devinitorg/iati-policy-markers huggingface dataset:
Promoting MIL and strengthening capacity of youth organizations for it integration This initiative will consist of raising awareness on the importance and MIL, and strengthening youth organizations capacity in Burkina Faso, Mali, Niger and Senegal, to impart key media and information literacy (MIL) skills necessary for young people to engage in constructive civic participation, to navigate a rapidly evolving media and information landscape, and to demonstrate resilience when confronted with hate speech, discrimination, disinformation, or violent extremism online and offline.
Conservation, promotion and sustainable management of World Heritage sites in East Asia With the challenges posed by modernization, globalization, urbanization and the COVID-19 crisis, there is a need to strengthen efforts to protect the cultural and natural heritage of East Asia. Through capacity-building, member states will be supported in their endeavors to operationalize the provisions of the UNESCO 1972 Convention at the national and local levels, in order to improve the conservation and sustainable management of World Heritage sites. Within the framework of the 50th anniversary of the 1972 Convention, events, campaigns, and initiatives in East Asian countries, to provide a platform for conversation and enhance the understanding of OUV of World Heritage Sites will continue to sensitize young people, foster youth engagement, and promote heritage values.
Teacher policy support and innovation to address new challenges UNESCO will support Member States to develop and implement comprehensive teacher policies that are aligned with education sector plans and with the provisions of the 1966 and 1997 Recommendations concerning the status of teachers. Technical assistance will include the contextualization and adaptation of policy instruments to national and regional needs, by means of research, knowledge sharing, policy learning, and the systematization and upscaling of innovations in teacher policy and practice.
Capacity building for identification, protection and management of tangible heritage in Egypt and Sudan This workplan supports capacity building for the effective implementation of the Arab Regional Action Plan of the 1972 World Heritage Convention and the 2011 Recommendation on Historic Urban Landscape in Egypt and Sudan. Assistance will be provided for building capacity to address key issues identified in the Action Plan, including Disaster Risk Reduction (DRR), Climate Change Mitigation and Adaptation (CCMA), and management plan development of heritage sites for sustainable development in Egypt. Support will be extended to communication, outreach and engagement activities in preparation of COP27 in Egypt in 2022. The workplan will be implemented in partnership with ICOMOS, ICCROM Sharja, and the Arab Regional Centre for World Heritage (ARC-WH).
Relevant Skills and Lifelong Learning through Adult Basic Education and Learning, TVET and Higher Education The work programme supports three main areas based on the needs and interest identified by Pacific member states: Promoting Greening TVET in the Pacific; Assisting countries in quality Higher Education provision through Regional and Global HE Conventions and other quality assurance measures; and Hosting Pacific regional CONFINTEA follow-up dialogues in promotion of lifelong learning. It will together contribute to providing relevant skills and versatile learning pathways and mobility for Pacific youth and adults to fulfil individual, labour market and societal needs.
Media development is strengthened (IPDC Earmarked project series 2022) This concerns all of the projects supported by the IPDC Bureau in 2022 with EARMARKED funding.
Equipping learners in Central Asia with skills and competencies to promote sustainable development and engage with the world as responsible global citizens Despite high gross enrolment rates at the compulsory school education level, Central Asia still faces issues with regard to the quality of education, which then results in unequal opportunities and increasing inequalities in the societies. UNESCO Almaty will provide support to national education stakeholders for strengthening the quality and relevance of education and competency-based learning for all learners, through the review and analysis of the national policies and curricula, enhancement of curriculum, development of learning and teaching materials on ESD, GCED, PVE, MIL and healthy lifestyles in Central Asia.
State education authorities and teachers promote GCED and ESD in Mexico The Office has been working in GCED and ESD for some time now. We have advanced in developing models for improving school environments with local governments. We have hosted a regional workshop on rule of law, and we have collaborated with the National Comission on a meeting on the international day agaisnt school violenve, bulling and cyberbullying. We have identified the need to strenghten teachers capacities on how to advance GCED and ESD in classrooms.
Central Asia: Media Pluralism and Gender UNESCO Almaty will support Central Asian states and media stakeholders to create an enabling environment for the development of free, independent, and pluralistic media, including community media. In addition, it will implement media development projects that enhance media pluralism and viability and improve the diversity of media organizations and editorial content.

UNESCO Almaty will apply practical guidelines and frameworks for implementing inclusive policies, including crisis and emergency situations, and enhance professional reporting on development issues. UNESCO will support gender equality in media and media viability. As well as increase capacities of Journalism schools in Kyrgyzstan and Tajikistan based on localized quality journalism gender-responsive courses.
