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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