devinitorg/iati-policy-markers huggingface dataset:
The United Arab Emirates - UNESCO Global Tolerance Leadership Programme to Foster Tolerance, Inclusion and Intercultural Dialogue Designed as a robust and sustainable capacity-building initiative, the United Arab Emirates and UNESCO Global Tolerance Leadership Programme seeks to empower Young Leaders (25 to 40 years old) by reinforcing their skills, knowledge and capacities to design and implement more effective actions to promote tolerance, inclusion and dialogue as prerequisites for an improved enjoyment of human rights by vulnerable groups. By strengthening their ability to serve as agents of change in their own communities, the Programme will also support the design and implementation of local projects adapted to the specificities of their context that will help create just, peaceful and cohesive societies.
Supporting Lebanon towards Transforming Education Summit Supporting Lebanon towards the Transforming Education Summit held in New York and the follow-up and communication actions
Geotourism for sustainable development in Mexico This project aims to recognize geological, cultural and natural heritage as well as geotourism as a catalyst for sustainable development of designated areas and the local communities within it. It will enhance and promote initiatives to make visible the Global Geopark Programme of UNESCO. The UNESCO Office in Mexico through the Global Geopark Programme of UNESCO will be accompanying Mexican initiatives and projects in their implementation of the SDG's in order to foster geotourism and the engagement of local communities in the conservation of natural and cultural resources.
Building capacity for (World) heritage protection in Mekong cluster countries The socio-economic and political situation in the Mekong cluster countries impose a wide range of challenges on the World Heritage sites and other heritage sites. New issues continuously arise and the COVID-19 pandemic has created multiplied effects to the sites. The proposed project is designed to build capacity for relevant stakeholders in the Mekong countries, ranging from government agencies, civil society and community groups, so that they can be equipped with updated skills and knowledge to address the emerging challenges in a holistic manner.
OceanOPS The mission of the GOOS is to lead the ocean observing community and create the partnerships to grow an integrated, responsive and sustained observing system. The 5-year plan 2021-2025 identifies the OceanOPS mission to monitor and report on the status of the global ocean observing system and networks, to use its central role to support efficient observing system operations, to ensure the transmission and timely exchange of high quality metadata, and to assist free and unrestricted data delivery to users across operational services, climate and ocean health.
Rehabilitation and Valorization of Wadi Qadisha Within the framework of the management plan approved in December 2015 for the World Heritage Site of Wadi Qadisha , the project which aims to develop properly the cultural resources of the Qadisha valley ,has three components:
a-Social component: Improving mobility within the valley through rehabilitation of pedestrian paths .
b-Heritage component: Conservation and restoration of selected religious historic heritage structures .
c-Academic component: Training and workshops for the conservation and the restoration of cultural assets.
Strengthening national capacities for gender-transformative education Achieving gender equality in and through education is a key ambition of the 2030 Agenda for Sustainable Development, expressed in SDGs 4 and 5. The achievement of these goals requires gender-transformative action which addresses the underlying causes of gender inequalities and address harmful gender norms. The UNESCO strategy for gender equality in and through education 2019-2025 guides UNESCO's programmes and actions to achieving these goals and advancing UNESCO priority gender equality. The strategy and the Her education, our future initiative will drive UNESCO programming in the 41 C/5 across three pillars: 1/Better data to inform action on gender equality; 2/Better legal, policy and planning frameworks to advance rights; and 3/Better teaching and learning practices to empower.
FEE CONTRIBUTIONS FOR ACEID ACTIVITIES Every year APEID unit in UNESCO Bangkok will hold an international conference for about 300 participants and registration fee is charged to these participants. There is a theme for each of the conference and a call for papers. Abstracts of papers are vetted and the authors are invited to present at the concurrent sessions. In addition keynote speakers are invited to speak on the plenary sessions on specific sub-themes of the conference. The target groups are researchers, education administrators, teachers and teacher educators.
Enhanced capacities in novel basic science and engineering to advance the careers of young women scientists and engineers Basic science is at the heart of UNESCO's mandate in science. Advancing the scientific careers of young women is one of the essential requirements for the aspiration of societies. Achieving this requires international, regional, and sub regional programmes that allow them to learn and transfer their knowledge to build capacity in their home countries.
GPE ESPDG for Myanmar - Agency Fees Support costs for GPE Education Sector Plan Development Programme implementation
Supporting production of social and human scientific knowledge in Southeast Asia UNESCO Jakarta office has a strong background of generating social science knowledge production and supporting Member States to strengthen evidence based policymaking. 
In line with the outputs under 41 C/5, framework of the renewed strategy on MOST Programme (2022-2029) and other strategic documents, UNESCO Jakarta will build on previous programmatic work to support cluster countries generate, manage and apply knowledge for inclusive and equitable development. Priority areas for knowledge production and brokerage will be 1. Persons with disabilities, social inclusion 2. Peace and governance, 3. Climate change and environmental change and 4. Digital transformation and societal disruption, AI ethics.
