CALL FOR PROPOSALS21ST CENTURY SOCIALISM AND EDUCATION: GLOBAL ALTERNATIVES TO PATRIARCHY, RACIAL CAPITALISM, MILITARISM, AND CLIMATE CHANGECIES 2023 CALL FOR PROPOSALSTHEMATIC TRACK   At CIES in February 2023, we will once again be organizing a thematic track of panels focused on 21st Century Socialism and Education: Global Alternatives to Patriarchy, Racial Capitalism, Militarism, and Climate Change. This series of panels, workshops, and papers will continue the discussion begun during roughly 20 panels each in CIES 2001 and 2022 on alternative education and development for the new millennium.  The 2023 CIES theme is “Improving Education for a More Equitable World”. The description references the “dream” of education for all and the abundant educational reforms around the world that fall short of realizing equity. It highlights some of the structural problems that constrain progress - power imbalance, income disparity, and neocolonialism, for example. The theme also emphasizes social factors like gender, sexuality, race, ethnicity, language, ability, culture, religion, geopolitics, and the current crisis context of pandemic and climate change that our education improvement agendas must address. Our “21st Century Socialism and Education” panel series for 2023 offers a unique opportunity to illuminate deeper critical analyses of the drivers of inequity and highlight the outlines of a number of promising alternatives that do in fact demonstrate a transformative pathway forward.  We refer to socialism to evoke contributions that recognize the fundamental problems with capitalism and its connections to structures of patriarchy, racism, militarism, and ecological crisis. “Socialism" is not well-defined, and "21st-century socialism" even less so; however, we use it as an attempt to deepen participatory praxis in all spheres of social life, including the state, the economy, the workplace, social and cultural spheres, media, technology, and, of utmost importance for CIES, the education system. As a society, CIES needs to reflect on how our scholarship, academic priorities, and approaches can better contribute to continuing and new struggles for eco-balance, social/economic justice, and more representative democracy. In 2022, we approached the site of CIES, Minneapolis, Minnesota, as a site of contestation and local engagement. We highlighted how it had become the epicenter of Black Lives Matter and wider global racial justice protests confronting the long history of structural racism in the US and other societies, and how this region of the US is home to struggles for refugee/immigration rights, indigenous rights, workers’ lives, and climate justice. We visited with local activists outside CIES to learn with them. In 2023, we intend to approach the new CIES site in Washington, DC in a similar way as a site of contestation and local engagement where democracy itself is under assault,  reactionary pushback against progressive progress is the current policy norm, and where civic activism resists these efforts. We see the CIES gathering in 2023 as an important opportunity to communicate the power of more just economic systems and social relations (what we call “progressive alternatives”) in the global and national power center that is the US capital city.  We invite you to propose papers or panels for the 21st Century Socialism and Education thematic track for the CIES 2023 conference - the call for submissions period is now open. Your paper or presentation or panel proposal does not have to tackle the whole theme. The theme is meant to be evocative, not restrictive. You can propose an individual paper on a topic of your choosing, an individual paper that fits with one of the suggested topics below, or an entire panel.We are particularly interested in research and perspectives from the Global South.     What is Socialism for the 21st Century? What is the Role of Education in Promoting this? Education and the Climate Emergency  Education and Social Movements  Educator and Youth Resistance and Organizing  Education and the Re-emergence of Labor Activism Racial Capitalism, Education Policy, and Politics Global and Cross-National Perspectives on Black, Feminist, and Queer Movements in and through Education EcoSocialism and Eco Pedagogy Educational Alternatives: Global Examples of Concrete Praxis Indigenous Approaches to Education and Development  Imperialism, Empire, Neo-colonialism, and Learning Militarism and new forms of 21st Century War The Internet, Social Media     If interested, please submit your paper or panel proposal to the 21st Century Socialism and Education track in the All-Academic system (listed with the SIGs) accessible online at www.cies2023.org by the CIES 2023 deadline on Monday, August 8, 2022.Feel free to contact any one of us below with questions.Also, if you know others who might be interested in proposing a paper or panel for this track, please share this invitation with them. Organizers:Frank Adamson                                              Diana Rodríguez-GómezSalim Vally                                                      Michael GibbonsMark Ginsburg                                               Sangeeta KamatSteve Klees                                                    Hugh McLeanNanre Nafziger                                               Carol Anne SpreenRoozbeh Shirazi                                             Krystal StrongBecky Tarlau                                                   Alice Taylor Read more

