OVERVIEW OF UNESCO s CONTRIBUTION TO THE PREVENTION OF VIOLENT EXTREMISM (PVE) WORLDWIDE OUTLINE

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1 39th Session, Paris, 2017 inf Information document 39 C/INF October 2017 English and French only OVERVIEW OF UNESCO s CONTRIBUTION TO THE PREVENTION OF VIOLENT EXTREMISM (PVE) WORLDWIDE OUTLINE Background: UNESCO has been contributing to the prevention of violent extremism further to the adoption of 197 EX/Decision 46 on UNESCO s role in promoting education as a tool to prevent violent extremism (October 2015). Since then, UNESCO has reported on its activities in this area at the 200th and 202nd sessions of the Executive Board, in documents 200 EX/9 and 202 EX/7. Purpose: This document provides a comprehensive overview on the Organization s work to help countries develop effective strategies to prevent violent extremism. It covers the period extending from the adoption of 197 EX/46 in October 2015 to September It includes activities implemented by all Programme Sectors and those with a specific focus on UNESCO s two global priorities i.e. Gender Equality and Africa. Job:

2 39 C/INF.25 BACKGROUND 1. The number of attacks by violent extremists has been rising across the world. Not associated with any particular religion, nationality, culture or ethnic group, this threat affects the security, wellbeing and dignity of many individuals living in both developing and developed countries, posing a global risk for sustainable development and lasting peace. Security responses are important, but, to be effective in the long term, they must be combined with preventive actions at every level, global and national, encompassing education, the sciences, culture, and information and communication. 2. Responding to this challenge, UNESCO Member States adopted the 197 EX/Decision 46 in 2015 that enhances the Organization s capacity to provide assistance to Member States as they develop strategies to prevent violent extremism (PVE). Subsequently, the Executive Board adopted 200 EX/Decision 9 and 202 EX/Decision 7 that further guide the Organization s work in this area. The most recent decision, 202 EX/7, notably underlined the importance of UNESCO s intersectoral approach to this field of work, embodied in UNESCO s Integrated Framework of Action: Empowering Youth to Build Peace UNESCO s actions are also guided by the United Nations Global Counter-Terrorism Strategy (A/RES/70/291) and the United Nations Secretary-General s Plan of Action to Prevent Violent Extremism (A/70/674). A series of resolutions adopted by the United Nations Security Council on youth, peace and security, measures to halt the illicit trafficking of cultural goods and counter the financing of terrorism, as well as on counter-terrorist narratives and communications, namely United Nations Security Council Resolutions 2250, 2199, 2347 and 2354, also serve as key references for UNESCO s action. 4. UNESCO s contributions to PVE are set in the context of its broader efforts to advance the goals of the 2030 Agenda for Sustainable Development that relate to its fields of competence, i.e. Sustainable Development Goals (SDGs) 4 (education), 5 (gender equality), 8 (decent work and economic growth), 10 (reduced inequalities), 11 (sustainable cities and communities) and 16 (peace, justice and strong institutions). UNESCO actions contribute also to the overall efforts of the United Nations to sustain peace through long-term activities to reduce threats and prevent conflict. UNESCO s APPROACH AND PRIORITY ACTION AREAS 5. UNESCO s starting point has been to consider that no woman or man is born a violent extremist, they are made and fuelled. In this light, disarming processes of radicalization leading to violence must begin with human rights, the rule of law, and with dialogue across all lines. 6. Working on this basis, UNESCO is engaged in five priority action areas to support Member States: (i) Education to build resilience; (ii) Media skills, counter-narratives and online coalitions; (iii) Youth participation and empowerment; (iv) Safeguarding cultural heritage, celebrating cultural diversity, promoting intercultural dialogue; (v) Building inclusive sciences and sharing natural resources. Advancing gender equality and empowering girls and women are a red thread throughout all of UNESCO s action at these levels. 7. On this basis, UNESCO is leading action at the global, regional and national levels to support Member States. Its work focuses on developing standards and guidance, providing policy advice and building skills and capacities, as well as supporting advocacy and partnerships. 8. To take forward the mandate given by the Executive Board in 197 EX/Decision 46, the Director- General established an Inter-sectoral Team on PVE in 2015, entrusting the Education Sector with its coordination, with the participation of relevant Programme Sectors, including the Office of the Director-General, as well as field offices. This Intersectoral Team (IT) meets on a monthly basis to strengthen coordination across the Organization and to develop joint approaches and activities to 1