Empowering and engaging youth for inclusion and resilience in Sri Lanka and the Maldives Through the lessons drawn from the work already undertaken, this workplan aims to strengthen the engagement and empowerment of youth in Sri Lanka and the Maldives in decision making, participatory knowledge creation, skills-building and civic engagement, to foster inclusion, equality outcomes and resilience particularly to challenge mounting exclusion and violence. 

Three key outcome areas will be advanced:
- Strengthened knowledge to generate and use knowledge related to issues that affect youth.
- Strengthened skills, resources, and opportunities among youth to engage in processes and spaces that build resilience, dialogue, and trust. 
- Enhanced access to and ability among youth to participate in and contribute to civic engagement, and processes of decision- and policymaking.
Support to Education Sector Analysis and Development of Education Development Strategic Plan 2021-2030 in Viet Nam The project will assist the Ministry of Education and Training in conducting an education sector analysis and developing an education development strategic plan (EDSP) 2021-2030. The Education Sector Group (ESG) which consists of development partners active in the education sector in Viet Nam will be involved in the process of the education sector analysis and the education sector plan development.
Advancing Water Science for Societies in Central Asia Central Asia (CA) is experiencing increasing water stress due to changing demand for water, population growth and demand for food security. Shared water resources in the region and the predicted impacts of climate change on the glacial sources of the major rivers, further exacerbate the challenges. Water is at the heart of the socio-economic development and SDG6 is pivotal for most of the other SDGs. Water cooperation is therefore an enabling factor for sustainable economic development and stability in the region. Improving water management is essential to meet the needs of the countries to achieve SDG6. The activity will address water security challenges in CA through advanced research, education, capacity building and cooperation among water experts, policy makers, communities and youth
Skills Development for Employability in Rural Areas of Uzbekistan This project aims to support the development of relevant skills of women and men for sustainable, diversified and modernised agriculture in Uzbekistan. This project will contribute to improving the quality, relevance, efficiency and effectiveness of the skills development system in the agriculture and irrigation sectors with a particular focus on the rural regions Karakalpakstan, Khorazm, Bukhara, Surkhondaryo. It will help the government to develop, test and pilot new initiatives and approaches in the agriculture and irrigation sectors with a view to scaling up transversal methods, high technology agriculture and food processing, and innovative approaches throughout the country.
Enhancing Teacher roles in ensuring learning continuity and quality learning outcomes UNESCO BEI EO5 programme builds on achievements of the previous Biennium by expanding its activities on teacher roles in ensuring learning continuity and enhancing alignment for learning. Several major resources initiated during the previous Biennium will be finalized (i.e. Alignment for Learning Guide; Learning Assessment Framework for the Arab Region; and Collection/Repository of promising practices and Teacher comprehensive Brief) that will serve as reference for policy dialogue, capacity development activities and new studies/research in the Arab Region. Activities will advocate teacher autonomy and enhanced competencies in mastering ICTs across the curriculum, adjusting curricula to local circumstances and new needs, and engaging in formative assessment/assessment as learning.
Strengthening capacities of Member States to foster participation in grassroots sport and quality physical education The work of the Sport Section will be framed by the core propositions of the new Fit for Life initiative which has been developed to promote sport and PE as high-impact and low-cost responses to Covid19, physical and mental health, and inequality crises. An integrated PE, PA and sport data ecosystem, including a series of analyses, surveys and publications will be constituted. FfL will serve as a road map for the national implementation of the KAP and as such will equip MS with the capacities needed to foster participation in grassroots sport and QPE. CIGEPS will serve as a key platform for mobilizing MS for the data, knowledge exchange, capacity building and standard setting components of FfL, notably through 2 working groups.
Interdisciplinary Education and Research in the field of the Environment and Biodiversity The greatest practical challenge facing ecologists over the next decade is that much of what we wish to study may vanish before we can really fathom it. A key task will be to predict and mitigate this loss of biodiversity and the degradation of ecosystem function. One step is to gauge the resilience of ecological networks- in particular, their capacity to withstand disturbance and species loss. This will require insights from many disciplines and a review of environmental education through the spectrum of formal education.
ECW MULTI-YEAR RESILIENCE PROGRAMME (MYRP) FOR THE STATE OF PALESTINE 2019-2021 Owing to the chronic crisis state and protracted conflict, this ECW programme in Palestine aims to strengthen the resilience and development of affected children, families and communities in Gaza, East Jerusalem, Hebron and Area C. The programme seeks to achieve the following results: improved access and continuity of inclusive, equitable education and learning opportunities for girls and boys; improved relevance and quality of education in a protective and safe learning environment; and strengthened capacity of the education system to respond to emergency needs and deliver a coordinated response in crises as part of the overall education system.
