br />

training of trainers was conducted<br />

through a 3-day workshop for 60<br />

youth organisation representatives<br />

from 27 countries on CIT on Social<br />

and Emotional skills.<br />

• The Institute launched the<br />

#KindnessMatters global campaign<br />

that aims to mobilise young<br />

people to carry out transformative<br />

acts of kindness to tackle the SDGs<br />

and create a positive culture of<br />

kindness. In <strong>2019</strong>, more than 7,300<br />

stories from 120+ countries were<br />

collected of youth undertaking<br />

courageous and transformative acts<br />

of kindness to achieve the SDGs<br />

• In partnership with O.P.<br />

Jindal and Darshan Samiti, the<br />

first World Youth Conference<br />

on Kindness for the SDGs was<br />

organised in New Delhi, India, on the<br />

theme of ‘Vasudhaiva Kutumbakam:<br />

Gandhi for the Contemporary World’.<br />

The Conference celebrated the 150 th<br />

birth anniversary of Mahatma Gandhi<br />

and was held from August 20 – 23,<br />

<strong>2019</strong>, seeing over 1,000 youth in<br />

attendance.<br />

• The #YouthWagingPeace project<br />

aims to build capacities of youth<br />

(particularly in the Asia-Pacific region)<br />

to implement Prevention of Violent<br />

Extremism through education (PVE-E)<br />

activities in their respective countries.<br />

Through the #YouthWagingPeace<br />

project, in <strong>2019</strong>, 200+ youth leaders<br />

were trained from 35+ countries.<br />

The Whole Community Approach to<br />

PVE-E was implemented in Canada<br />

through The Centre for Prevention of<br />

Radicalization Leading to Violence<br />

(CPRLV); Sri Lanka (with Sri Lanka<br />

Unites NGO); India (youth-led); and<br />

Jordan/MENA Region (ActionAid<br />

Arab Region).<br />

The Institute launched the<br />

#KindnessMatters global<br />

campaign that aims to mobilise<br />

young people to carry out<br />

transformative acts of kindness<br />

to tackle the SDGs and create<br />

a positive culture of kindness.<br />

In <strong>2019</strong>, more than 7,300 stories<br />

from 120+ countries were<br />

collected of youth undertaking<br />

courageous and transformative<br />

acts of kindness to achieve the<br />

SDGs.


