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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

REPORT 2019

ANNUAL

REPORT

2019-20

TRANSFORMING

21 ST CENTURY

LEARNING

SPACES


Mission Driven

Impact:

Mainstreaming Social

and

Emotional Learning in

Education Systems

2019

2,000+ learners trained in

SEL in 10 countries.

400+ teachers trained

in SEL in 10+ countries.

7,300+ Kindness Stories in

120+ countries.

4 events - close to 3,000

participants.

10 publications launched.

4,000 users on

FramerSpace, UNESCO

MGIEP’s indigenous

learning platform.


CONTENTS:

1. About

a. Manifesto

b. Introduction - Institute

c. An Evidence Based Approach

d. Vision

e. Mission

2. Director’s Message

3. Governing Board Members (2019-2023)

4. Messages from the Governing Board Members

5 UNESCO MGIEP’s Missions & Key Outputs

a. Building Social and Emotional Skills for Learners (K-12

school children through formal education)

b. Building Social and Emotional Skills for

Youth and Prevention of Violent Extremism through

Education (PVE-E)

c. Building Social and Emotional Skills for Educators

d. Advancing the Science-Policy nexus for Education

5 Financials

6 Partners


ANNUAL REPORT 2019

“We believe that learning to build

peaceful and sustainable societies

across the world should be fun,

curiosity driven, and relevant to

each learner for her/his human

flourishing

– An education for humanity.

We believe that we are a center of research excellence

developing disruptive innovative tools and methodologies

to transform education to meet global challenges common

to humanity.

We are persistent in innovating new pedagogies that are

dynamic and continuously assessed with a specific focus on

digital pedagogies.

We recognise that curriculum and pedagogy need to be dynamic

and rooted in robust scientific evidence. We thus believe

in providing a platform for deep collaboration across

multiple disciplines to innovate in ways others cannot.

We are willing to take risks because without risk we do not

learn.”


ANNUAL REPORT 2019

The UNESCO Mahatma Gandhi Institute

of Education for Peace and Sustainable

Development (MGIEP) is UNESCO’s first and

only Category I Institute in the Asia-Pacific that

contributes to the United Nations (UN) Sustainable

Development Goals (SDGs), specifically Goal

4, Target 7, focusing on peace and sustainable

development through education. The Institute

operates on a global mandate (with specific

focus on the Asia-Pacific region) and develops

programmes that promote social and emotional

learning (SEL), innovate digital pedagogies and

empower the youth.

SDG 4.7 by 2030 ensure all learners acquire knowledge and skills

needed to promote sustainable developement, including among

others through education for sustainable development and

sustainable lifestyles, human rights, gender equality, promotion

of a culture of peace and non violence, global citizenship, and

appreciation of cultural diversity and of culture’s contribution

to sustainable development

AN EVIDENCE

BASED APPROACH

UNESCO MGIEP embraces the power

of technology to provide analytics and

responsive Artificial

Intelligence (AI) based digital pedagogies

Based on research from the neuroscience of

learning, the Institute envisions new education

systems that employ a ‘whole brain approach to

education’ by focusing on building intellectual and

emotional intelligence in learners, to equip them

to build more peaceful and sustainable societies.

UNESCO MGIEP’s SEL interventions draw

on the science of learning and aim to build

intellectual and emotional intelligence among

learners through innovative pedagogies.

Recent advances in neuroscience research

have demonstrated that human well-being

requires a ‘whole brain’ approach, that is, the

two parts of the human brain (the rational

and the emotional) need to be trained and

nurtured to ensure all round development of

human beings. Based on this understanding,

UNESCO MGIEP has developed a framework

that builds four competencies in learners,

including ‘Empathy’, ‘Mindfulness’, ‘Critical

Inquiry’, and ‘Compassion’ (EMC 2 ). The

Framework forms the basis of the various

projects undertaken at the Institute. Further,

UNESCO MGIEP embraces the power

of technology to provide analytics and

responsive Artificial Intelligence (AI) based

digital pedagogies that are personalised,

relevant, learner-driven, and transformative.


ANNUAL REPORT 2019

AN EVIDENCE

BASED APPROACH

In order to build peaceful and

sustainable societies, learning

experiences need to be

designed in a manner that they

promote behavioural change, building

both intellectual and emotional

intelligence of learners. The seat of all

learning is the ‘brain’. Modern brain

imaging techniques have transformed

our understanding of the brain function

and demonstrated the contribution that

biological factors have on learning. The

most important findings from research

in cognitive neuroscience and the

study of human behavior include the

following:

• Both intellectual and emotional

intelligence influence human learning.

• All learning happens because of

a neurobiological process called

“neuroplasticity,” which is the capacity

of the brain to change, at the levels

of both structure and function, in

response to change in the cognitive

environment.

• No two human brains are identical;

each brain is unique, and learning

should optimally be “personalised”

for each learner. Education curricula

should be aligned with this knowledge

of the human brain and learning,

and must celebrate the needs and

interests of individual learners rather

than be focused on a single curricular

framework or instructional method.

