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STEM clinics to boost girls’ participation in STEM education in Ghana

Unesco Most Programme - Thu, 06/01/2017 - 12:00

A positive start for the first Science, Technology, Engineering, and Mathematics (STEM) clinic in Ghana marks the beginning of a new chapter for girls’ participation in STEM education.

11 February is the International Day of Women and Girls in Science – and a reminder that today, many women and girls continue to be excluded from participating fully in science education and careers.

Ghana is no exception. Girls’ participation in Science, Technology, Engineering, and Mathematics (STEM) subjects in secondary schools is still lower than that of boys. There are many factors that influence girls’ participation in science, including a false belief among girls that science-related subjects are more suited for boys.

To increase girls’ participation in STEM-related courses in secondary schools and higher levels of education, the UNESCO Accra Office and partners are organising STEM clinics in selected districts in Ghana. These run on a quarterly basis to sensitise girls to various STEM-related careers that girls can pursue (e.g. teaching, medicine, laboratory work, or telecommunications engineering).

STEM clinics have a strong potential for increasing girls’ interest in science. Girls have a unique opportunity to interact with young female scientists and learn from the wide range of opportunities offered by the study of STEM subjects. Interactions with role models boost girls’ confidence about participating in STEM-related courses and helps to challenge the negative perceptions they may have about pursuing a career in STEM.

In December 2016, UNESCO Accra in collaboration with the Girls’ Education Unit of the Ghana Education Service organised their first STEM clinic in the Jasikan District of the Volta Region, which is among the lowest performing districts for girls’ participation in STEM. “Currently, there are only 29 girls reading pure science (physics, chemistry, biology) out of 855 girls in the three Senior High Schools in the Jasikan District. This is not good enough. Through the STEM clinics, we will improve these statistics in the coming years”, said Ruth Matogah, Girls’ Education Officer in Jasikan District.

Over 200 primary and secondary school girls participated in the one-day event in Jasikan District. At the start of the STEM clinic, very few participants raised their hands when asked if they would like to choose science at Senior High School; however, about 80% of participants raised their hands when asked the same question at the end of the day. It is still early to measure the impact of this intervention, yet it is encouraging to see the girls’ inspiring smiles as they left the venue of the STEM clinic.

This activity is part of a broader project in Ghana under the UNESCO-HNA Partnership for Girls’ and Women’s Education to improve the quality and relevance of girls’ learning. The UNESCO Accra Office will support the organisation of additional STEM clinics in the same district as well as in four other districts throughout 2017. The UNESCO-HNA Project Steering Committee in Ghana will plan follow up visits to evaluate preliminary results of the STEM clinics.

Categories: News

UNESCO and Ministry of Education Science and Technology to develop Learning Materials for Life skills and Peacebuilding Education

Unesco Most Programme - Wed, 05/03/2017 - 19:46
south_sudan_moest_web.jpg © UNESCO

UNESCO and UNFPA supported a 10-day workshop early September, training curriculum developers, educators and teachers from the Ministry of Education Science and Technology on lifeskills and peacebuilding.

Lifeskills and peacebuilding education aims to provide knowledge and positive behaviours that enable individuals to make safe and effective decisions in the every-day demands and challenges in life. It is backed by a number of internationally approved frameworks including the recently launched South Sudan Curriculum framework.

“Developing materials for support is not an easy task and demands hard work,” said the Deputy Director in the education ministry, Mr. Scopas Lubang. “I would like to appreciate the support from the partners and Ministry of Youth, Culture and Sports who spared their time and resources in developing the materials.”

The event brought together 26 selected curriculum developers, teacher educators, teachers from the Ministry of Education Science and Technology. Critical stakeholders who supported the process included UNICEF, Sports for Hope and Basic Education for Development Network (BEDN), Humanitarian Aid for Change and Transformation (HACT) among others.

The materials will guide educators and book writers from all fields to deliver education on topics such as personal development, social and citizenship, peace building education, healthy living, environment and entrepreneurship.