3 39 C/INF.25 page 2 PVE, including for resource mobilization. Through the Office of the Director-General, the IT also contributed on a regular basis to the established United Nations platforms and mechanisms on PVE. 9. This holistic approach draws on the strengths of the Organization its convening power and multistakeholder commitment, its field network and institutes, and a wide range of partnerships. Among the most active UNESCO institutions are the category 1 Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), the UNESCO-International Institute for Capacity-Building in Africa (IICBA) and International Bureau of Education (IBE), as well as the category 2 Asia Pacific Centre of Education for International Understanding (APCEIU). 10. UNESCO strengthened several partnerships to implement this programme of work, including with the United Nations system, as well as with the Organisation internationale de la Francophonie (OIF), Interpol, and relevant regional organizations, such as the European Union and the Organization for Security and Co-operation in Europe (OSCE). Collaborations have also been developed with a wide range of civil society, non-governmental organizations, professional associations, and the private sector. EDUCATION SECTOR 11. It is UNESCO s understanding that the role of education is to create the conditions that build the defences of peace within learners. UNESCO is engaged in activities that support countries educational efforts to build young people s resilience to violent extremist messaging and foster a positive sense of identity and belonging through the acquisition of values, skills and behaviours that reject violent extremism and strengthen their commitment to non-violence and peace. 12. This work is undertaken within the broader framework of UNESCO s ongoing programme on Global Citizenship Education (GCED), which is guided by Target 4.7 of SDG 4 on Education and for which UNESCO leads the implementation. 13. UNESCO s work to prevent violent extremism through education follows a three-pronged approach: (i) global advocacy, (ii) guidance for teachers and policymakers, (iii) capacity-building for teachers and policy-makers. 14. Global advocacy: Working with education specialists from around the world, UNESCO is building a common understanding about how education can contribute to the prevention of violent extremism. Through GCED, UNESCO helps education stakeholders to identify concrete and comprehensive educational responses to such threats, and to adapt them to their particular context. The UNESCO Education Sector and MGIEP organized the first-ever International Conference on the Prevention of Violent Extremism through Education: Taking Action (New Delhi, India, September 2016), with over 200 participants from 70 countries. UNESCO also organized a number of high-level working meetings and advocacy events, such as the United Nations roundtable discussion on the prevention of violent extremism through education (New York, 2 June 2016). 15. The work undertaken in the field of education also embraces various activities pertaining to human rights and peace education, Holocaust and genocide education, and activities to promote cultural literacy and to combat all forms of intolerance, racism and anti-semitism today. 16. Guidance for teachers and policy-makers: UNESCO is supporting key education stakeholders to develop relevant policies, strategies and practices that help to ensure that places of learning do not become a breeding ground for violent extremism and exclusionary worldviews, but instead seek to advance human rights and tolerance, mutual respect and understanding. For this purpose, UNESCO produced two guides, available in several languages: (i) A Teacher s Guide on the Prevention of Violent Extremism that suggests ways to discuss the subject in a classroom context, and thus enhances learners capacity to debate controversial issues and develop critical thinking. (ii) Preventing Violent Extremism through Education: A Guide for Policy-Makers that proposes how to prioritize, plan and implement actions for contributing effectively to national prevention efforts. It

4 39 C/INF.25 page 3 also produces the #YouthWagingPeace: A Youth-Led Guide to Prevent Violent Extremism, developed on the basis of over 2000 case studies from youth from 58 countries. The youth-led Guide proposes guidelines for change agents such as: teachers, school administrators, policy makers, parents, religious leaders and fellow youth. 