VISION

Transforming Education For Humanity

Building Emotional Learning

for Education 2030

MISSION

The Institute works towards mainstreaming social and emotional learning in education

systems to achieve behavioral change among learners, thus contributing to the

development of peaceful and sustainable societies, in line with the SDG 4.7. UNESCO

MGIEP’s Four Key Missions include:

1. Building Social and Emotional Skills for Learners (K-12 school

children through formal education)

2. Building Social and Emotional Skills for Youth and Prevention

of Violent Extremism through Education (PVE-E)

3. Building Social and Emotional Skills for Educators

4. Advancing the Science-Policy nexus for Education


ANNUAL REPORT 2019

Building global citizens

by mainstreaming

Social and

Building Emotional global citizens Learning

by mainstreaming

(SEL)

Social and

Emotional Learning

(SEL)

MISSION 1:

Building SEL

for Learners

MISSION 2:

Building SEL for

Youth and PVE-E

- Global Citizenship

- YESPeace

MISSION 1:

MISSION 2:

MISSION 3:

- DICE

- #YouthWagingPeace

Write Building SEL Building SEL for

- Games for Learning

- TAG e Building SEL

for Learners - MyDream Project Youth and PVE-E- World Youth Conference for Educators

- #KindnessMattersforSDGs

- Global Citizenship

DICE

- Games for Learning

MyDream Project

- 21st Century teacher

training

- Intelligent Global Hub

MISSION 3:

Building SEL

for Educators

MISSION 4:

Advancing the

Science-Policy nexus

for Education

- 21 st Century teacher

training MISSION 4: - ISEAA

- Intelligent Global Advancing Hub the - TECH

for Digital Pedagogies Science-Policy nexus - Research Publications

- Rethinking Pedagogy: for Education & policy briefs

Exploring the potential - Distinguished lectures

of technology in

achieving quality

education

- YESPeace

- ISEAA

- #YouthWagingPeace

- TECH

- TAG e .

for Digital Pedagogies - Research Publications

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

- #KindnessMattersforSDGs

- Distinguished lectures

Exploring the potential

of technology in

achieving quality

education

UNESCO MGIEP’S EMC 2 framework I FramerSpace - Digital Learning Platform


ANNUAL REPORT 2019

The concept of

co-creation, teacher

and student agency

has become a reality

with the launch of

this platform.

2019 was a particularly significant year for the

Institute. It marked the 150 th year birth anniversary of

the Mahatma Gandhi and also the end of the First

Operational Agreement between UNESCO and the

Government of India (GOI). I am pleased to share that

negotiations for the Second Operational Agreement

were finalised in 2019 with the GOI, and a request to

increase the annual contribution from USD 2.4 million

to USD 3.5 million was accepted by the Government

for the period 2020-2024.

2019 also saw the Institute

establish itself as one

of the leading research

centers in developing SEL

competencies for Global

Citizenship, Sustainable

Development and Peace.

I believe the increase in funding is a testament to the

work undertaken by the Institute and the impact it

has made since its operations commenced in 2014. In

addition, the search for a permanent premise for the

Institute reached a conclusion after a five year period.

I am pleased to share that the Ministry of Human

Resources Development (MHRD) under the leadership

of Honourable Minister, Shri Ramesh Pokhriyal

‘Nishank,’ allocated two-acres of land on the campus of

the world-renowned Jawaharlal Nehru University in the

heart of Delhi.

This impact would not have been possible without

the development of MGIEP’s indigenously designed

curriculum development and learning digital platform,

FramerSpace (framerspace.com)

Unlike other learning platforms, FramerSpace allows

teachers and students to develop their own curriculum

and lesson modules. The concept of co-creation,

teacher and student agency has become a reality

with the launch of this platform. The dependency on

external sources for curricula can now finally be broken.

Curriculum that can be easily adapted and revised as

new knowledge comes online.

2019 also saw the Institute establish itself as one

of the leading research centers in developing SEL

competencies for Global Citizenship, Sustainable

Development and Peace. The Institute’s unique issues

based approach to SEL using the EMC 2 (Empathy,

Mindfulness, Compassion, Critical Inquiry) framework

gained traction with now more than 2,000 students

using the modules and more than 400 teachers trained

in 10 countries. The Institute through its learning

experience and experimentation has identified three

major SEL categories targeted at different learner age

categories ranging from the Primer for grades 1 to 5,

Explorer for grades 6 to 8 and Master for grades 9

to 12. I urge and encourage you to check out these

courses on the FramerSpace platform.

Teacher capacity building is essential for scaling up

digital pedagogies and SEL. This is why the Institute

invested heavily over the past year in reviewing

the existing teacher training material for digital

pedagogies and in listening to teachers. Using

this valuable information, we have initiated the

development of a unique online training manual

on digital pedagogy that is outcome driven. Unlike

many existing teacher training modules, the MGIEP

modules focus on building the skills to undertake

essential and critical online activities. These range

from intelligent web search tools to development of

presentations with hyperlinks to online resources and

development of a curriculum from the basics. We hope

to begin rolling out this course in 2020.

The 2019 Ahinsa lecture held in October at the

UNESCO Headquarters in Paris, France, explored the use

of a hologram of a life-sized Gandhi having a discourse

with a panel of distinguished experts. The insights of

Gandhi on education are as relevant today as they

were during his time. Gandhi’s assertion was that skills

and competencies for the workforce should only be

secondary while developing the whole human being for

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

was a fitting message indeed for UNESCO as it starts its

Futures of Education initiative.

Further, the Institute with support from the Government of

Quebec, organised an exploratory workshop to undertake

an International Science and Evidence Based Education

Assessment. I am pleased to report that the Assessment is

now underway and we hope to have preliminary results in

early March 2021. The results will provide the science and

evidence component of the Futures of Education initiative.

Last but not least, our annual TECH conference attracted

well over 1,000 participants with over 45 experts sharing

their experiences, views and insights on topics ranging

from AI in education to gaming and SEL in classrooms.