Skills development to meet individual, labour market and societal demands through TVET and STEM education UNESCO will strengthen skills development for youth and adults through TVET and STEM to meet individual, labour market and societal demands. This includes support to countries to improve the relevance of their systems through policy support and dialogue, capacity development and technical assistance, as well as improved evidence and knowledge. UNESCO will strive to enhance lifelong learning, wherein learners can benefit from diversified learning pathways, mechanisms of recognition, validation and accreditation of non-formal and informal learning. Due attention will be given to gender equality and the challenges emerging from Covid-19, particularly the need for reskilling and upskilling to enhance wellbeing and employability, as well as the specific needs of Africa and SIDS.
Ukraine - Strengthening Mental Health and Psychosocial Support System within Ukrainian National Education in Times of Conflict In alignment with the priorities identified by the Ministry of Education and Science of Ukraine and in partnership with the Government of Japan, UNESCO will support the MoES in the transformation of the Mental Health and Psychosocial Support system in the Education Sector, through a three-domain approach of reforming policy, strengthening capacity development and creating supportive MHPSS tools and materials.
Third UNESCO Global Forum against Racism and Discrimination Brasilia Office has managed to mobilize funds from Open Society Foundation to support the organization of the UNESCO Third Global Forum against Racism and Discrimination. The Forum will be hosted by the city of São Paulo, from 29 November to 1 December 2023. The event will count on the support of the Brazilian Ministries of Racial Equality, Human Rights and Citizenship and Foreign Affairs. The Global Forum will focus on the importance of placing race at the center of developing and implementing strategies for socioeconomic development and the main theme will be "Race to the top: putting racial equity and justice at the forefront of development agendas".
Ending Disability Stigma and Discrimination This project aims at developing a collective understanding of the stigma and discrimination patterns in the Technical and Vocational Education and Training (TVET) institutions and among the employers, thereby laying grounds for action to fight such a widespread phenomenon. This will be accomplished by the development and testing of three tools in the four participating countries, with exchanges of experiences and lessons learnt. A particular attention will be paid to shedding light on how the intersectional discrimination between disability, gender, and poverty influences the generation and perpetuation of stigma and discrimination.
Technical support to water stakeholders in the Maghreb countries to face local and global challenges of water security and durability In the Maghreb region, water security is threatened under the combined effect of water scarcity, dictated by an unfavourable natural context, human activities and climate change which, in addition, tends to accentuate the frequency and the intensity of extreme events: droughts and floods. In accordance with its IHP program and its strategy linked to climate change, UNESCO will contribute through the actions that will be implemented by the Rabat Office to the change of paradigm at all levels with regard to water, the strengthening of capacities of water stakeholders and adaptation of water policies to internal constraints and global challenges related to water.
GOOS Design, Development, Engagement & Impact By IOC Resolution XXVI-8, GOOS is oriented around a Framework for Ocean Observing, sustaining present observations and including an expansion of GOOS to monitor ocean biology and biogeochemistry in addition to physical variables, serving new scientific and societal challenges, at global, regional, and national levels. The GOOS 2030 Strategy adopted by the IOC 30th Assembly (2019) has a focus on growth areas to deepen engagement and impact, and to build for the future.
Museums of Pakistan Supported to Diversify their Roles for Sustainable Development The intervention aims at strengthening the inventories and enhance the Museums' roles (Protection, educational, communicational and research) to promote museums as place of learning, foster creativity and peace and promote tourism.
Global Education Monitoring Report Action (EU) The GEM Report was established in 2002 (as the Education for All Global Monitoring Report) and after the successful launch of 12 reports in the period to 2015, it received an official mandate with the Incheon Declaration of the World Education Forum in May 2015. The Education 2030 Framework for Action further defined this mandate for the GEM Report to be "the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs" and "on the implementation of national and international strategies to help hold all relevant partners to account for their commitments".
Projet d'appui à l'analyse des facteurs favorables et à l'élaboration du Pacte de Partenariat au Cameroun Dans le cadre du nouveau modèle de financement du GPE en particulier pour le renforcement de capacités, l'UNESCO, l'UNICEF et la Banque Mondiale se sont réunies autour d'un consortium sous le lead de l'UNESCO pour accompagner le Gouvernement dans l'analyse des facteurs favorables et l'élaboration du Pacte de Partenariat. l'UNESCO est chargé de gestion fiduciaire des fonds. Le présent projet s'inscrit dans ce sens et décrit de manière opérationnelle les activités qui permettront d'arriver aux résultats attendus.
Support for the effective implementation of the 2003 Convention This workplan takes in all activities at Headquarters level of the Living Heritage Entity (CLT/LHE), which serves as the Secretariat of the 2003 Convention to support the effective implementation of the 2003 Convention, funded from the Regular Programme.