Six teams ensured content were finalised for pre-primary, upper and lower levels for both primary and secondary levels as well as for out of school youth. Cross cutting issues such as human rights, conflict sensitivity, gender and culture, HIV and AIDS, comprehensive sexuality education, and issues of disability were integrated into the materials.

This being the second phase of the exercise, the experts intended to finalise the activity which was started in May through UNICEF’s support.

Material development usually goes through several phases including creating content, teaching and then evaluating. 

“The work is not complete,” commented, Castarina Lado, UNESCO programme officer during the closure of the workshop. “Both national and international experts will be consulted to ensure that the content is age appropriate, culturally sound in order develop the expected learning competencies and contribute to positive behavioural change among learners.”

In line with the context of South Sudan, the developed materials and curriculum intend to address the challenges faced by children and young people. Unlike previous curricula, teachers will employ child centred approaches to facilitate the development of psychosocial skills greatly needed to meet the demands and challenges of everyday life.


For more information or to coordinate an interview, please contact:  

Castarina Lado, National Programme Officer


Office: +211 920002697





Categories: News

UNESCO and WHO Strengthen Cooperation to Support Countries in Achieving the 2030 Agenda for Sustainable Development

Unesco Most Programme - Wed, 04/26/2017 - 17:13
dg-mou-who.jpg © UNESCO

On 26 April in Geneva, the Director-General of UNESCO, Irina Bokova, and the Director-General of WHO, Dr Margaret Chan, signed a Memorandum of Understanding (MoU) strengthening cooperation between the two organizations to support countries in achieving the 2030 Agenda for Sustainable Development.

The MoU focuses on promoting integrated approaches between the education and health sectors through complementary and/or joint programming efforts supporting national, regional and global initiatives for the implementation of the Sustainable Development Goals (SDGs).

Areas of cooperation include health workforce education and training; school health promotion and education staff training; culturally sensitive advocacy and messaging, and role of the media; strengthening collaboration in the United Nation’s inter-agency bodies and mechanisms; research and training in health and life science; addressing intersectoral responses to climate change and disaster risk reduction; and bioethics.

“Education and health are both essential for sustainable development and one cannot exist without the other. Children need to be in good health to attend school and reach their full potential. We also know that education has a lifelong impact on a person’s health and that of their children,” says Dr Margaret Chan, Director-General of WHO.

“As an evidence-based Organization that values the important role of education, science and research, WHO is proud to strengthen our links with UNESCO and support our common goals of ensuring everyone, everywhere, has access to a good education and essential health services.”

“Advancing the 2030 Agenda demands new integrated, innovative approaches and joint programming to fully harness the full potential of education, health, culture and science in achieving the Sustainable Development Goals. This strategic partnership between UNESCO and WHO aims to do just that, with the overall goal of ensuring that each and every person reaches their full potential and contributes to building our  sustainable future,” says Irina Bokova, Director-General of UNESCO.  

Categories: News

Director-General condemns the murder of blogger Yameen Rasheed in the Maldives

Unesco Most Programme - Wed, 04/26/2017 - 09:52
26 April 2017

The Director-General of UNESCO, Irina Bokova, today called on the authorities of the Maldives to investigate the killing of prominent blogger and social media activist, Yameen Rasheed on 23 April.

“I condemn the murder of Yameen Rasheed,” said the Director-General. “Journalists need to be able to work without fear and contribute to informed democratic debate. I call on the Maldivian authorities to ensure that the rule of law is respected and that those responsible for this killing are brought to justice.”

Rasheed maintained a blog, The Daily Panic, on political and social issues. He is reported to have received numerous death threats over the past year. Rasheed died from injuries sustained when he was attacked inside his apartment building in the capital, Malé.

The Director-General of UNESCO issues statements on the killing of media workers in line with Resolution 29 adopted by UNESCO Member States at the Organization’s General Conference of 1997, entitled “Condemnation of Violence against Journalists.” These statements are posted on a dedicated webpage, UNESCO condemns the killing of journalists.