TECH is beginning to be recognised as the “go to” place

for training on digital pedagogies and SEL. Capacity

building workshops were held over two days, attracting

over 300 teachers. The annual one day policy forum with

invited representatives from Member States started to take

a more formal structure with the agreement to establish

a policy forum group which would work together to share

best experiences, challenges and ways to move forward in

the area of digital pedagogies and SEL.

I am confident that the Institute will scale its impact in

the future and continue to contribute to the SDG 4.7 as it

commences its Second Operational Agreement. I would

like to take this opportunity to extend my gratitude to

the MHRD, Government of India and in particular to the

Honourable Minister Shri Pokhriyal for the continued

support extended to the Institute.


ANNUAL REPORT 2019

Richard Davidson

William James and Vilas Research Professor

of Psychology and Psychiatry and Founder

& Director of the Center for Healthy Minds,

University of Wisconsin-Madison

Aiko Doden

NHK World Senior Editor / Special Affairs

Commentator

Kristian Berg Harpviken

Research Professor, Peace Research Institute

Oslo (PRIO), Norway

Jagmohan Singh Rajput

India’s Representative to Executive Board of

UNESCO and Chairperson, Governing Board,

UNESCO MGIEP

Peter Rhee

Deputy Managing Director & Corporate

Vice President Chief Relations Office (CRO)

Samsung India Electronics (SIEL)

The unique blend of cutting-edge science and practical

orientation that characterizes MGIEP is more needed than

ever. Still a youngster, MGIEP has established itself as a global

leader in promoting education for sustainable, peaceful

and tolerant societies. Its contributions to renewing are

remarkable, yet there is reason to expect even more in the

years ahead. I am humbled by the achievements of the MGIEP

team, and I feel privileged to be serving on the MGIEP board.

- Kristian Berg Harpviken

MGIEP has made commendable progress in promoting social

and emotional learning through innovative digital pedagogy.

The year 2019 has been especially significant as the 150 th birth

anniversary year of Mahatma Gandhi. Through events like

the ‘First World Youth Conference on Kindness’ in New Delhi

and the Ahinsa Lecture in Paris, MGIEP has worked to reinforce

the values of love and compassion that Gandhi stood for.

And now, as the world faces one of the gravest pandemics

of recent times, there is no denying the importance of these

values in achieving goals of development, peace and well

being. As MGIEP enters into its second term of five years from

2020, the Ministry of Human Resource Development takes

this opportunity to wish the institute every success in its future

endeavours.

- Amit Khare

Sonia Bashir Kabir

Advisor for the Federation of Bangladesh

Chamber of Commerce and Industries (FBCCI)

Founder & Chairman SBK Tech Ventures and

SBK Foundation

Mohan Munasinghe

Former Vice-Chair of Intergovernmental

Panel on Climate Change (IPCC) and

Chairman of the Munasinghe Institute for

Development, Sri Lanka

Sangay Zam

Former Secretary to the Ministry of

Education, Bhutan

Amit Khare (Ex-officio Member)

Secretary, MHRD;

Secretary General, Indian National

Commission for cooperation with UNESCO

I am impressed with the activities launched successfully by

MGIEP, under the able leadership of the Director, Dr. Anantha

Duraiappah. Our goals and work programme are timely and

relevant. Key activities of the Institute focusing on social and

emotional learning are even more important to bring about

the ethical and community-supportive behaviours needed

to meet the ongoing COVID-19 crisis. Good teamwork will

ensure success. It is my privilege to contribute, through MGIEP,

to prosperity, peace and sustainable development along a

balanced inclusive green growth (BIGG) path.

- Mohan Munasinghe

ASEAN has adopted, in November 2017, the ASEAN

Declaration on Culture of Prevention for a Peaceful, Inclusive,

Resilient, Healthy and Harmonious Society focusing on a

preventive approach and inculcating shared values of peace,

intercultural understanding, inclusiveness and diversity, to

name some. The works of MGIEP, especially through online

platforms targeting youths, are of great importance to

contribute to such efforts not only in ASEAN but around the

globe. I am honored to be part of MGIEP.

- Sriprapha Petcharamesree

Roza Otunbayeva

Former President, Kyrgyzstan

Sriprapha Petcharamesree

Senior lecturer and chair of PhD studies in

Human Rights and Peace Studies at Institute

of Human Rights and Peace Studies, Mahidol

University

N.V. Varghese (Ex-officio Member)

Vice Chancellor, NIEPA

Anantha K. Duraiappah (Secretary to the

Board)

Director, UNESCO MGIEP

The world-wide pandemic that we are now facing has

made it abundantly clear that the Institute’s bold vision

of transforming education through social and emotional

learning and through innovative digital pedagogies - is what

will be required to emerge in the post-COVID-19 world as a

stronger, more resilient and sustainable global society. With

every crisis, there is an opportunity and MGIEP’s vision for

transforming education for humanity, will take on higher

precedence on the global agenda. I am proud to be a part of

this movement.

- Peter Rhee

Globally, Academia is focusing on building cognitive strengths

and leveraging technology in tandem. The fact that recent

neuroscience research shows students need to be aware and

emotionally connected before they can learn, gives MGIEP

the opportunity to redefine the traditional education system.

Under the competent leadership of Dr. Anantha Duraiappah,

I am confident MGIEP will not only successfully address

SDG 4.7, but will also bring about a major paradigm shift in

learning protocols, mindfulness, and encourage the practice of

compassion.