17. Capacity-building for teachers and policy-makers: UNESCO organized several capacity building workshops for teachers and education policy-makers. Since the launch of the policy guide for preventing violent extremism through education (spring 2017), global and subregional workshops were held in Addis Ababa, Almaty, Dakar, Nairobi and Seoul, working with a variety of partners, notably IICBA, APCEIU, Hedayah, the Institute for Strategic Dialogue (ISD) and the OIF. National workshops were also held in Albania and Morocco. Furthermore, MGIEP conducted in New Delhi a three-day capacity-building workshop for preventing violent extremism through education for 35 educators and policy-makers from ten countries. The workshop employed a transdisciplinary approach to education for the prevention of violent extremism by integrating neuroscience, contemplative science and critical pedagogy to create a unique learning experience aimed specifically at building competencies for critical inquiry, mindfulness, empathy and compassion. The objective was to train and empower educators in applying these innovative and evidence-based pedagogies to address violent extremism through education in their classroom (August 2017). CULTURE SECTOR 18. UNESCO leads the global fight against cultural cleansing the deliberate destruction of cultural heritage combined with the persecution of people on cultural and religious grounds. To this end, UNESCO works to protect cultural diversity and heritage in all its forms, tangible and intangible, as a response to the exclusive and sectarian visions of the world promoted by violent extremist groups. 19. Mobilizing young women and men, who are key actors in the protection and transmission of heritage and the production of contemporary cultural expressions, is essential to building inclusive, sustainable and peaceful societies. Active participation in cultural life also provides young people with opportunities to broaden their horizons by highlighting shared histories and experiences, and strengthening their ability to resolve conflicts peacefully. 20. Through its World Heritage Education Programme, UNESCO engaged youth in the protection of all forms of heritage and the promotion of cultural diversity to foster more inclusive and peaceful societies. To this end, throughout 2017, UNESCO led 51 World Heritage Volunteers action camps in 32 countries, involving 500 young men and women, which sought to strengthen a shared sense of belonging and ownership with regard to cultural heritage. In this regard, the action camps organized in the World Heritage sites of the Old Towns of Djenné, Mali and Historic Cairo, Egypt included sessions to promote inter-community trust and appreciation of cultural diversity. 21. The Culture Sector organized World Heritage Youth Forums in 2016 and 2017, respectively in Istanbul, Turkey and Krakow, Poland. Their goal was to foster intercultural learning and exchanges, promote a pluralistic view of society, and deepen young people s understanding of the benefits of cultural diversity. 22. UNESCO led the educational and cultural programme entitled World Heritage in Young Hands Initiative, to foster a better understanding of the diversity of cultural heritage, and equip youth with the skills and knowledge they need to respond to violent extremist propaganda. 23. With a view to producing powerful narratives that strengthen global solidarity, UNESCO launched in 2015 the global #Unite4Heritage campaign on social media that has grown into an international movement that aims to celebrate and safeguard cultural heritage and diversity around the world. It calls on everyone to stand up against intolerance and sectarianism by promoting and rejoicing in cultural diversity. #Unite4Heritage has benefited from international exposure at notable recent events, such as the UNESCO NGOs Forum (Riyadh, Saudi Arabia, May 2017); Abu Dhabi

5 39 C/INF.25 page 4 Culture Summit 2017; and the International Youth Forum on Creativity and Heritage along the Silk Road (Changsha and Quanzhou, China, April 2017). 24. As part of global efforts to ensure the implementation of United Nations Security Council Resolution 2199 on threats to international peace and security caused by terrorist acts, UNESCO partnered with INTERPOL, the International Institute for the Unification of Private Law (UNIDROIT), the United Nations Office on Drugs and Crime (UNODC), the World Customs Organization (WCO) and the United Nations Security Council Analytical Support and Sanctions Monitoring Team. Furthermore, in accordance with United Nations Security Council Resolution 2253, which calls on States to move vigorously and decisively to cut the flows of funds and other financial assets and economic resources to individuals and entities on the ISIL (Da esh) and Al-Qaida Sanctions List, UNESCO has intensified cooperation with the art market sector to strengthen policy dialogue and raise awareness about the link between the illicit trafficking of cultural objects and terrorism. 