This concerns in particular sound governance by the Governing Bodies of the 2003 Convention through the organization of their statutory meetings as well as the implementation of international cooperation and assistance mechanisms (such as nominations, International Assistance, periodic reporting and the participation of accredited NGOs).
Additional Fellowships and Extensions Extension of 2017-21 Project to allow Early Career and PhD Fellows to complete fellowship cycle.
COVID-19 Accelerated Funding for the Education Sector in Zimbabwe The project aims to reach out to vulnerable girls and boys in targeted areas to continue learning during the COVID-19 Pandemic through accessing alternative learning programmes at home. Thus, the project will strengthen digital learning (with and without internet) for learners and teachers including identification of platforms for e-learning such as Ruzivo, IoGT, Learning Passport, etc, factoring in needs of children with disabilities. This is in addition to development of e-learning materials for primary and secondary education learners and building the of a core of teachers in delivering and supporting remote and e-learning.
Culture and Creativity for the Western Balkans (CC4WBs) This Project will enhance the capacities of CCSs to promote inclusive, fair and sustainable socio-economic development in the Region, and to improve reconciliation and good neighbourly relations. Main thematic areas of intervention will be cultural heritage, intercultural dialogue, and creativity. The project will offer a systemic, effective and viable approach to enable progress across governance, policy and operational frameworks, by combining advice for policy improvement with data for informed decision-making, capacity-building, support to public-private partnerships, networking and funding opportunities.
Secondment from the Ministry of Land, Infrastructure, Transport and Tourism (MLIT) of Japan/Development and enhancement of International Platform for Reducing Earthquake Disasters (IPRED) This is a Secondment from the Ministry of Land, Infrastructure, Transport and Tourism (MLIT) of Japan/Development and enhancement of International Platform for Reducing Earthquake Disasters (IPRED), which is financially supported by MLIT, intends to identify gaps and priorities through the sharing of scientific knowledge and experience in the field of seismology and earthquake engineering worldwide, and to support the development of awareness, for the purpose of ensuring the better preparedness against earthquakes.
EABRN 2022-2023 This project will contribute to strengthening of the EABRN sub-regional network of UNESCO's Man and the Biosphere (MAB) Programme with three priority themes for cooperation: eco-tourism, conservation policy, and trans-boundary cooperation. The overall goal/objective of the project is to support a strong and active network of well-managed BRs across the seven EABRN member countries, actively engaging exchanges on management, research and local development. The meetings, capacity building activities and advocacy activities related to COP 15 Biodiversity Convention in alignment with the Lima Action Plan.
GEF PPG - Implementing Ecosystem Based Management Approaches in the Black Sea LME The overall objective of the PPG is to develop the PIF into a Full Project entitled: "Implementing Ecosystem Based Management approaches in the Black Sea LME", that is compliant with UNDP and GEF requirements. 

The final outputs of the GEF PPG are: 
1.	UNDP-GEF Project Document (ProDoc).
2.	Mandatory annexes to the ProDoc listed in the Annotated UNDP-GEF Project Document Template. 
3.	GEF CEO Endorsement Request and all mandatory annexes; and 
4.	Validation Workshop report (required for projects with a high SESP categorization; as appropriate for all others).
SDG-Accelerated Fund The main objective of the project is to improve the access to education for children and adolescent girls in Malawi in crisis like situations, especially for the most vulnerable children with special education needs, within a school environment able to ensure the well-being of learners. The project contributes to the humanitarian window of the fund and to SDGs 4 and 5.
Ensure inclusive and equitable youth development for sustainable development Almost 17 m people in the Central Asia sub-region are below 30 years of age and live mainly in rural and remote areas. The COVID-19 pandemic has not only exacerbated previous inequalities between rural and urban youth, but has also served new challenges among youth related to unemployment, mental health and social resilience. The recent tragic events in Kazakhstan, youth clashed on the Kyrgyz-Tajik border demonstrates an urgency in this activity to support and empower young people, in particular with vulnerabilities, to avoid the rise of discrimination, criminalization and radicalization. This activity builds safe spaces for youth to dialogue and develop youth-led solutions to address key challenges through building youth knowledge and 21st century skills.