- Sonia Bashir Kabir


ANNUAL REPORT 2019

Mission 1:

Building Social and Emotional Skills for

Learners (K-12 school children through

formal education)

Mission 2:

Building Social and Emotional Skills for

Youth and Prevention of Violent

Extremism through Education (PVE-E)

Mission 3:

Building Social and

Emotional Skills

for Educators

Mission 4:

Advancing the Science - Policy Nexus

for Education


ANNUAL REPORT 2019

MISSION

1

BUILDING SOCIAL AND

EMOTIONAL SKILLS FOR

LEARNERS (K-12 SCHOOL

CHILDREN THROUGH FORMAL

EDUCATION)


ANNUAL REPORT 2019

Grand Challenge:

Using evidence

from the science of

learning to enable

1.8 billion young

learners to catalyse

transformative

shifts in how to

learn in the digital

age to be able to live

together peacefully

and sustainably

on a planet under

pressure.

MISSION

ACHIEVED: 2019

AREAS OF

INTEREST AND

CROSS-SECTORAL

COLLABORATIONS

INITIATIVES/

PROJECTS

Mainstream Social and Emotional Skills in

education systems by building capacities

of 5,000 Master Trainers across Member

States by 2025

Conducted pilots in 10 Member States, training 2,000 learners

TECHNOLOGY

Ed-Tech: Selfpaced,

immersive,

multimodal

Industry partners

Global

Citizenship

Curriculum

DICE

DIGITISATION

Maturity of

e-schools

MyDream

Project

ON-LINE LEARNING

Digital skills

Capacity building

Games for

Learning

INTELLIGENT DIGITAL

LEARNING PLATFORM

Adoption of MGIEP’s

Digital platform by Member

States

FramerSpace


ANNUAL REPORT 2019

APPROACH

Cognitive neuroscience

research has shown that a

significant part of our learning

occurs due to a neurobiological

process called ‘neuroplasticity’,

which is the capacity of the

brain to rewire in response

to the environment. Scientific

research also establishes

that since no two brains are

identical, learning needs to

‘individualised’ as much as

possible.

It is in light of these findings that

UNESCO MGIEP has designed its

approach for learners. The Institute works

on the premise that education needs

to include the learning of skills through

which individuals recognize and regulate

emotions, identify a positive purpose,

demonstrate empathy for others, and

take constructive action to promote

human flourishing.


ANNUAL REPORT 2019

KEY INITIATIVES

& OUTPUTS

DICE: DIGITAL

CULTURAL EXCHANGE

In 2019, DICE was implemented in 6 countries for 900

children. Further, 165 teachers in 7 countries were

trained in the dialogic approach.

GLOBAL

CITIZENSHIP

DICE is UNESCO MGIEP’s digital

cultural exchange project that connects

students (between the ages of 12-15)

and teachers across the world and

facilitates engagement between them

on issues of global importance related

to peace and sustainable development.

The project is designed to promote

peer-to-peer dialogue based learning

as an alternative pedagogical tool

at the school level. By fostering

collaborative learning and facilitating

interactions amongst a culturally

diverse group of learners, DICE helps

build key social and emotional learning

skills amongst students.

The ‘Global Citizenship’ curriculum

aims to achieve the goal of sustainable

and peaceful societies as outlined in

SDG 4.7 through a digital curriculum

on Global Citizenship Education, with a

focus on development of key SEL skills.

The curriculum has been specifically

designed for adolescents in the age

group of 12-14 years, understanding

the neuroscience and psychology

of how an adolescent brain learns.

Further, the course adopts Freire’s

“problem-posing” approach in the

classroom, which allows learning to

be driven by the learner’s inquiry and

guided through everyday words that

have a direct connection to students’

lives. The curriculum comprises five

modules and integrates the following

five pedagogies: 1) storytelling; 2)

gamification; 3) inquiry; 4) reflection;

and 5) dialogue to create a multisensory,

rewarding, interactive, and engaging

learning experience.

o In 2019, the curriculum was developed and implemented

on the Institute’s indigenously developed learning platform,

FramerSpace, in three countries (Bhutan, South Africa and

India) for 750 students.

o Further, 230+ teachers from seven countries (Afghanistan,

Bangladesh, Bhutan, India, Maldives, Sri Lanka and South

Africa) were trained to guide students to undertake the

GC course


GAMES

FOR LEARNING

Increasingly, studies indicate the strong

pedagogical properties games have

for learning. The use of games for

teaching mathematics, sciences and

the humanities is becoming part of the

educational landscape. In parallel, there

has been a surge in game development

for teaching social and emotional learning

skills. Further, games are being used in

assessments and evaluation of student

learning. UNESCO MGIEP, through its

Games for Learning project seeks to

embed social and emotional learning skills

in learners (13+) through digital games in

formal and informal education systems, in

order to achieve the UN SDG 4.7.

• In 2019, the Institute designed a digital SEL curriculum for its

indigenously developed game, World Rescue. Additionally, SEL

Learning Modules were designed for four existing “commercialoff-the-shelf”

games, titled Bury Me My Love, Gris, This War Of

Mine And Florence, all of which are available on FramerSpace.

• Teachers from 8 universities in 6 countries (India, Bangladesh,

Bhutan, Nepal, Sri Lanka and Japan) were trained to implement

and pilot test Cantor’s World, a game designed to educate

teachers and learners about the Inclusive Wealth Index.

• In collaboration with the Communication and Information

and Education sectors of UNESCO, the Permanent Delegation

of Finland, the Ministry of Human Resource Development,

Government of India and its key technology partners, Samsung,

India and Hatch Entertainment Global, the Institute set up

a Gaming Zone at the 40 th 2019 UNESCO General Conference

in Paris, France for 11 days. This initiative was a part of

Media Information Literacy and Digital Gaming side event

at the General Conference and saw attendance and hands on

experience by over 200 participants.