Youth and Innovation for Ocean Initiatives This project will support the efforts and positioning UNESCO-designated sites as learning sites for green and inclusive development, through promoting and mobilizing youth and young professionals for innovative green solutions combating environmental challenges in World Man and Biosphere Reserves in Vietnam. 
The project will contribute to SDG 4 SDGs 11, SDG 12, and SDG 14, SDG 15 under the joint UN intervention framework and Vietnam- UN Cooperation Framework 2022-2026
Support for UNESCO's Global Forum against Racism and Discrimination UNESCO will partner with The Ford Foundation to organize the second edition of the Global Forum against Racism and Discrimination. As a flagship initiative of the Roadmap against Racism and Discrimination, the Global Forum will serve as a unique platform in the international community to assemble a large number of stakeholders who are committed to implement concrete actions. The Global Forum will give the opportunity to Member States and a wide range of stakeholders to share, take stock and discuss cutting-edge knowledge and experiences on how to effectively address racism and discrimination and how to establish a global front to thwart these social ills.
Case Study: An innovative proposal for education transformation in vulnerable contexts The Social Model for Strengthening Educational Communities, is an initiative of the Alberto Baillères Foundation, following the 2017 earthquakes in Mexico. Its intention is to promote education in vulnerable areas through the construction of educational habitats. This concept integrates innovative and high-quality infrastructure, and the generation of socio-community processes involving the entire community. Since 2019, UNESCO Mexico has provided technical assistance for the development and consolidation of the model, showcasing evidence to contribute to SDG 4 and the 2030 Agenda. The purpose is to expand collaboration, consolidate the Model and develop the rural chapter.
Support the implementation of measures to promote the diversity of cultural expressions and creative industries in Central Asia The COVID-19 pandemic has significant implications across population groups and key sectors, the full extent of which is still not assessed. The imposed restrictions influenced much on the work of local cultural and creative industries, which mostly operating as small and medium-based enterprises. The initiative will be supported and aligned with the KFIT project on "Strengthening Digital Literacy Skills and Competencies and Promoting Gender Equality in Cultural and Creative Sectors in Central Asia". In modern Central Asia, there is a growing interest in Cultural and Creative Industries (CCI) and their potential contribution to sustainable development. Also, the initiative will focus on promotion of the 2005 Convention for further ratification by Kazakhstan and Kyrgyzstan.
Strengthening the technical secretariat of the Pact for Culture2030 Aligned with the 2030 Agenda, The Pact for Culture to 2030 is a multi-stakeholder initiative that seeks to position culture as the axis of sustainable development through strategic alliances and mobilization of funds from the private sector, international organizations and nongovernmental organizations. 

This alliance is presided by the Ministry of Culture and, as a its request, UNESCO LIM heads the technical secretariat (TC). As agreed with the Ministry of Culture and members, the TS oversees the Pact of Culture Initiative Pipeline.

The sustainability of the TC and the accomplishment of its functions is guaranteed by the yearly voluntary contributions of funding members.
Reducing Small Arms & Light Weapons in Jamaica - (SALIENT JAMAICA) Joint Programme The Reducing Small Arms & Light Weapons in Jamaica joint programme is geared at reducing violence and the proliferation of illicit firearms. The joint programme is aligned to Jamaica's National Development Goal 2- "The Jamaican society is secure, cohesive and just" and several Sustainable Development Goals, and will be jointly implemented by the following UN entities: UNDP, UNODA, UNLIREC, UNODC, UNESCO.

UNESCO, as lead UN agency on Quality Education, will address conflict resolution in a school setting strengthening educator's capacities as well as by enhancing youth empowerment, strengthening capacities of youth for them to become responsible citizens.
Eastern Region of Afghanistan: 4- Social cohesion, respect for human rights Support capacity-building of civil society organizations (CSOs), community-based organizations (CBOs); local media organizations; women and youth groups as key players for local development; human rights and human security; and conflict prevention.
Global Citizenship Education - ARB Global Citizenship Education (GCED) is a key topic for the Arab region. UNESCO has established a solid network that helps advance SDG Target 4.7. Throughout the biennium, UNESCO will advance GCED in the Arab region by (i) producing research and guidance for education stakeholders; (ii) mainstreaming GCED in schools through the arts; (iii) working with academia to ensure GCED is mainstreamed at the higher education level.
PROGRAMME D'APPUI A LA STRATEGIE SECTORIELLE DE L'ÉDUCATION DU CONGO -PASSE La République du Congo, s'est engagée à cette occasion dans un processus de mise à jour de sa stratégie éducative à l'horizon 2030, et de préparation d'un plan d'action 2021-2023, avec l'appui de l'UNESCO. Par ailleurs, le pays - désormais inscrit sur la liste des pays en contexte fragile - a retrouvé son éligibilité pour le financement du Partenariat Mondial pour l'Éducation (PME) qui lui a octroyé une allocation maximale de 10,7 millions USD.