Media contact: Sylvie Coudray,, +33 (0)1 45 68 42 12

UNESCO is the United Nations agency with a mandate to defend freedom of expression and press freedom. Article 1 of its Constitution requires the Organization to “further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.” To realize this the Organization is requested to “collaborate in the work of advancing the mutual knowledge and understanding of peoples, through all means of mass communication and to that end recommend such international agreements as may be necessary to promote the free flow of ideas by word and image…”

Categories: News

Zhenan Bao: recovering the sense of touch

Unesco Most Programme - Tue, 04/25/2017 - 20:27
focus_fwis2017_bao.jpg © L'Oréal Foundation 25 April 2017

Thanks to the unique polymer skin she has developed, Professor Zhenan Bao could help prosthesis users regain the sense of touch. Her work focuses on transforming these polymers into an electronic skin that is as sensitive to touch as our skin, by turning them into conducting materials. She received the 2017 L'Oréal-UNESCO For Women in Science Award for North America, in recognition of her research.

Potential applications for such a skin could soon see the light of day, says Prof. Bao. She arrived in the United States in 1990 when she was still in her junior year study at the Nanjing University in China, where her mother was a chemistry professor and her father was a physics professor. She obtained her PhD in organic chemistry five years later and began work at the prestigious Bell Labs, which specialize in telecoms and computing. Since then, she has co-published roughly 400 scientific papers and has received more than 40 awards and distinctions. She also has more than 60 patents to her name.

In 2015, the journal Nature included her in their top ten people who had an important impact on science. That year, she published a remarkable paper about an electronic skin that was sensitive to touch. The electronic skin, made from a special polymer film, was developed in her chemical engineering laboratory at Stanford University. It is made up of a printed electronic circuit and a pressure sensor. When pressure signals were applied, the electronic skin produced electric pulses that were used to successfully stimulate the brain. Such signals can be sent to a computer or, if properly interfaced, to the human brain. If coated onto prostheses, the electronic skin could, for example, help amputee patients recover their sense of touch.

Eager to develop real-world applications for her research, Prof. Bao co-founded a start-up in 2010. Her aim is not only to create innovative materials but also to develop prototype devices that exploit these materials. Her need see her ideas and inventions through arose perhaps from her childhood, spent in the labs on the campus where her parents taught. “My father was a physicist and my mother a chemist. I remember playing with distilled water squeezy bottles as a child, and being fascinated by the color change of pH papers and the beautiful patterns of microprocessors on a silicon wafer.”

Now a mother of two children herself, the researcher recognizes her parent’s influence on her choice of career. Other supportive role models strengthened her resolve - Edwin Chandross, previously a manager of Bell Labs, and Elsa Reichmanis, also previously a manager at Bell Labs and now a professor at the Georgia Institute of Technology in Atlanta, Georgia, USA. At 45, she admits that her biggest challenge was to understand who she was, and what she was best at – a must for having confidence in yourself, she says, and for overcoming the challenges that come with a career in science.

The 2017 L’Oréal-UNESCO For Women in Science Awards

The 2017 Edition of the L’Oréal-UNESCO For Women in Science Awards Ceremony celebrated 5 eminent women scientists and their excellence, creativity and intelligence. For the past 19 years, the L’Oréal-UNESCO For Women in Science programme has worked to honour and accompany women researchers at key moments in their careers. Since the programme began, it has supported more than 2,700 young women from 115 countries and celebrated 97 Laureates, at the peak of their careers, including professors Elizabeth H. Blackburn and Ada Yonath, who went on to win a Nobel Prize. The Awards are presented every year to five women, one from each world region (Africa and the Arab States, Asia-Pacific, Europe, Latin America and North America).

Categories: News

UNESCO publishes policy guide on education about the Holocaust and preventing genocide

Unesco Most Programme - Tue, 04/25/2017 - 12:46
infocus_holocaust_2_girls.jpg © UNESCO

UNESCO ‘s policy guide on Education about the Holocaust and preventing genocide provides effective responses and a wealth of recommendations for education stakeholders who wish to engage in or to reinforce this education.