• At the 40 th 2019 UNESCO General Conference, the Draft

Guidelines for Digital Learning Applications were launched by

the Minister of Human Resource Development, Government of

India, Shri Ramesh Pokhriyal ‘Nishank’. The Draft Guidelines

were developed to identify digital learning experiences that

would support and assist developers, designers, students,

teachers, parents and administrators—in their efforts to

develop or select high-quality, credible, and appropriate gaming

and digital learning applications.

ANNUAL REPORT 2019

MYDREAM PROJECT

In response to the Ministry of Human Resource

Development, Government of India’s request

to reduce stress and depression among young

learners, in 2018, UNESCO MGIEP designed

a two year research pilot to use project based

and social emotional leaning interventions,

facilitated by digital pedagogies. This project

was conducted in collaboration with a unique

network of over 500 residential, regional

government schools for grades 6-12. Further,

Samsung India provided the technology

and funding through a grant to support the

study. A final report assessing whether these

interventions significantly achieved reduction

of curriculum stress and improved learning

outcomes will be made available at the end of

the two year pilot, in 2020.


ANNUAL REPORT 2019

MISSION

2

BUILDING SOCIAL AND

EMOTIONAL SKILLS FOR

YOUTH AND PREVENTION OF

VIOLENT EXTREMISM THROUGH

EDUCATION (PVE-E)


ANNUAL REPORT 2019

Grand Challenge:

In recent years,

the world has been

facing the rise of

intolerance, hate,

and extremism

– and, these

attacks cut across

religions, race,

politics and other

social or economic

demographics. The

youth needs critical

solutions and

coping mechanisms

to address such

grave issues.

MISSION

ACHIEVED: 2019

AREAS OF

INTEREST AND

CROSS-SECTORAL

COLLABORATIONS

INITIATIVES/

PROJECTS

Build Social and Emotional skills in 10,000

youth in 27 Member States by 2025

1,000+ Youth trained in SEL in 27 Member States; 7,300+

#KindnessMatters stories from 120+ countries collected;

PVE-E whole community approach implemented in 4

Member States

Informal Education;

Youth and

Community led

initiatives

#YouthWaging

Peace

YESPEace

Curated Online and

face to face dialogue

between youth and

experts

TAG e

World Youth

Conference

#KindnessMatters

Tertiary Education,

Partnership

Life University

QUALITY; EDTECH

Digital SEL++

curriculum

FUNDING

Governments and

sector wise support

Capacity

Building

workshops


ANNUAL REPORT 2019

APPROACH

Research reveals that humans

are both kind and generous

as a species. Accumulating

evidence now supports the

hypothesis that the roots

of kindness are embedded

in biological evolution and

prosocial behavior or actions

that benefit others have been

reported not only in humans

but in other species as well.

The evolutionary basis for

cooperation, compassion and

kindness is predicated on

reciprocity.

Neuroscience research investigating

primary reasons for engaging in pro

social behavior indicates deliberate or

intentional acts of kindness, including

acting generously not only activates

“reward circuits” in the brain but also

offers the promise of happier societies

and human flourishing.

UNESCO MGIEP firmly believes the youth

are capable agents of change, social

transformation, peace and sustainable

development. The UNESCO MGIEP Youth

Programme in 2019 worked towards

amplifying youth voices by providing them

with a global platform and by empowering

youth through training in SEL skills to effect

behavioral change.


ANNUAL REPORT 2019

KEY INITIATIVES

& OUTPUTS

• In 2019, the YESPeace network

(focused on building partnerships

to equip youth with SEL skills

through campaigns, policy dialogues

and capacity-building dialogues),

developed a comprehensive

online SEL course for youth. The

Institute entered into a partnership

agreement with the Life University

Center for Compassion, Integrity

and Secular Ethics (USA) to adapt

the Compassionate Integrity Training

(CIT) course for FramerSpace. A

training of trainers was conducted

through a 3-day workshop for 60

youth organisation representatives

from 27 countries on CIT on Social

and Emotional skills.

• The Institute launched the

#KindnessMatters global campaign

that aims to mobilise young

people to carry out transformative

acts of kindness to tackle the SDGs

and create a positive culture of

kindness. In 2019, more than 7,300

stories from 120+ countries were

collected of youth undertaking

courageous and transformative acts

of kindness to achieve the SDGs

• In partnership with O.P.

Jindal and Darshan Samiti, the

first World Youth Conference

on Kindness for the SDGs was

organised in New Delhi, India, on the

theme of ‘Vasudhaiva Kutumbakam:

Gandhi for the Contemporary World’.

The Conference celebrated the 150 th

birth anniversary of Mahatma Gandhi

and was held from August 20 – 23,

2019, seeing over 1,000 youth in

attendance.

• The #YouthWagingPeace project

aims to build capacities of youth

(particularly in the Asia-Pacific region)

to implement Prevention of Violent

Extremism through education (PVE-E)

activities in their respective countries.

Through the #YouthWagingPeace

project, in 2019, 200+ youth leaders

were trained from 35+ countries.

The Whole Community Approach to

PVE-E was implemented in Canada

through The Centre for Prevention of

Radicalization Leading to Violence

(CPRLV); Sri Lanka (with Sri Lanka

Unites NGO); India (youth-led); and

Jordan/MENA Region (ActionAid

Arab Region).

The Institute launched the

#KindnessMatters global

campaign that aims to mobilise

young people to carry out

transformative acts of kindness

to tackle the SDGs and create

a positive culture of kindness.