Advancing Gender equality education programmes in Mexico Mexico is a country that faces challenges in violence against women and girls, in response, the State Government has developed a programme for gender education. Unesco Mexico will support this project by contributing with ther revision and integration of gender equality in the curricula content for basic and middle education and monitoring of the implementation in the schools of the state of Mexico. We will raise awareness of the need for other states to engage in gender education programes.
Actions of ASEAN Declaration for Out-of-School Children (OOSC) Phase 2 This project aims to increase access to basic education equitably for marginalized and disadvantaged children in some districts of three provinces in Indonesia by improving and expanding flexible learning programmes/equivalent non-formal education. This approach will be carried out by 1) capacity development of government officials and teachers/facilitators of community learning centers; 2) programme implementation and expansion; and 3) communication and advocacy.
Strengthening a Climate Smart, Green, and Resilient Education System in Nepal Rising global temperatures lead to more frequent climate-related disasters in vulnerable countries like Nepal, despite low emission rates, increasing "learning poverty" up to 90%. In response, this project titled "Strengthening a Climate Smart, Green and Resilient Education System in Nepal" will strengthen the curriculum to include climate change, train teachers in pedagogical methods and promote eco-friendly practices in 'green' model schools. UNESCO and UNICEF will collaborate on a three-year project in Nepal, with UNESCO as the lead partner and UNICEF as the co-partner. The project will be funded by the Royal Norwegian Embassy in Nepal.
Preservation and Accessibility of Ancient Manuscripts in the Sahel This project mainly targets Mali and Sudan, with the overall aim to enhance enabling conditions for the effective protection and dissemination of ancient manuscripts as historically significant documentary heritage in the Sahel, especially in conflict and in post-conflict phases.
Capacities and policies of Member States in the Asia and the Pacific region and in East Asia strengthened to benefit from and address associated ethical risks of frontier technologies, and to address climate change ethics While frontier technologies offer unprecedented opportunities for human empowerment towards an equitable, fair and sustainable future, these technologies also pose significant challenges. This workplan will support both the regional strategy for UNESCO's actions in bioethics and ethics of science and technology for Asia and the Pacific, as well as actions that specifically target the countries in East Asia, with the following objectives: support the regional implementation of the Recommendation on the Ethics of AI; support advocacy, awareness raising, and capacity building in bioethics and ethics of science and technology, building on previous achievements in the region; support advocacy, awareness raising, and capacity building in climate change ethics.
Support to LAC States Parties in the implementation of Regional and Sub regional Actions Plan for World Heritage The activity will contribute to the improvement of the state of conservation at World Heritage properties (especially at WH sites in danger and/or in case of conflict and post-conflict situations) and to support States Parties in the Region in the implementation of the Regional Action Plan for the LAC Region (PARALC-2014-2024) and the subregional actions Plans for Central America, South America and the Caribbean.

Through capacity-building and advice, this activity will enhance inclusive and gender-balanced management, with the involvement of communities - including Indigenous peoples - as well as management responses and conservation to global challenges, such as climate change, urban development, and tourism impacts.
Climate Change Adaptation in Coastal Zones of Africa Africa's environment is closely linked with its climate. Indeed, the African continent is one of the most vulnerable regions to climate change and is already subject to frequent droughts and famine. Climate change is projected to lead to loss of important coastal habitats, infrastructure along the African coasts (ports, tourism infrastructure, fishery landing sites, etc.). Due to the dependence of the coastal populations on the marine resources and environment, and the wide spread poverty, the communities are particularly vulnerable to the effects and impacts of climate change.
Appui à la préparation de la Participation du gouvernement haïtien au Sommet sur la Transformation de l'Education Dans le cadre d'une meilleure participation du gouvernement haïtien au Sommet sur la Transformation de l'Education en septembre 2022, l'UNESCO de concert avec le comité de pilotage (UNESCO, UNICEF, PAM et RCO) recrute un consultant national pour accompagner le gouvernement dans la mise en œuvre des Pistes d'action visant à promouvoir les besoins du système éducatif lors de ce sommet.
Pacific Regional Education Framework (PacREF) The Pacific Regional Education Framework (PacREF) has established a new organizing framework for regional education support in the Pacific setting out agreed policy objectives, strategies and outcomes for regional education between 2019 and 2030. Its purpose is to 'raise the quality of education across the Pacific, to enhance learners' education outcomes, and to produce high quality graduates who are able to contribute economically and socially to their communities." The PacREF is aligned to Sustainable Development Goals, particularly SDG4, and Education 2030. It also responds to the Framework for Pacific Regionalism. UNESCO Office for the Pacific States is one of the Implementing Agencies.