25. The Culture Sector organized an intersectoral meeting on integrating intangible cultural heritage in education for Education Sector and Culture Sector colleagues from Headquarters, field offices and the UNESCO education institutes (May 2017). The meeting enabled staff to share experiences and generate ideas for future action on how to promote the transmission and safeguarding of intangible cultural heritage through all forms of education, including for PVE, and in support of the achievement of SDG Lastly, the Culture Sector provided country support to help rehabilitate and revitalize tangible and intangible heritage. Following the destruction of Mali s unique cultural heritage in Timbuktu in 2012 by armed groups, UNESCO and the Government of Mali completed a national heritage rehabilitation proramme that included the reconstruction of 14 of the 16 Timbuktu mausoleums inscribed on the World Heritage List guided by the belief that culture is an essential source of community pride and identity, and vital for peace-building. In Niger, emergency technical assistance was provided (October 2017) on revitalizing intangible cultural practices for resilience and mutual understanding between displaced and host communities. COMMUNICATION AND INFORMATION SECTOR 27. With a mandate to foster cooperation and solidarity through communication and information, UNESCO supports its Member States and civil society to prevent violent extremism and radicalization on the Internet. As violent extremist groups are ever more effective in using Internet and social media to promote hatred and violence, UNESCO s work to prevent online radicalization leading to violence has increasing significance for its Member States. Through concrete initiatives that aim to foster youth empowerment through ICTs, as well as critical thinking, tolerance and respect for universal values, UNESCO is equipping young people with the necessary knowledge and Media and Information Literacy (MIL) skills, so as to expand their social choices, build new forms of global citizenship, and become more resilient to manipulation when using the Internet and social media. 28. In 2015, within the framework of its Intergovernmental Information for All Programme (IFAP), UNESCO led the first-ever international conference on Youth and the Internet: Fighting Radicalization and Extremism. The event brought together experts and decision-makers to share policy experiences, projects and processes for reducing the use of the Internet as a tool for luring young people to violent extremism. The conference raised awareness with Member States and partners about the risks of this threat, and pointed to the urgent need for sustained international attention and global action. At this Conference, UNESCO also launched its cross-sectoral initiative A New Integrated Framework of Action Empowering Youth to Build Peace: Youth 2.0 Building Skills, Bolstering Peace. 29. This event was followed in 2016 by the international conference Internet and the Radicalization of Youth: Preventing, Acting and Living Together, co-organized by UNESCO, IFAP and the government of Québec, with the support of the Canadian Government. The resulting Quebec s Call for Action ( Appel de Québec ) called upon the international community to take

6 39 C/INF.25 page 5 multidimensional action to prevent violent extremism. This Call for Action was endorsed by the Executive Board at its 202nd session (202 EX/Decision 14) and has been submitted for adoption by the General Conference at its 39th session, as contained in document 39 C/ In May 2017, the Lebanese National Commission for UNESCO, in cooperation with UNESCO and the Rotary Club of Beirut, organized an international conference on Youth and ICT: Preventing Violent Extremism in Cyberspace, third in the series of events presented by UNESCO and IFAP. The conference brought together some 200 experts from 20 countries. The conference s Final Statement calls for the adoption and implementation of measures to prevent the online propagation of violence, to consolidate youth defences against violent extremist thought, and to encourage the use of the Internet to promote a culture of peace. 31. The International Conference on Youth and Cyberhate (Nice, France, January 2017) brought together researchers and civil society organizations from across Europe and North America to examine the role of online platforms in the radicalization of young people. UNESCO built on this occasion to present its 2015 study on Countering Online Hate Speech and ongoing research on social media and youth radicalization. From this analysis, the Internet seems to provide an environment for messaging rather than act as a driving force in the radicalization process. This is why UNESCO promotes Media and Information Literacy (MIL) as a powerful antidote to online hate speech and radicalization. UNESCO joined the United Nations Alliance of Civilizations to prevent violent extremism through MIL. A panel discussion, held at the United Nations headquarters in New York in February 2017, showcased that two keys for preventing radicalization and violent extremism were independent journalism and empowerment of media audiences and Internet users. The event also served as platform for the presentation of the 2016 edition of the Media and Information Literacy and Intercultural Dialogue (MILID) Yearbook, entitled Media and Information Literacy: Reinforcing Human Rights, Countering Radicalization and Extremism. The Yearbook is a relevant reference point to initiate discussion and offer perspectives to stakeholders seeking to apply MIL as a tool to prevent violent extremism. There is evident need for evidence-based research, assessment and evaluation that can provide insight into the further impact of MIL. UNESCO trusts that this publication will contribute to ongoing scholarship and debate on these key topics. 