The publication will serve as a resource for policy-makers, curriculum developers, textbooks writers and publishers, and teacher educators. It suggests key learning objectives for education about the Holocaust, as well as topics and activities aligned with educational frameworks relevant to Global Citizenship Education, a priority of the 2030 Education Agenda and a pillar of the Sustainable Development Goal 4 on Education.

The policy guide shows how education about the Holocaust, and more broadly genocide and mass atrocities, can meet some of the world's educational policy priorities. It also provides policy-makers with rationales to teach about the history of genocides in a variety of contexts. The policy guide identifies key areas of implementation: curricula, textbooks, professional development, classroom practices, cooperation with museums, memorials and the civil society, adult education, and commemorative activities.

The new publication builds on the expertise of many Holocaust and genocide related organizations, including the United States Holocaust Memorial Museum. It contains various links to historical and educational resources relating to several cases of genocides and mass atrocities and explains how they can be taught. The guide focuses primarily on the history of the genocide of the Jewish people by Nazi Germany and its collaborators. Some principles and policies outlined are applicable to other cases of genocide and mass atrocities.

Examining difficult pasts such as the Holocaust has a powerful impact on young people because it helps learners identify the roots of prejudice and enhance their critical thinking against racism, antisemitism and all forms of prejudice. It allows them to navigate moral dilemmas of the past as well as of the present, and reflect on their role as citizens to protect and uphold human rights.  

As people commemorate Yom HaShoah, UNESCO encourages programmes that strengthen a culture of prevention and foster understanding of the causes and consequences of the Holocaust and how genocide can happen.

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Global Youth Contest « If I were… » - and the winners are ...

Unesco Most Programme - Tue, 04/25/2017 - 12:22
banner-winners.jpg © UNESCO 25 April 2017

“What would your life be like if you were somebody else?
Have you ever imagined stepping into someone else’s shoes?
How would you react to a given situation?”

UNESCO is pleased to announce the 10 winners of the 2017 Global Youth Contest « If I were… ». This is a photo and video contest for young people between 21 and 30 years old, inviting them to experiment with somebody else’s life through a video film (1 minute maximum) or a powerful photo made by him/herself.

The contest was launched on social media in Arabic, English, French and Spanish and was open from 24 February to 12 March 2017. Over this period, UNESCO received 837 submissions, from 117 countries around the world.

Participants had the opportunity to imagine themselves in someone else’s shoes: they could choose to be anyone with a simple camera. The idea was to illustrate their feelings if they were this other person, change their perspective and express themselves differently while developing their empathy and leaving their prejudices behind!

Below is the list of the contest winners (in alphabetical order):

  • Asher Harani Breech, Phillipines
    Title of the video : “If I were … an Indigenous Filipino”


  • Coulibaly Bah Fatoumata, Côte d'Ivoire
    Title of the photo : “La petite chasseuse d’eau”

© UNESCO / Coulibaly Bah Fatoumata


  • Folaranmi Odetola Ismail, Nigeria
    Title of the photo : “Pattern of life”

© UNESCO / Folaranmi Odetola Ismail


  • Hatem Jean, Lebanon
    Title of the video : “A handful of soil”


  • Kathri Achchige Sandunika Hasangani, Japan
    Title of the Photo  : “Survivor”

© UNESCO / Kathri Achchige Sandunika Hasangani


  • Nunez Melina, Uruguay
    Title of the photo : “Same place different realities”

© UNESCO / Nunez Melina


  • Perez Fernandez Gisela, Mexico
    Title of the video : “If I were… a Changemaker”


  • Raihan Ahmmed, Bangladesh
    Title of the video : “If I were… a helper”

  • Sothy  Suntharak, China
    Title of the photo : “Smiles through Education and Religion”

© UNESCO / Sothy Suntharak


  • Vesal Sulaiman, Germany
    Title of the photo : “Graves make for us money”

© UNESCO / Vesal Sulaiman

The 10 finalists will:

In addition to the 10 winners, UNESCO will exhibit an extended photo selection received through the contest in various formats (online, at UNESCO Headquarters in Paris and in a publication), if resolution allows. The authors of the photos will be duly informed.