Education System strengthening through multi-sectoral inclusive policy, planning, curriculum, pedagogy, and assessment This activity supports AP Member States to strengthen capacity to develop, reform and systematically implement their education sector policies and plans, aligned with SDG4, covering from ECCE to secondary education to ensure inclusive quality education. UNESCO BGK will provide support in four main areas:
1. Reviewing, developing and monitoring the implementation of ESP towards achieving SDG4;
2. System strengthening for digital transformation in education through policies, norms and standard setting;
3. Strengthening national capacities for informed policy and practice to transform educational curriculum, pedagogy and assessments to recover and improve learning;
4. Strengthening Member States' policy, governance and financing of ECCE for all children aiming to achieve SDG 4.2.
JPO (Germany) for Health and Education Under the overall authority of the Director of the Division for Peace and Sustainable Development, based in the Section of Health and Education, the JPO will support the work of the Division and Section in the development and operationalization of policies and programmes to (i) support efforts in relation to SDG4 efforts and reporting, specifically in relation to Target 4.7; (ii) support the identification of good policies and practices, including through new research; and (iii) assist with support to countries in response to growing demands in relation to school health programmes, in particular:
Relevant programmes and policies for TVET, Literacy, Higher Education and STEM in Sahel region Under this program, the UNESCO office in Dakar is committed to strengthening the capacities of the Sahel countries in the development of education/training policies and programs relevant to the needs of individuals, society and the economies of the Sahel countries. Activities will be around three axes: Research and publication, exchange and sharing as well as support for the development of policies related to skills. Higher education, TVET, literacy as well as non-formal education are sub-sectors to be supported. Aspects related to STEM will be adopted across the board. These sub-sectors have a major role in the Sahel sub-region not only because of a high rate of unemployment but also of a large part of young people outside of school, which contributes to the prevailing insecurity.
Development of the management plans for the World Heritage sites of Historic Cairo, Memphis and Luxor Under the Special Account for the Safeguarding of the Cultural Heritage of Egypt, different projects have been developed to support the Egyptian authorities in the preservation and management of the World Heritage sites of Historic Cairo, Memphis and its Necropolis - the Pyramid Fields from Giza to Dahshur, and Ancient Thebes with its Necropolis.
Strengthening capacities at the national and local levels for the safeguarding of intangible cultural heritage in Dominica In line with the priorities identified by the governing bodies of the 2003 Convention, the project aims at enhancing capacities for the safeguarding of intangible cultural heritage in Dominica, a SIDS in the Caribbean. The project will pay due attention to the adequacy of institutional environments, frameworks for inventorying and the strengthening of national expertise in the field of intangible cultural heritage.
41 C/5 OP3: Learners are equipped with transformative education to lead healthy lives, promote sustainable development and engage with the world as creative and responsible global citizens Learners are empowered through transformative education to lead healthy lives, promote sustainable development and engage with the world as creative and responsible global citizens
Expansion of the Global Network of Facilitators - Training of Trainers - for Arab and African States; The UBO in close coordination with the LH Entity has partnered with the International Centre for Capacity Building in Intangible Cultural Heritage in the Arab States with view to expand and strengthen the African and Arab chapter of the facilitators network of the 2003 Convention . To this end it will:
1.	Prepare new network members for their role as facilitators, 
2.	Build knowledge on latest developments in the life of the Convention and the related challenges for the work of facilitators.
3.	Sharing lessons learned from implementing the capacity-building programme in the region, and potential strategies for strengthening and sustaining the programme and its network.
This will be achieved through an one-day online session and one-week session in Sharjah
Building resilience in TVET for a just and green transition The project will support TVET agencies, institutions, staff and learners in low to lower-middle income countries (including in Africa and Small Island Developing States) to build their capacity for resilience. The project will deliver capacity building interventions and technical assistance in the fields of digital competence development, entrepreneurial learning and green transition addressing both system-level and institutional level development towards enabling TVET practitioners adopt approaches and use their acquired capabilities to transition to a just and green society and economy.
Strengthening Media Pluralism, Diversity and Gender Responsive Journalism in South Asia South Asia has a diverse and vibrant media landscape. Community radio has also been steadily growing in India. However, during the past two years governments in the region have seen restrictive social media and media regulatory regimes which lead to self censorship and are detrimental to freedom of expression and media diversity. This has created unfavorable conditions for media pluralism and gender inclusiveness as well. Furthermore, challenges such as increasing online abuse, and hate speech specifically against women are also adversely affecting gender representation, inclusion and pluralism in media. Proposed activities aim at engaging journalists and academia to effectively address hate speech with particular attention to gender, and related policies.
UNPRPD Project in Panama - 4th Funding Round 2021 The objective of this Joint Programme is to contribute to the setting of a favourable environment for the acknowledgement of persons with disabilities as subjects of rights and promote their participation and inclusion in the Panamanian society, as well as to bring visibility to under-represented and the most vulnerable groups. Furthermore, it is expected to stimulate the transition process towards a human rights approach to disability and the capacity building of OPDs, government agencies, UN agencies, for the mainstreaming of disability into planning, budgeting and accountability to support the implementation of the CRPD and SDGs with an inclusion-based approach