32. The UNESCO publication Youth and Violent Extremism on Social Media: Mapping the Research (2017) demonstrates that there is a growing body of knowledge about how violent extremists use cyberspace. Less clear, however, is the impact of this use, and even more opaque is the extent to which counter-measures are effective. This emerges from reviewing more than 550 published studies from scientific and grey literature, covering titles in English, French and Arabic languages. The study concludes that research is still at a budding stage, and it urges caution about the results and interpretations, confirming a recent United Nations observation that the role of the Internet in the radicalization of vulnerable individuals to commit acts of violence, along with other factors, needs further research. 33. UNESCO also promotes independent and professional journalism to counter the negative impacts of fabricated news stories, propaganda and rumours. Credible journalism based on facts and critical analysis is essential for sustaining policies that recognize human rights and dignity. In March 2017, UNESCO launched the publication Terrorism and Media: A Handbook for Journalists, authored by Jean-Paul Marthoz, to encourage reflection about some of the ethical and journalistic challenges regarding terrorism, as well as issues pertaining to the safety of journalists, including kidnappings, and traumas that may be incurred by reporters. SOCIAL AND HUMAN SCIENCES SECTOR 34. Youth are the most affected by multiple and often interlinked forms of violence and extremism, but they also can also play vital roles as agents of positive change. Young men, in particular, must also be involved in PVE initiatives as equal actors.

7 39 C/INF.25 page UNESCO s response to United Nations Security Council Resolution 2250 on Youth, Peace and Security places youth and its role at the heart of efforts to address the causes of violent extremism. This focus is aligned with UNESCO s Operational Strategy on Youth. UNESCO is a member of the Working Group on Youth and Peacebuilding, which implements SCR 2250, and part of the Steering Committee for the progress study on youth, peace and security. 36. Within its Youth Programme, UNESCO is developing a wide range of initiatives including: equipping individuals and youth networks with the tools to cooperate peacefully; supporting the development of national youth policies; evaluating youth platforms and encouraging civic participation through social media; fostering youth participation in decision-making processes. 37. The Project Networks of Mediterranean Youth (NET-MED Youth), funded by the European Union, empowers youth to lead initiatives related to the development of youth policies, employment policies and youth representation in the media. The PVE through Youth Empowerment in Jordan, Libya, Morocco and Tunisia Project, supported by the Canadian Counter-Terrorism Capacity Building Programme and the United Nations Counter-Terrorism Centre, aims to support youth in practicing new forms of global solidarity in Jordan, Libya, Morocco and Tunisia. UNESCO initiated a pilot project on PVE and youth empowerment through ICTs in El Salvador, Guatemala and Honduras (2017), supported by the Spanish Agency for International Development (AECID). 38. In Tunisia, a Massive Online Open Course (MOOC) on Radicalization and Extremism was created. UNESCO s study Youth and changing realities (2017) examines how education and youth attitudes shape youth cultures and provides recommendations for policy-makers. UNESCO s work on The General Histories of Africa and The Different Aspects of Islamic Culture explore humanity s rich diversity and the history of all societies and cultures as means to foster a sense of belonging to a single humanity. 39. UNESCO Special Envoy for Peace and Reconciliation, Forest Whitaker, implements the Youth Peacemaker Network in Mexico, South Sudan, Uganda and the United States of America, with conflict resolution training in schools, to empower vulnerable youth to act as mediators and entrepreneurs. The UNESCO Chair in Children, Youth and Civic Engagement, National University of Ireland, Galway, the UNESCO Chair in Community, Leadership, and Youth Development, Penn State University are engaged in a range of activities that support UNESCO in the field of PVE. 40. National initiatives are under way in Somalia, Cameroon and Mongolia to develop young people s conflict prevention and resolution skills, and leadership skills, with diverse partners, such as the United Nations and appropriate national authorities. The II UNESCO Youth Forum in Almaty, Kazakhstan, Youth cooperation in the field of strengthening intercultural dialogue and PVE, was organized with the support of Almaty City Mayor Office. 