Why did UNESCO launch this contest?

UNESCO aspires to equip young people with abilities that are indispensable in today’s diverse and dynamic world. These “intercultural competencies” are fundamental acquisitions for living together regardless of our social, economic or cultural differences. The “If I were…” contest encourages young people to imagine new realities and new perspectives, and to leave behind stereotypes and prejudices.

The contest was organized in cooperation with the King Abdulaziz Center for National Dialogue through the King Abdullah bin Abdulaziz International Programme for a Culture of Peace and Dialogue. This Programme is being implemented in the context of the International Decade for the Rapprochement of Cultures (2013-2022), adopted by the UN General Assembly, and led by UNESCO across the world through development projects, training, partnerships and events. Through this International Decade, UNESCO promotes the wealth of cultural diversity and intercultural dialogue and related competencies.

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Local economic development programme - PRODEL

Europaid - Tue, 04/25/2017 - 10:58
Categories: News

Director-General launches first-ever policy guide on Education about the Holocaust and Preventing Genocide at World Jewish Congress Assembly

Unesco Most Programme - Mon, 04/24/2017 - 16:34
infocus_holocaust_education_guide_2017_688px.jpg © UNESCO 24 April 2017

UNESCO Director-General Irina Bokova today launched a new policy guide for educators on teaching about the Holocaust and, more broadly, genocide and mass atrocities. Speaking at the 15th Plenary Assembly of the World Jewish Congress in New York, the Director-General characterized the guide as an important tool, which seeks to promote education about the history of genocide as a tool for peace.

“With this innovative and one of a kind policy guide, UNESCO speaks to the next generation of leaders, of teachers, of citizens around the world. We must empower future generations with the lessons from the Holocaust, equip our children and grandchildren with the tools they need to vanquish intolerance and hate, bigotry and anti-Semitism, racism and prejudice,” said Ms. Bokova.

Education about the Holocaust and preventing genocide” is the first step in a series of projects conducted in partnership with the United States Holocaust Memorial Museum and with the support of the Canadian Ministry of Foreign Affairs. The new guide is designed to be a resource for policy-makers, curriculum developers and textbook writers to engage in or reinforce education about the Holocaust and the prevention of genocide. UNESCO’s policy guide provides effective responses and recommendations to facilitate debate on these issues in classrooms.  

UNESCO’s publication aims to help young people gain a better understanding of the historic dynamics, which have fueled violence. Although examining the difficulties of the past is challenging, understanding the emergence of these phenomena is essential to encourage learners to identify the roots of prejudice, enhance their critical thinking and help them turn their back to all forms of racism, anti-Semitism and prejudice.

“UNESCO is the only United Nations agency to run a dedicated global teaching programme on the history of the Holocaust as a lever against anti-Semitism today, the Director-General said. “We place the fight against xenophobia, racism and anti-Semitism at the heart of our action for peace. I am convinced education, culture and knowledge have become core security issues in the world today to combat violent extremism built on distortions of faith or history.”

United Nations Secretary-General Antonio Guterres, who was also in attendance, said he would be on the frontlines in the fight against anti-Semitism. In a video message to the plenary, U.S. President Donald Trump spoke of the necessity to combat new forms anti-Semitism.

The World Jewish Congress is an international organization representing Jewish communities and associations in 100 countries around the world. It has been an official partner of UNESCO since 1962. The 15th Plenary Assembly brought together more than 600 Jewish community leaders and representatives to assess and discuss major issues of concern around the world, including anti-Semitism and the rise of extremist political movements.


For more information on the main points of the guide click here.