In 2019, more than 7,300 stories

from 120+ countries were

collected of youth undertaking

courageous and transformative

acts of kindness to achieve the

SDGs.


ANNUAL REPORT 2019

MISSION

3

BUILDING SOCIAL AND

EMOTIONAL SKILLS

FOR EDUCATORS


ANNUAL REPORT 2019

Grand Challenge:

MISSION

Provide learning opportunities to develop

foundation, intermediate and advanced

digital skills for 500 21 st Century teachers

Build capacity

and equip both inservice

and new

teachers on the

usage of digital

resources as a key

learning tool in the

education systems

of Member States

ACHIEVED: 2019

AREAS OF

INTEREST AND

CROSS-SECTORAL

COLLABORATIONS

Trained 400 teachers as Digital Instructional Designers

Curricula / Skills sets

Research and

development

Regional associations

and networks

IMPLEMENTATION

PARTNERS

Strengthening Digital

Ecosystems

Institutional

Development

Intelligent Digital

Learning Platform

TECHNOLOGY TO

NETWORK

21 st

Century

Teacher Training

Curriculum

Programmes

for Digital

Instruction for

teachers

Intelligent

Global Hub

for Digital

Pedagogies

FramerSpace

INITIATIVES/

PROJECTS


ANNUAL REPORT 2019

APPROACH

Teachers are increasingly

expected to employ integrated

technology practices in their

classrooms to help students

learn better. Furthermore,

teachers act as planners,

initiators, climate builders,

facilitators and guides, and

are central to interpreting and

implementing any curriculum.

Investing in teacher training

and development becomes

imperative.

In 2019, MGIEP worked on projects

to integrate digital dimensions to

educational materials to impart

effective teacher training experiences.

The Institute’s aim is to prepare

teachers for the 21 st century and

to provide a precursor to facilitate

meaningful change towards integrated

digital education media (techbook),

which allow interactive and

multisensory learning.


ANNUAL REPORT 2019

KEY INITIATIVES

& OUTPUTS

• Launched ”Rethinking

Pedagogy: Exploring the potential

of Technology in Achieving

Quality Education” at the 2019

40 th UNESCO General Conference

in Paris, France. Based on the

literature review, mapping of digital

education resources in circulation,

and examples of implementation

of digital education initiatives from

around the world, this report aims to

provide insights that would help lead

to the wise, innovative and ethical use

of digital technology in education as

a new dimension in achieving SDG

4 — inclusive and equitable quality

education and lifelong learning

opportunities for all. The report can

be accessed at

https://mgiep.unesco.org

UNESCO MGIEP provided

thought leadership in helping

to set up and bring together

stakeholders for the Intelligent Global

Hub for Digital Pedagogies (IGHDP)

under its strategic collaboration with

the State Government of Andhra

Pradesh. IGHDP seeks to create a

global research driven ecosystem to

build quality education technology

learning resources that can contribute

to mainstreaming SEL in education

systems. The Government of Andhra

Pradesh allocated land and agreed

to a grant of USD 40 million for the

creation of this Hub by passing a

legislative Act.

• In line with its 21 st Century

Teacher Training initiative, a

teacher training curriculum is being

designed to prepare educators

for 21 st century digital skills and

enable them to integrate digital

technologies for new age classrooms.

As part of the this initiative, 200 hours

of digital teaching learning modules

will be available by December

2020 on FramerSpace. The State

Government of Andhra Pradesh

in India has agreed to make this

curriculum mandatory for its Bachelor

of Education course.


ANNUAL REPORT 2019

MISSION

4

ADVANCING SCIENCE-POLICY

NEXUS FOR EDUCATION


Grand Challenge:

Existing education

systems do not

take into account

the whole brain

approach to

learning that allows

for the emotional

and intellectual

brain to be trained

for deeper learning.

Educational policies

need to emphasize

on the critical need

to include training

of the emotional

as well as the

intellectual brain.

MISSION

ACHIEVED: 2019

AREAS OF

INTEREST AND

CROSS-SECTORAL

COLLABORATIONS

INITIATIVES/

PROJECTS

Ensure that education policy based on

evidence from the science of learning

becomes the bedrock of designing learning

experiences in 3 Member States

In process of negotiation with several Member States to

incorporate digital pedagogies for SEL in

mainstream education.

SEL Frameworks

and Policy Guidance

through evidence

based science

ISEEA

Regional associations

and networks

TECH

Distinguished

Lecturess

Building communities

and outreach

Governments and

Sector-wide support

FramerSpace

ANNUAL REPORT 2019

Research and Foresight

Institute

Publications


ANNUAL REPORT 2019

APPROACH

As the intellectual agency

of the United Nations,

UNESCO champions a

humanistic vision of

education – a principle

captured in SDG 4.7

The Institute plays an

important advisory

role to Member States

by formulating policy

recommendations and

actions emanating

from our project-based

interventions and

research.

UNESCO MGIEP believes that if the

world has to achieve the SDGs by

2030, then a drastic shift is required

in our approach to global issues. This

transformation can only come about

with a new kind of education, one that

is rooted in critical inquiry, compassion,

mindfulness and emotional well-being

of individuals.


ANNUAL REPORT 2019

KEY INITIATIVES

& OUTPUTS

As a Category 1 research

institute focusing on education

for peace and sustainable

development, MGIEP

contributes to redefining the

purpose of education through

the review and assessment

of education policy and

practice in the context of

SDG 4.7 implementation. The

Institute coordinates with

Member States for policy

recommendations based

on research and reviews to

advance progress on SDG 4.7.