41. In the context of the International Decade for the Rapprochement of Cultures, the Second International Conference on Youth Volunteering and Dialogue: Preventing Violent Extremism and Strengthening Social Inclusion (Headquarters, September 2017) was organized within the King Abdullah bin Abdulaziz International Programme for a Culture of Peace and Dialogue, funded by the Government of the Kingdom of Saudi Arabia. 42. A report on the implementation of the International Decade for the Rapprochement of Cultures ( ) was submitted at the 202nd session of the Executive Board, including information about concrete initiatives undertaken at national and local levels. In 202 EX/Decision 6, the Executive Board encouraged Member States to support and contribute to the mid-term review of the Decade, in order to develop the commitment of all partners in line with its aspirations, particularly given the current global context. The areas that call for prioritization are: (1) the development of a comparative, global corpus of data on enabling environments for dialogue in different countries; (ii) the development and application of targeted tools to promote intercultural competences at the local and national levels; (iii) the mobilization of advocacy and outreach initiatives, among diverse

8 39 C/INF.25 page 7 stakeholders, to build insights and commitment toward the orientation of the second half of the Decade. 43. The City of Montreal, member of UNESCO s International Coalition of Inclusive and Sustainable Cities, established the Centre for the Prevention of Radicalization Leading to Violence. The City of Potsdam elaborated a local action plan for tolerance and democracy, against violence, political extremism and xenophobia. UNESCO and its 11,000 associated schools partnered with the Russian Tolerance Centre to raise children s and youth awareness on the rights of and respect for refugees to foster critical thinking and tolerance to overcome barriers and prejudice with a view to living together. SCIENCES SECTOR 44. Building more inclusive sciences and sharing natural resources are important for preventing the rise of violent extremism through dialogue and cooperation. 45. With the Lake Chad Basin Commission (LCBC) and other partners in the region and beyond, UNESCO implemented scientific projects and activities to help promote sustainable development and build a culture of peace. Through its International Hydrological Programme (IHP) and the Man and Biosphere (MAB) Programme, it improved scientific understanding about Lake Chad s functioning and the state of its surrounding environment, while also developing institutional capacity for better management of the lake and its ecosystems. 46. Building on this, UNESCO implemented a project on transboundary natural resources in Africa. This project (i) reviewed the state of relevant knowledge for the management of natural resources of the Lake Chad Basin; (ii) strengthened the capacity of the LCBC and affiliated institutions for integrated water resources management and cooperation for peace and development; and (iii) produced a feasibility study on the creation of a transboundary Biosphere Reserve (TBR) and the nomination of the lake as a World Heritage site. The Basin s main areas touch five countries bordering the lake: Cameroon, Central African Republic, Chad, Niger and Nigeria. This project has laid the foundation for the newly funded initiative by the African Development Bank, entitled: Applying the model of transboundary biosphere reserves and World Heritage sites to promote peace in the Lake Chad Basin by the sustainable management of its natural resources. 47. UNESCO is also establishing the Knowing our Changing Climate in Africa project. This focuses on the indigenous knowledge of pastoralist groups across sub-saharan Africa about the weather and climate, and aims to build capacities and empower vulnerable and indigenous communities. The project also expects to conduct transdisciplinary research on building synergies between science and local knowledge in order to enhance climate change adaptation, sustainable development and peacebuilding. 48. The formulation of appropriate science, technology and innovation (STI) policy instruments in the African region contribute to the promotion of peace and stability, and foster conditions that prevent the development of violent extremism. To this end, Spain supports Masters and Ph.D. scholarships, as well as national STI funding in the region, to encourage the development of spaces for inclusive research and exchanges among scientists and other stakeholders including indigenous and local communities. The participation of African scientists and local knowledge holders in international research programmes for sustainability, such as Future Earth (supported by Sweden), contribute to the cultural rapprochement of nations and people, which can prevent violent extremism. PVE FROM A GENDER EQUALITY PERSPECTIVE 49. Recognizing the importance and potential impact of girls and women s empowerment in the prevention of violent extremism, UNESCO organized a series of activities with a focus on countering terrorism through education and women s empowerment.