Media contact: George Papagiannis,, +33 1 45 68 17 06

Categories: News

Watch Live interviews for the post of Director-General on 26 - 27 April

Unesco Most Programme - Mon, 04/24/2017 - 14:27
Exboard-room.jpg Executive Board Room© UNESCO 24 April 2017
Categories: News

Teaching and Learning about the history of genocide

Unesco Most Programme - Mon, 04/24/2017 - 12:20

UNESCO‘s new policy guide on Education about the Holocaust and preventing genocide provides effective responses and a wealth of recommendations for education stakeholders.

What is education about the Holocaust?

Education about the Holocaust is primarily the historical study of the systematic, bureaucratic, state-sponsored persecution and murder of six million Jews by Nazi Germany and its collaborators.

It also provides a starting point to examine warning signs that can indicate the potential for mass atrocity. This study raises questions about human behaviour and our capacity to succumb to scapegoating or simple answers to complex problems in the face of vexing societal challenges. The Holocaust illustrates the dangers of prejudice, discrimination, antisemitism and dehumanization. It also reveals the full range of human responses - raising important considerations about societal and individual motivations and pressures that lead people to act as they do - or to not act at all.

Why teach about the Holocaust?

Education stakeholders can build on a series of rationales when engaging with this subject, in ways that can relate to a variety of contexts and histories throughout the world. The guide lists some of the main reasons why it is universally relevant to engage with such education.

Teaching and learning about the Holocaust can:

  • Demonstrates the fragility of all societies and of the institutions that are supposed to protect the security and rights of all. It shows how these institutions can be turned against a segment of society. This emphasizes the need for all, especially those in leadership positions, to reinforce humanistic values that protect and preserve free and just societies.
  • Highlights aspects of human behaviour that affect all societies, such as the susceptibility to scapegoating and the desire for simple answers to complex problems; the potential for extreme violence and the abuse of power; and the roles that fear, peer pressure, indifference, greed and resentment can play in social and political relations.
  • Demonstrates the dangers of prejudice, discrimination and dehumanization, be it the antisemitism that fuelled the Holocaust or other forms of racism and intolerance.
  • Deepens reflection about contemporary issues that affect societies around the world, such as the power of extremist ideologies, propaganda, the abuse of official power, and group-targeted hate and violence.
  • Teaches about human possibilities in extreme and desperate situations, by considering the actions of perpetrators and victims as well as other people who, due to various motivations, may tolerate, ignore or act against hatred and violence. This can develop an awareness not only of how hate and violence take hold but also of the power of resistance, resilience and solidarity in local, national, and global contexts.
  • Draws attention to the international institutions and norms developed in reaction to the Second World War and the Holocaust. This includes the United Nations and its international agreements for promoting and encouraging respect for human rights; promoting individual rights and equal treatment under the law; protecting civilians in any form of armed conflict; and protecting individuals who have fled countries because of a fear of persecution. This can help build a culture of respect for these institutions and norms, as well as national constitutional norms that are drawn from them.
  • Highlights the efforts of the international community to respond to modern genocide. The Military Tribunal at Nuremberg was the first tribunal to prosecute “crimes against humanity”, and it laid the foundations of modern international criminal justice. The Convention on the Prevention and Punishment of the Crime of Genocide, under which countries agree to prevent and punish the crime of genocide, is another example of direct response to crimes perpetrated by Nazi Germany. Educating about the Holocaust can lead to a reflection on the recurrence of such crimes and the role of the international community.

What are the teaching and learning goals?

Understanding how and why the Holocaust occurred can inform broader understandings of mass violence globally, as well as highlight the value of promoting human rights, ethics, and civic engagement that bolsters human solidarity. Studying this history can prompt discussion of the societal contexts that enable exclusionary policies to divide communities and promote environments that make genocide possible. It is a powerful tool to engage learners on discussions pertaining to the emergence and the promotion of human rights; on the nature and dynamics of atrocity crimes and how they can be prevented; as well as on how to deal with traumatic pasts through education.