Key Initiatives include (1) ISEEA

(2) Rethinking Learning: A

review of Social and Emotional

Learning for Education

Systems (3) Outreach events

(4) FramerSpace (5) Institute

Publications

• Rethinking Learning: A review

of Social and Emotional Learning

for Education Systems MGIEP

conducted an assessment of the state

of SEL frameworks to provide the latest

scientifically credible insights in order

to support the explicit addition of SEL

in school curricula. The proliferation

of SEL frameworks required a critical

science and evidence-based review of

the literature as SEL frameworks are

increasingly being adopted by Member

States within their education systems.

Towards this, MGIEP completed the SEL

Thematic Review in December 2019.

The publication will be launched on

Nelson Mandela Day, 2020.

• ISEEA: UNESCO MGIEP contributes to

UNESCO’s Future of Education initiative,

launched at the UN General Assembly

in October 2019, by undertaking a

scientifically robust and evidence-based

assessment that can inform education

policy at all levels. The International

Science and Evidence based Education

Assessment (ISEEA) held its first drafting

meeting with 30 scientists from 15

countries in September 2019 in Quebec.

The assessment is expected to be

released at the 2021 UNESCO General

Conference.

• TECH: The Institute organised its flagship

annual event, titled the Transforming

Education Conference for Humanity (TECH)

with the State Government of Andhra

Pradesh and MHRD, GOI. The international

conference on digital pedagogies was held

in Visakhapatnam City, State of Andhra

Pradesh, India and has over the years made

its mark as a digital content rich, pedagogy

driven conference that brings together over

1,000 educators, students, policy makers,

researchers from 50 different countries to

share research and best practices.

• FramerSpace: UNESCO MGIEP’s

indigenously developed intelligent digital

platform, FramerSpace, enables creation of

innovative digital pedagogies that promote

SEL and empower the youth. FramerSpace

is an AI-powered digital platform that helps

draw learnings from tasks that Artificial

Intelligence does well, to ‘HOW’ to teach

& consequently learn. It helps Curriculum

Designers, Policymakers, Content Developers,

Teachers, and Students rethink how

knowledge and intelligence can be imparted

in the 21 st century. FramerSpace was launched

as an Open-source platform in November

2019 at the AI & Blockchain Developer

Summit in Malta. The platform was rolled out

as a pilot in 12 countries and currently has

more than 4,000 registered users. Further,

the platform is General Data Protection

Regulation (GDPR) and Children’s Online

Privacy Protection Rule (COPPA) compliant.

The Institute is now in advanced stages of

negotiating the adoption of FramerSpace as

the National Digital Learning Platform with

several Member States.


ANNUAL REPORT 2019

• Academic Publications and Policy Briefs:

UNESCO MGIEP publishes policy briefs

to present a concise summary or relevant

research interventions to assist researchers,

policy makers and educators in making

informed decisions about education policies

and practice.

• In 2019, two Policy Briefs were

published, including:

o Rethinking Schooling for the 21 st century:

Analysing how far the ideals of SDG 4.7 are

embodied in policies and curricula across

22 Asian countries, this study establishes

benchmarks against which future progress can be

assessed. It also argues forcefully that we must

redefine the purposes of schooling, addressing

the fundamental challenges to efforts to promote

peace, sustainability and global citizenship

through education.

o #YouthWagingPeace: Youth should take

centre on PVE-E: Based on UNESCO MGIEP’s

#YouthWagingPeace (2017), an entirely youthled

guide on Prevention of Violent Extremism

through Education (PVE-E), built on uncensored

voices and reflections of global youth on

PVE-E, the Policy Brief on #YouthWagingPeace

comprises a set of actionable guidelines for

policymakers and other key stakeholders.

• Further, four peer reviewed publications

were released, including:

-Sen and Freire Re-examined. A. Gupta, N.C. Singh

and A.K. Duraiappah (2019). Education for Humanity ,

edited by Carlos Torres, published by Springer

-Libre-Nourish the Brain So the Future Can Flourish,

R. Rautela and N.C Singh (2019). Childhood Education,

95:5 34-43

-Games-based Socio-Emotional Skills Assessment:

A comparison across three cultures Irava, V.Pathak,

A., DeRosier, M. and Singh, N.C., (2019) Journal of

Education Technology Systems Vol. 48(1), 51071, 2019

-On the design of a youth led, issue-based,

crowdsourced Global Monitoring Framework for the

SDGs, Mohanty S.P., Ramaswamy, R., Duraiappah, A.k.,

(219). Sustainability (accepted)

• Distinguished Lectures: UNESCO

MGIEP invites leading intellectuals and

policymakers as part of its Distinguished &

Ahinsa Lectures Series to spark discussions

about how transformative education can

contribute to a peaceful and sustainable

future, inclusive spaces and global citizens.