9 39 C/INF.25 page In 2016, UNESCO s high-level round table on Violent Extremism and Radicalization: Women as Victims, Perpetrators and Agents of Change organized on International Women s Day (8 March), brought together government representatives and internationally renowned experts to highlight the need for a gender-based analysis of radicalization processes and violent extremism. Also featuring the testimonial of a 15-year old Nigerian girl abducted by Boko Haram, UNESCO raised awareness on the different roles and perceptions of women and men in a context of violent extremism and radicalization and helped identify and support women s experiences and capacities as peacebuilders and agents of change. The event also helped to acknowledge the efforts of the many women who stand up against violent extremism and play a leadership role in peacebuilding efforts. 51. The high-level meeting on the importance of girls education for peaceful and sustainable societies organized on the margins of the Fourth World Forum on Intercultural Dialogue (May 2017, Baku) was co-hosted by Azerbaijan and UNESCO. The high-level event brought together the First Ladies of Ethiopia, Mali, and Rwanda along with the Ministers of Education and Women s Affairs of Azerbaijan. Following presentations by the panelists, there was a discussion on how girls education can be a tool to prevent violent extremism. The outcome of the meeting was a Global Humanitarian Call to Invest in Girls Education, taken up by all the participants. 52. On the margins of the United Nations General Assembly session, on 18 September 2017, UNESCO co-organized with the Global Hope Coalition a high-level event, chaired by the Director- General, on the impact of violent extremism on women and children. This event brought together the First Ladies of Mali and Rwanda, along with four international experts. The last session of the meeting featured testimonies of grassroots activists, as well as victims of violent extremism, concluding with a call for action entitled Women, Children, and the trauma of Extremism: An Urgent Call to Action. 53. The UNESCO Office in Nairobi is contributing to Pillar 5 of the Great Lakes Initiative (together with UN WOMEN and UNFPA), which focuses on gender and sexual and gender-based violence. The pillar focuses on ensuring a peaceful and stable region that is free from sexual and genderbased violence in which women and girls are empowered to participate in peacebuilding, economic growth and enjoy equitable access to benefits of sustainable development. The pillar will ensure capacity-building for women in peacebuilding in the Great Lakes region, empowering them to educate their own children, particularly girls, against becoming involved as sympathizers of perpetrators of violent extremism and from becoming involved in such activities themselves. PVE IN AFRICA 54. In the context of UNESCO s flagship programme (cf. Operational Strategy for Priority Africa), entitled Promote a Culture of Peace and Non-Violence, the Department for Africa, in coordination with UNESCO field offices and partners, mobilized its Pan-African Youth Network for a Culture of Peace to launch a Youth Campaign for the Culture of Peace in Central Africa: Different Words, One Language: Peace (Gabon, 2016). This campaign was launched in association with the Gabonese section of the United Nations Young African Leaders Organizations (ROJALNU/Gabon) and the National Youth Council of Gabon (CNJG in French). Its objective is twofold: First, it aims to promote the media coverage of the notion of culture of peace in order to generate both an awareness and a reaction of public opinion. Second, the campaign seeks to make known the role of young people in building and consolidating peace and non-violence on a daily basis. This campaign was launched in Congo, Democratic Republic of the Congo, Angola, Cameroon and Burundi. 55. UNESCO reinforced its strategic partnership with the Eduardo dos Santos Foundation (FESA). UNESCO and FESA held in December 2016 in Luena (Angola) an international conference on Prevention of violence and the promotion of the culture of peace during the electoral period in Africa. The conference provided an opportunity for speakers to present the actions taken by their institutions in the field of conflict prevention during the electoral period and discuss the means to bring all parties involved to abstain from all acts likely to create political and inter-community tensions.