Such education creates multiple opportunities for learners to reflect on their role as global citizens. The guide explores for example how education about the Holocaust can advance the learning objectives sought by Global Citizenship Education (GCED), a pillar of the Education 2030 Agenda. It proposes topics and activities that can help develop students to be informed and critically literate; socially connected, respectful of diversity; and ethically responsible and engaged.

What are the main areas of implementation?

Every country has a distinct context and different capacities. The guide covers all the areas policy-makers should take into consideration when engaging with education about the Holocaust and, possibly, education about genocide and mass atrocities.  It also provides precise guidelines for each of these areas. This comprises for example curricula and textbooks, including how the Holocaust can be integrated across different subjects, for what ages, and how to make sure textbooks and curricula are historically accurate.  The guide also covers teacher training, classroom practices and appropriate pedagogies, higher learning institutions. It also provides important recommendations on how to improve interactions with the non-formal sector of education, through adult education, partnerships with museums and memorials, study-trips, and the implementation of international remembrance days.

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Candidates for post of Director-General to be interviewed on Wednesday and Thursday

Unesco Most Programme - Mon, 04/24/2017 - 11:16
24 April 2017

The 58 members of the Executive Board of UNESCO, chaired by Michael Worbs (Germany), will interview the candidates proposed by Azerbaijan, China, Egypt, France, Guatemala, Iraq, Lebanon, Qatar, and Viet Nam, for the post of Director-General of the Organization on Wednesday 26 April and Thursday 27 April at UNESCO Headquarters, starting at 9.45 am on each day.

The interviews, webcast in high definition, will be accessible at, where the order of the interviews will be posted after 6pm on 24 April) along with other relevant information.

Each candidate will have an opportunity to meet the press right after her or his interview at a designated press area at UNESCO.

The webcast will also be available at the press area and UNESCO will supply an SDI 1080i50 (HQ) video signal for journalists wishing to record interviews, provided they bring their own recording equipment. Recordings of the interviews will be available here as of the early evening of Friday, 28 April.

The Director-General is nominated by the Executive Board and appointed by the General Conference for a period of four years. The person to be nominated by the Executive Board shall be chosen by secret ballot, in a vote that will take place during the Board's 202nd session in October 2017. Subsequently, the Chairperson of the Board will inform the General Conference, during its 39th session in November 2017, of the candidate nominated by the Board. The General Conference shall consider this nomination and then elect, by secret ballot, the person proposed by the Executive Board.


Journalists wishing to cover the process at UNESCO should request accreditation from UNESCO’s Media Section, Djibril Kébé,

Categories: News

Director-General condemns the murder of broadcaster Famous Giobaro in Nigeria

Unesco Most Programme - Mon, 04/24/2017 - 10:38
24 April 2017

The Director-General of UNESCO, Irina Bokova, today condemned the killing of radio journalist Famous Giobaro in Yenagoa, Nigeria, on 16 April.

“I condemn the murder of Famous Giobaro,” said the Director-General. “Criminal attacks on journalists and media workers seek to silence the voices of those whose vocation it is to keep society informed. Such attacks weaken the media’s capacity, and undermine free speech and the rule of law. Their perpetrators must be brought to justice.”

Famous Giobaro, a desk editor for public radio Globe FM, was killed in his home by unknown assailants.

The Director-General of UNESCO issues statements on the killing of media workers in line with Resolution 29 adopted by UNESCO Member States at the Organization’s General Conference of 1997, entitled “Condemnation of Violence against Journalists.” These statements are posted on a dedicated webpage, UNESCO condemns the killing of journalists.


Media contact: Sylvie Coudray,, +33 (0)1 45 68 42 12

UNESCO is the United Nations agency with a mandate to defend freedom of expression and press freedom. Article 1 of its Constitution requires the Organization to “further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.” To realize this the Organization is requested to “collaborate in the work of advancing the mutual knowledge and understanding of peoples, through all means of mass communication and to that end recommend such international agreements as may be necessary to promote the free flow of ideas by word and image…”



Categories: News