ANNUAL REPORT <strong>2019</strong><br />

MISSION<br />

3<br />

BUILDING SOCIAL AND<br />

EMOTIONAL SKILLS<br />

FOR EDUCATORS


ANNUAL REPORT <strong>2019</strong><br />

Grand Challenge:<br />

MISSION<br />

Provide learning opportunities to develop<br />

foundation, intermediate and advanced<br />

digital skills for 500 21 st Century teachers<br />

Build capacity<br />

and equip both inservice<br />

and new<br />

teachers on the<br />

usage of digital<br />

resources as a key<br />

learning tool in the<br />

education systems<br />

of Member States<br />

ACHIEVED: <strong>2019</strong><br />

AREAS OF<br />

INTEREST AND<br />

CROSS-SECTORAL<br />

COLLABORATIONS<br />

Trained 400 teachers as Digital Instructional Designers<br />

Curricula / Skills sets<br />

Research and<br />

development<br />

Regional associations<br />

and networks<br />

IMPLEMENTATION<br />

PARTNERS<br />

Strengthening Digital<br />

Ecosystems<br />

Institutional<br />

Development<br />

Intelligent Digital<br />

Learning Platform<br />

TECHNOLOGY TO<br />

NETWORK<br />

21 st<br />

Century<br />

Teacher Training<br />

Curriculum<br />

Programmes<br />

for Digital<br />

Instruction for<br />

teachers<br />

Intelligent<br />

Global Hub<br />

for Digital<br />

Pedagogies<br />

FramerSpace<br />

INITIATIVES/<br />

PROJECTS


ANNUAL REPORT <strong>2019</strong><br />

APPROACH<br />

Teachers are increasingly<br />

expected to employ integrated<br />

technology practices in their<br />

classrooms to help students<br />

learn better. Furthermore,<br />

teachers act as planners,<br />

initiators, climate builders,<br />

facilitators and guides, and<br />

are central to interpreting and<br />

implementing any curriculum.<br />

Investing in teacher training<br />

and development becomes<br />

imperative.<br />

In <strong>2019</strong>, MGIEP worked on projects<br />

to integrate digital dimensions to<br />

educational materials to impart<br />

effective teacher training experiences.<br />

The Institute’s aim is to prepare<br />

teachers for the 21 st century and<br />

to provide a precursor to facilitate<br />

meaningful change towards integrated<br />

digital education media (techbook),<br />

which allow interactive and<br />

multisensory learning.


ANNUAL REPORT <strong>2019</strong><br />

KEY INITIATIVES<br />

& OUTPUTS<br />

• Launched ”Rethinking<br />

Pedagogy: Exploring the potential<br />

of Technology in Achieving<br />

Quality Education” at the <strong>2019</strong><br />

40 th <strong>UNESCO</strong> General Conference<br />

in Paris, France. Based on the<br />

literature review, mapping of digital<br />

education resources in circulation,<br />

and examples of implementation<br />

of digital education initiatives from<br />

around the world, this report aims to<br />

provide insights that would help lead<br />

to the wise, innovative and ethical use<br />

of digital technology in education as<br />

a new dimension in achieving SDG<br />

4 — inclusive and equitable quality<br />

education and lifelong learning<br />

opportunities for all. The report can<br />

be accessed at<br />

https://mgiep.unesco.org<br />

• <strong>UNESCO</strong> MGIEP provided<br />

thought leadership in helping<br />

to set up and bring together<br />

stakeholders for the Intelligent Global<br />

Hub for Digital Pedagogies (IGHDP)<br />

under its strategic collaboration with<br />

the State Government of Andhra<br />

Pradesh. IGHDP seeks to create a<br />

global research driven ecosystem to<br />

build quality education technology<br />

learning resources that can contribute<br />

to mainstreaming SEL in education<br />

systems. The Government of Andhra<br />

Pradesh allocated land and agreed<br />

to a grant of USD 40 million for the<br />

creation of this Hub by passing a<br />

legislative Act.<br />

• In line with its 21 st Century<br />

Teacher Training initiative, a<br />

teacher training curriculum is being<br />

designed to prepare educators<br />

for 21 st century digital skills and<br />

enable them to integrate digital<br />

technologies for new age classrooms.<br />

As part of the this initiative, 200 hours<br />

of digital teaching learning modules<br />

will be available by December<br />

2020 on FramerSpace. The State<br />

Government of Andhra Pradesh<br />

in India has agreed to make this<br />

curriculum mandatory for its Bachelor<br />

of Education course.