10 39 C/INF.25 page In Eastern Africa, UNESCO s category 1 IICBA and the UNESCO Regional Office for Eastern Africa (UNESCO Office in Nairobi) launched a one-year project (March 2017-March 2018) on Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding countries. Countries participating in the project include Uganda, South Sudan, Kenya, Ethiopia, Somalia and Eritrea. The project will be used as a catalyst to further peace education through teacher training. 57. In August 2016, the UNESCO Office in Nairobi launched the Somali Youth Peace Dialogue Forum, providing a platform for young Somalis to engage in a dialogue among themselves and with their leaders on the role of young people in peacebuilding. This is part of a broader strategy to engage youth, while at the same time dissuading them from becoming radicalized. The intervention was recognized and reported by the United Nations in Somalia, as part of its annual update to the UN Security Council on implementation of Resolution 2250 on Youth, Peace and Security 58. The UNESCO Office in Nairobi was invited by the Division of Social Policy at UNDESA, to participate in a series of expert events/engagements, beginning in November 2017, to examine current challenges regarding youth, peace and security, and to discuss ways to promote and enhance young people s positive engagement in conflict prevention and peacebuilding. These discussions and engagements will feed into the Report of the United Nations Progress Study on Youth, Peace and Security. 59. In partnership with the Kenya National Commission for UNESCO and Kenyatta University, the UNESCO Office in Nairobi continues to empower young Kenyans with entrepreneurial skills, through the Students Training on Entrepreneurial Promotion (STEP) Programme. A 15-minute video documentary was produced by the same office to popularize the STEP initiative in Kenya and beyond. CONTRIBUTING TO THE UNITED NATIONS SYSTEM-WIDE RESPONSE 60. Reflecting the importance of its engagement and achievements, UNESCO is co-chair of the Counter-Terrorism Implementation Task Force (CTITF) Working Group on Prevention of Violent Extremism and the Director-General plays a leading role with the Secretary-General s High-Level Action Group on PVE. The Organization is an active member in relevant working groups of the CTITF including on countering the financing of terrorism; on national and regional counter-terrorism strategies; on foreign terrorist fighters; on gender-sensitive approach to preventing and countering terrorism; and on strategic communications. 61. There are a total of 222 ongoing and planned United Nations PVE projects being implemented at the global, regional and national level, led by 14 United Nations entities that had contributed to the 2017 mapping exercise. UNESCO is leading across the United Nations system, working alongside UNDP, UNODC, UN Women, OHCHR, CTITF-UNCCT, UNICRI, UNAOC, DPKO, CTED, DPA, the United Nations Office on Genocide Prevention and Responsibility to Protect, the Office of the Secretary-General Special Envoy on Youth, and the OSRSG-Sexual Violence in Conflict. 62. The contribution of UNESCO is especially important in the context of the review of the United Nations Global Counter Terrorism Strategy and the United Nations General Assembly Resolution 71/291 (June 2017) to create a new United Nations Office of Counter-Terrorism (UNOCT) led by an Undersecretary-General (USG), including the CTITF Office and the United Nations Counter- Terrorism Centre (CTC). The UNOCT will focus on the five functions as outlined in the Secretary- General s report (A/71/858): (1) Provide leadership on the General Assembly counter-terrorism mandates entrusted to the Secretary-General from across the United Nations system; (2) Enhance coordination and coherence across the 38 Counter-Terrorism Implementation Task Force entities to ensure the balanced implementation of the four pillars of the Strategy; (3) Strengthen the delivery of United Nations counter-terrorism capacity-building assistance to Member States; (4) Improve visibility, advocacy and resource mobilization for United Nations counter-terrorism efforts; (5) Ensure

11 39 C/INF.25 page 10 that due priority is given to counter-terrorism across the United Nations system and that the important work on preventing violent extremism is firmly rooted in the Strategy. 63. This initiative will sharpen the focus across the United Nations system on preventing violence and conflicts, notably in the context of the resolutions adopted by the General Assembly and the Security Council on sustaining peace and peacebuilding (A/RES/70/262 and S/RES/2282 (April 2016). The call for a surge for peace by the Secretary-General includes also a new focus on empowering young women and men across the United Nations system. MOVING FORWARD 64. In a context of rising demand and expectations, marked by the adoption of three Executive Board decisions on UNESCO s contribution to the prevention of violent extremism, the work of UNESCO in this area has been anchored into the proposed Programme and Budget of the Organization for the period , with a view to supporting Member States in their leading actions to prevent violent extremism. 65. Building on these foundations, and in taking this forward, the main thrusts of UNESCO s action are the following: Strengthening further the intersectoral nature of UNESCO s work, including data collection and analysis; continuing the monitoring of trends, good practices etc., including with field offices and relevant institutes; Bolstering the link between UNESCO activities and the overall efforts of the United Nations, including those as led by the UNOCT; Deepening connections with all relevant partners, including regional organizations, as well as international and national non-governmental organizations; Supporting effective, including intersectoral, integrated budget and resource mobilisation. Printed on recycled paper