In 2019, UNESCO MGIEP organised a

Distinguished Lecture in New Delhi, India and

an Ahinsa dialogue in Paris, France.

o In UNESCO MGIEP’s ninth Distinguished

Lecture held at The Auditorium, India

International Centre, New Delhi, India,

Dr. Kimberly Schonert-Reichl, Applied

Developmental Psychologist and a Professor in

the Human Development, Learning, and Culture

area in the Department of Educational and

Counselling Psychology, and Special Education

in the Faculty of Education at the University of

British Columbia (UBC), discussed how children’s

social and emotional well-being can be cultivated

through evidence-based programs and practical

approaches. The lecture was attended by almost

two-hundred participants, including teachers,

educators, students / researchers and academics

of early childhood education, practitioners

of social and emotional learning (SEL) and

psychologists, amongst others.

o In celebration of the 150 th birth anniversary

of Mahatma Gandhi, the Institute organised

a unique intervention by creating a life size

hologram of Gandhi at UNESCO Headquarters,

Paris, France on October 1, 2019. The hologram

conducted conversation with scientists and policy

makers and engaged in a dialogue on what

constitutes true education, the role of teachers,

and how education should be made relevant

and fun. Gandhi’s hologram exchanged views

with Gregoire Borst, Professor of Developmental

Psychology and Cognitive Neuroscience of

Education, CNRS and Vera El Khoury Lacoeuilhe,

Member of Advisory Board of UNESCO MGIEP’s

TECH 2019. Anantha Duraiappah, Director,

UNESCO MGIEP, moderated the discussion

about the importance of Gandhi’s philosophy

of education for human flourishing. The event

attracted various stakeholders, including

youth, educators, academics, policy-makers,

and delegates from several member states of

UNESCO. The talk was livestreamed and saw

participation by over 10,000 viewers.

• The Blue DOT: THE Blue DOT features

articles showcasing UNESCO MGIEP’s

activities and areas of interest. The magazine’s

overarching theme is the relationship

between education, peace, sustainable

development and global citizenship. THE Blue

DOT’s role is to engage with readers on these

issues in a fun and interactive manner. The

magazine is designed to address audiences

across generations and walks of life, thereby

taking the discourse on education for

peace, sustainable development and global

citizenship beyond academia, civil society

organisations and governments, to the actual

stakeholders. THE Blue DOT is published

biannually and the e-publications are available

for download / reading:

https://mgiep.unesco.org/the-bluedot

- In 2019, the tenth issue of the publication

was released officially at the first World Youth

Conference on Kindness for the SDGs by the

President of India, Shri Ram Nath Kovind. The

tenth issue focused on Social and Emotional

Learning and included expert perspectives

and youth voices on SEL and the importance of

introducing these skills in our education systems.

- The year also saw the launch of Issue Eleven,

focused on the power of Kindness – as the

force that will help us achieve the Sustainable

Development Goals.


ANNUAL REPORT 2019

REVENUE

EXPENSE

18%

C

4%

D

E

11%

Revenues by sources

A

Voluntary contributions- Government of India

11.31%

C

Cost Element Wise Cash

Expenditure Utilisation

B

Voluntary contributions- Others

A

Programme

10%

B

A

C

D

In kind contribution

Other revenues

B

A

53.93%

B

C

Staffing

Support

E

UNESCO financial allocation

34.76%

58%

The main financial contributors to the Institute over

the years have been the Government of India and

UNESCO. In 2019, the primary contributor to the Institute

was the Government of India, providing 58% of the total

revenue. Additionally, the Institute received voluntary and

In-kind contributions, representing 28%

of the total revenue.

During the year, the Institute also received contributions

from UNESCO, representing 11%

of the total revenue.

Further, in 2019, the Institute received the last tranche (i.e.

balance contribution under the First Operational

Agreement) from the Government of India, which was

only 56% of regular yearly contribution. This resulted in an

overall decrease in revenue by 30% as against 2018 result.

During the year, the Institute

also received contributions

from UNESCO, representing

11% of the total revenue.

Total expenditure increased by

3% compared to the year 2018.

This was mainly on account of

an increase in employee benefit

expenses as additional employees

were appointed during the year

2019.


ANNUAL REPORT 2019

GOVERNMENTS

• Ministry of Human Resource Development, Government of India

• Ministry of Culture, Government of India

• Ministry of Youth Affairs and Sport, Government of India

• The Department of Foreign Affairs and Trade, Government of Australia

• State Government of Sikkim, India

• State Government of Andhra Pradesh, India

• The Government of Quebec

CONTENT & KNOWLEDGE PARTNERS

• ThinQ

• Hatch Games

• Lagori games

• School Skies

• Learning Curve

• Makers Empire

• Chimple

• BiBox Labs

• Leadership for Equity

• AIMXCEL Innovative Solutions

• Happy Adda Kettle Mind

• Neet Prep

• Learner.In

• Life University

• CCISE

• GITAM

• LAPsyDE

• Center for Healthy Minds

• iThrive

• Games for Change

• Pi Jam Foundation

• LXL Ideas

• Anisha Global School

• Gandhi Smriti and Darshan Samiti

TECHNOLOGY PARTNERS

• Headai

• Touchdown Gurus

• Digital Legends

• Rapyder

• Amazon Web Services

• Samsung India Pvt. Ltd

CORPORATES

• Grant Thornton India

• Microsoft India Pvt Ltd

• HP India Pvt Ltd

• Dell India Pvt Ltd

• Adobe India Pvt Ltd

FOUNDATIONS

• Engagement Global gGmbH

• SEAMEO RECSAM (South East Asian Ministers of

Education Organisation Regional Centre for Education in Science and Mathematics)

• Orkids Foundation

YOUTH ORGANISATIONS

• Activate Change Drivers

• Africa Unite

• Jaago Foundation

• Standing Together to Enable Peace (STEP)

• Untouched World New Zealand

• Vijana Assembly

• Free the Mind

• Africa Unite

• Pravaah

• Commutiny Youth Collectiive

• Centre for Prevention of Radicalization Leading to Violence

• ActionAid Arab Region

• Words Heal The World

UNIVERSITIES

• Rhodes University

• Nagoya University Japan

• Life University

• OP Jindal University

• Rubika India University

• University of British Columbia

• University of Wisconsin

• University of Montreal Quebec


design: pmdindia.in

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