ANNUAL REPORT <strong>2019</strong><br />

MISSION<br />

4<br />

ADVANCING SCIENCE-POLICY<br />

NEXUS FOR EDUCATION


Grand Challenge:<br />

Existing education<br />

systems do not<br />

take into account<br />

the whole brain<br />

approach to<br />

learning that allows<br />

for the emotional<br />

and intellectual<br />

brain to be trained<br />

for deeper learning.<br />

Educational policies<br />

need to emphasize<br />

on the critical need<br />

to include training<br />

of the emotional<br />

as well as the<br />

intellectual brain.<br />

MISSION<br />

ACHIEVED: <strong>2019</strong><br />

AREAS OF<br />

INTEREST AND<br />

CROSS-SECTORAL<br />

COLLABORATIONS<br />

INITIATIVES/<br />

PROJECTS<br />

Ensure that education policy based on<br />

evidence from the science of learning<br />

becomes the bedrock of designing learning<br />

experiences in 3 Member States<br />

In process of negotiation with several Member States to<br />

incorporate digital pedagogies for SEL in<br />

mainstream education.<br />

SEL Frameworks<br />

and Policy Guidance<br />

through evidence<br />

based science<br />

ISEEA<br />

Regional associations<br />

and networks<br />

TECH<br />

Distinguished<br />

Lecturess<br />

Building communities<br />

and outreach<br />

Governments and<br />

Sector-wide support<br />

FramerSpace<br />

ANNUAL REPORT <strong>2019</strong><br />

Research and Foresight<br />

Institute<br />

Publications


ANNUAL REPORT <strong>2019</strong><br />

APPROACH<br />

As the intellectual agency<br />

of the United Nations,<br />

<strong>UNESCO</strong> champions a<br />

humanistic vision of<br />

education – a principle<br />

captured in SDG 4.7<br />

The Institute plays an<br />

important advisory<br />

role to Member States<br />

by formulating policy<br />

recommendations and<br />

actions emanating<br />

from our project-based<br />

interventions and<br />

research.<br />

<strong>UNESCO</strong> MGIEP believes that if the<br />

world has to achieve the SDGs by<br />

2030, then a drastic shift is required<br />

in our approach to global issues. This<br />

transformation can only come about<br />

with a new kind of education, one that<br />

is rooted in critical inquiry, compassion,<br />

mindfulness and emotional well-being<br />

of individuals.


ANNUAL REPORT <strong>2019</strong><br />

KEY INITIATIVES<br />

& OUTPUTS<br />

As a Category 1 research<br />

institute focusing on education<br />

for peace and sustainable<br />

development, MGIEP<br />

contributes to redefining the<br />

purpose of education through<br />

the review and assessment<br />

of education policy and<br />

practice in the context of<br />

SDG 4.7 implementation. The<br />

Institute coordinates with<br />

Member States for policy<br />

recommendations based<br />

on research and reviews to<br />

advance progress on SDG 4.7.<br />

Key Initiatives include (1) ISEEA<br />

(2) Rethinking Learning: A<br />

review of Social and Emotional<br />

Learning for Education<br />

Systems (3) Outreach events<br />

(4) FramerSpace (5) Institute<br />

Publications<br />

• Rethinking Learning: A review<br />

of Social and Emotional Learning<br />

for Education Systems MGIEP<br />

conducted an assessment of the state<br />

of SEL frameworks to provide the latest<br />

scientifically credible insights in order<br />

to support the explicit addition of SEL<br />

in school curricula. The proliferation<br />

of SEL frameworks required a critical<br />

science and evidence-based review of<br />

the literature as SEL frameworks are<br />

increasingly being adopted by Member<br />

States within their education systems.<br />

Towards this, MGIEP completed the SEL<br />

Thematic Review in December <strong>2019</strong>.<br />

The publication will be launched on<br />

Nelson Mandela Day, 2020.<br />

• ISEEA: <strong>UNESCO</strong> MGIEP contributes to<br />

<strong>UNESCO</strong>’s Future of Education initiative,<br />

launched at the UN General Assembly<br />

in October <strong>2019</strong>, by undertaking a<br />

scientifically robust and evidence-based<br />

assessment that can inform education<br />

policy at all levels. The International<br />

Science and Evidence based Education<br />

Assessment (ISEEA) held its first drafting<br />

meeting with 30 scientists from 15<br />

countries in September <strong>2019</strong> in Quebec.<br />

The assessment is expected to be<br />

released at the 2021 <strong>UNESCO</strong> General<br />

Conference.<br />

• TECH: The Institute organised its flagship<br />

annual event, titled the Transforming<br />

Education Conference for Humanity (TECH)<br />

with the State Government of Andhra<br />

Pradesh and MHRD, GOI. The international<br />

conference on digital pedagogies was held<br />

in Visakhapatnam City, State of Andhra<br />

Pradesh, India and has over the years made<br />

its mark as a digital content rich, pedagogy<br />

driven conference that brings together over<br />

1,000 educators, students, policy makers,<br />

researchers from 50 different countries to<br />

share research and best practices.<br />

• FramerSpace: <strong>UNESCO</strong> MGIEP’s<br />

indigenously developed intelligent digital<br />

platform, FramerSpace, enables creation of<br />

innovative digital pedagogies that promote<br />

SEL and empower the youth. FramerSpace<br />

is an AI-powered digital platform that helps<br />

draw learnings from tasks that Artificial<br />

Intelligence does well, to ‘HOW’ to teach<br />

& consequently learn. It helps Curriculum<br />

Designers, Policymakers, Content Developers,<br />

Teachers, and Students rethink how<br />

knowledge and intelligence can be imparted<br />

in the 21 st century. FramerSpace was launched<br />

as an Open-source platform in November<br />

<strong>2019</strong> at the AI & Blockchain Developer<br />

Summit in Malta. The platform was rolled out<br />

as a pilot in 12 countries and currently has<br />

more than 4,000 registered users. Further,<br />

the platform is General Data Protection<br />

Regulation (GDPR) and Children’s Online<br />

Privacy Protection Rule (COPPA) compliant.<br />

The Institute is now in advanced stages of<br />

negotiating the adoption of FramerSpace as<br />

the National Digital Learning Platform with<br />

several Member States.


ANNUAL REPORT <strong>2019</strong><br />

• Academic Publications and Policy Briefs:<br />

<strong>UNESCO</strong> MGIEP publishes policy briefs<br />

to present a concise summary or relevant<br />

research interventions to assist researchers,<br />

policy makers and educators in making<br />

informed decisions about education policies<br />

and practice.<br />

• In <strong>2019</strong>, two Policy Briefs were<br />

published, including:<br />

o Rethinking Schooling for the 21 st century:<br />

Analysing how far the ideals of SDG 4.7 are<br />

embodied in policies and curricula across<br />

22 Asian countries, this study establishes<br />

benchmarks against which future progress can be<br />

assessed. It also argues forcefully that we must<br />

redefine the purposes of schooling, addressing<br />

the fundamental challenges to efforts to promote<br />

peace, sustainability and global citizenship<br />

through education.<br />

o #YouthWagingPeace: Youth should take<br />

centre on PVE-E: Based on <strong>UNESCO</strong> MGIEP’s<br />

#YouthWagingPeace (2017), an entirely youthled<br />

guide on Prevention of Violent Extremism<br />

through Education (PVE-E), built on uncensored<br />

voices and reflections of global youth on<br />

PVE-E, the Policy Brief on #YouthWagingPeace<br />

comprises a set of actionable guidelines for<br />

policymakers and other key stakeholders.<br />

• Further, four peer reviewed publications<br />

were released, including:<br />

-Sen and Freire Re-examined. A. Gupta, N.C. Singh<br />

and A.K. Duraiappah (<strong>2019</strong>). Education for Humanity ,<br />

edited by Carlos Torres, published by Springer<br />

-Libre-Nourish the Brain So the Future Can Flourish,<br />

R. Rautela and N.C Singh (<strong>2019</strong>). Childhood Education,<br />

95:5 34-43<br />

-Games-based Socio-Emotional Skills Assessment:<br />

A comparison across three cultures Irava, V.Pathak,<br />

A., DeRosier, M. and Singh, N.C., (<strong>2019</strong>) Journal of<br />

Education Technology Systems Vol. 48(1), 51071, <strong>2019</strong><br />

-On the design of a youth led, issue-based,<br />

crowdsourced Global Monitoring Framework for the<br />

SDGs, Mohanty S.P., Ramaswamy, R., Duraiappah, A.k.,<br />

(219). Sustainability (accepted)<br />

• Distinguished Lectures: <strong>UNESCO</strong><br />

MGIEP invites leading intellectuals and<br />

policymakers as part of its Distinguished &<br />

Ahinsa Lectures Series to spark discussions<br />

about how transformative education can<br />

contribute to a peaceful and sustainable<br />

future, inclusive spaces and global citizens.<br />

In <strong>2019</strong>, <strong>UNESCO</strong> MGIEP organised a<br />

Distinguished Lecture in New Delhi, India and<br />

an Ahinsa dialogue in Paris, France.<br />

o In <strong>UNESCO</strong> MGIEP’s ninth Distinguished<br />

Lecture held at The Auditorium, India<br />

International Centre, New Delhi, India,<br />

Dr. Kimberly Schonert-Reichl, Applied<br />

Developmental Psychologist and a Professor in<br />

the Human Development, Learning, and Culture<br />

area in the Department of Educational and<br />

Counselling Psychology, and Special Education<br />

in the Faculty of Education at the University of<br />

British Columbia (UBC), discussed how children’s<br />

social and emotional well-being can be cultivated<br />

through evidence-based programs and practical<br />

approaches. The lecture was attended by almost<br />

two-hundred participants, including teachers,<br />

educators, students / researchers and academics<br />

of early childhood education, practitioners<br />

of social and emotional learning (SEL) and<br />

psychologists, amongst others.<br />

o In celebration of the 150 th birth anniversary<br />

of Mahatma Gandhi, the Institute organised<br />

a unique intervention by creating a life size<br />

hologram of Gandhi at <strong>UNESCO</strong> Headquarters,<br />

Paris, France on October 1, <strong>2019</strong>. The hologram<br />

conducted conversation with scientists and policy<br />

makers and engaged in a dialogue on what<br />

constitutes true education, the role of teachers,<br />

and how education should be made relevant<br />

and fun. Gandhi’s hologram exchanged views<br />

with Gregoire Borst, Professor of Developmental<br />

Psychology and Cognitive Neuroscience of<br />

Education, CNRS and Vera El Khoury Lacoeuilhe,<br />

Member of Advisory Board of <strong>UNESCO</strong> MGIEP’s<br />

TECH <strong>2019</strong>. Anantha Duraiappah, Director,<br />

<strong>UNESCO</strong> MGIEP, moderated the discussion<br />

about the importance of Gandhi’s philosophy<br />

of education for human flourishing. The event<br />

attracted various stakeholders, including<br />

youth, educators, academics, policy-makers,<br />

and delegates from several member states of<br />

<strong>UNESCO</strong>. The talk was livestreamed and saw<br />

participation by over 10,000 viewers.<br />

• The Blue DOT: THE Blue DOT features<br />

articles showcasing <strong>UNESCO</strong> MGIEP’s<br />

activities and areas of interest. The magazine’s<br />

overarching theme is the relationship<br />

between education, peace, sustainable<br />

development and global citizenship. THE Blue<br />

DOT’s role is to engage with readers on these<br />

issues in a fun and interactive manner. The<br />

magazine is designed to address audiences<br />

across generations and walks of life, thereby<br />

taking the discourse on education for<br />

peace, sustainable development and global<br />

citizenship beyond academia, civil society<br />

organisations and governments, to the actual<br />

stakeholders. THE Blue DOT is published<br />

biannually and the e-publications are available<br />

for download / reading:<br />

https://mgiep.unesco.org/the-bluedot<br />

- In <strong>2019</strong>, the tenth issue of the publication<br />

was released officially at the first World Youth<br />

Conference on Kindness for the SDGs by the<br />

President of India, Shri Ram Nath Kovind. The<br />

tenth issue focused on Social and Emotional<br />

Learning and included expert perspectives<br />

and youth voices on SEL and the importance of<br />

introducing these skills in our education systems.<br />

- The year also saw the launch of Issue Eleven,<br />

focused on the power of Kindness – as the<br />

force that will help us achieve the Sustainable<br />

Development Goals.


ANNUAL REPORT <strong>2019</strong><br />

REVENUE<br />

EXPENSE<br />

18%<br />

C<br />

4%<br />

D<br />

E<br />

11%<br />

Revenues by sources<br />

A<br />

Voluntary contributions- Government of India<br />

11.31%<br />

C<br />

Cost Element Wise Cash<br />

Expenditure Utilisation<br />

B<br />

Voluntary contributions- Others<br />

A<br />

Programme<br />

10%<br />

B<br />

A<br />

C<br />

D<br />

In kind contribution<br />

Other revenues<br />

B<br />

A<br />

53.93%<br />

B<br />

C<br />

Staffing<br />

Support<br />

E<br />

<strong>UNESCO</strong> financial allocation<br />

34.76%<br />

58%<br />

The main financial contributors to the Institute over<br />

the years have been the Government of India and<br />

<strong>UNESCO</strong>. In <strong>2019</strong>, the primary contributor to the Institute<br />

was the Government of India, providing 58% of the total<br />

revenue. Additionally, the Institute received voluntary and<br />

In-kind contributions, representing 28%<br />

of the total revenue.<br />

During the year, the Institute also received contributions<br />

from <strong>UNESCO</strong>, representing 11%<br />

of the total revenue.<br />

Further, in <strong>2019</strong>, the Institute received the last tranche (i.e.<br />

balance contribution under the First Operational<br />

Agreement) from the Government of India, which was<br />

only 56% of regular yearly contribution. This resulted in an<br />

overall decrease in revenue by 30% as against 2018 result.<br />

During the year, the Institute<br />

also received contributions<br />

from <strong>UNESCO</strong>, representing<br />

11% of the total revenue.<br />

Total expenditure increased by<br />

3% compared to the year 2018.<br />

This was mainly on account of<br />

an increase in employee benefit<br />

expenses as additional employees<br />

were appointed during the year<br />

<strong>2019</strong>.


ANNUAL REPORT <strong>2019</strong><br />

GOVERNMENTS<br />

• Ministry of Human Resource Development, Government of India<br />

• Ministry of Culture, Government of India<br />

• Ministry of Youth Affairs and Sport, Government of India<br />

• The Department of Foreign Affairs and Trade, Government of Australia<br />

• State Government of Sikkim, India<br />

• State Government of Andhra Pradesh, India<br />

• The Government of Quebec<br />

CONTENT & KNOWLEDGE PARTNERS<br />

• ThinQ<br />

• Hatch Games<br />

• Lagori games<br />

• School Skies<br />

• Learning Curve<br />

• Makers Empire<br />

• Chimple<br />

• BiBox Labs<br />

• Leadership for Equity<br />

• AIMXCEL Innovative Solutions<br />

• Happy Adda Kettle Mind<br />

• Neet Prep<br />

• Learner.In<br />

• Life University<br />

• CCISE<br />

• GITAM<br />

• LAPsyDE<br />

• Center for Healthy Minds<br />

• iThrive<br />

• Games for Change<br />

• Pi Jam Foundation<br />

• LXL Ideas<br />

• Anisha Global School<br />

• Gandhi Smriti and Darshan Samiti<br />

TECHNOLOGY PARTNERS<br />

• Headai<br />

• Touchdown Gurus<br />

• Digital Legends<br />

• Rapyder<br />

• Amazon Web Services<br />

• Samsung India Pvt. Ltd<br />

CORPORATES<br />

• Grant Thornton India<br />

• Microsoft India Pvt Ltd<br />

• HP India Pvt Ltd<br />

• Dell India Pvt Ltd<br />

• Adobe India Pvt Ltd<br />

FOUNDATIONS<br />

• Engagement Global gGmbH<br />

• SEAMEO RECSAM (South East Asian Ministers of<br />

Education Organisation Regional Centre for Education in Science and Mathematics)<br />

• Orkids Foundation<br />

YOUTH ORGANISATIONS<br />

• Activate Change Drivers<br />

• Africa Unite<br />

• Jaago Foundation<br />

• Standing Together to Enable Peace (STEP)<br />

• Untouched World New Zealand<br />

• Vijana Assembly<br />

• Free the Mind<br />

• Africa Unite<br />

• Pravaah<br />

• Commutiny Youth Collectiive<br />

• Centre for Prevention of Radicalization Leading to Violence<br />

• ActionAid Arab Region<br />

• Words Heal The World<br />

UNIVERSITIES<br />

• Rhodes University<br />

• Nagoya University Japan<br />

• Life University<br />

• OP Jindal University<br />

• Rubika India University<br />

• University of British Columbia<br />

• University of Wisconsin<br />

• University of Montreal Quebec


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