Technology and Material Culture in African History:Challenges and Potentials for Research and Teaching An international conference, Dar es Salaam, Tanzania, January 4 – 8, 2023   Call for Papers and Roundtables   The conference seeks to consolidate and foster the further development of history of technology and material culture in Africa. By gathering scholars from Tanzania and across Africa, as well as colleagues from other continents, the conference will demonstrate the discipline’s high degree of relevance—to the research and teaching of history and adjacent fields, as well as to contemporary political agendas. The organizers wish to use this event to discuss how historians of technology and material culture may contribute to the writing of a “usable past” for further generations. The organizers invite historians, archaeologists, anthropologists, geographers, sociologists, and urban scholars to discuss the potentials of interdisciplinary and international collaboration around present intellectual, social, technological, and environmental challenges in Africa and globally. In the recent past, African countries have increased citizens’ access to up-to-date mobility and communication technologies—electric household items, mobile phones, and engine-driven vehicles. As the variety of terms indicates—daladala, matatu, tro tros, bodaboda, bajaji, and so on—artifacts are not just simply imported, but constantly modified to fit local circumstances and needs. By and large, however, a historical understanding of these processes of domestication and reinvention is still lacking. That present-day historians of technology do not limit themselves to the study of modern, Western machines and systems, but include broader aspects of (pre-colonial, colonial, and post-colonial) “material culture,” also means the discipline plays a central role both in research projects and teaching programs. There have been growing initiatives to integrate Africa into the global history of technology and material culture, but such efforts rarely focus on issues of teaching. Considering the ongoing curricular review at African universities, it is a pressing concern to discuss the potentials of including the history of technology and material culture in Bachelor and Masters programs. The organizers are convinced that the discipline of history needs to include an African perspective and showcase Africa’s contribution to global history of technology and material culture. Therefore, the conference focuses on policies, practices, and use to rethink the historiographic role played by material artifacts and systems. We believe there is a certain urgency in researching, writing, and teaching the history of technology and material culture from a truly African perspective. The organizers hope that the workshop will provide important additions to the nationalist and materialist views which have dominated African history research, writing, and teaching since independence. By giving participants an opportunity to discuss existing research projects and teaching programs, the organizers aim at laying the foundation for an international network of historians of technology and material culture in Africa. We thus ask interested teachers and researchers from Africa and beyond to contribute with standard workshop sessions and papers, roundtable discussions, and further innovative formats. Proposals may be on any thematic area in history of technology and material culture, for example: The place of technology and material culture in the teaching of African history The political “usefulness” of technological and material history Gender and material culture in African history Craft technologies (e.g., basketry, carpentry, weaving, pottery, metal working). Farming, fishing, and hunting technologies The adoption of material objects (e.g., cars, bicycles, electronic and domestic appliances) Infrastructure histories (e.g., transportation, water, power, sanitation) Repair and maintenance cultures Archaeological evidence Please submit 300-word proposals and one-page CVs to:Emanuel L. Mchome at emanuellukio@yahoo.com orFrank Edward at f38edward@yahoo.co.uk no later than August 31, 2022. This unique event will be organized by the History Department at University of Dar es Salaam in collaboration with the ERC-funded research project “A Global History of Technology, 1850-2000” at the Technical University of Darmstadt in Germany, the Society for the History of Technology (SHOT), and the Foundation for the History of Technology in the Netherlands. The event will take place on site in Dar es Salaam, Tanzania. Lodging and main meals are provided by the organizers; a one-day excursion is also included. Participants from Africa are invited to apply for travel grants. Selected applicants will be notified Sept. 15, 2022, and they will be requested to submit preliminary conference papers (min. 2,500 words) by Nov. 15, 2022. Representatives of leading scientific journals will be present at the event. Contact Info:  Professor Mikael Hård ERC Project “A Global History of Technology, 1850-2000” Institute of History Technical University of Darmstadt Schloss, Marktplatz 15 64283 Darmstadt Germany Contact Email:  hard@ifs.tu-darmstadt.de URL:  http://www.global-hot.eu Read more

The Alliance for African Partnership is now accepting proposals for the Transforming Institutions Strategic Funding Program. Successful applicants will receive up to $20,000 in seed funding to develop international strategic partnerships with universities, institutions of higher education and research, and/or organizations in the public or NGO sectors.   The application deadline is August 29th, 2022.   Alliance for African Partnership seeks proposals from AAP consortium members and their partners for activities which directly address AAP's pillar to transform institutions to be better able to participate in sustainable, equitable, and research-driven partnerships that make a broader impact on transforming lives. Travel can include any of the following—within Africa, to Africa from external locations, to the US, or to other locations outside of Africa. Virtual engagement is highly encouraged as it can be cost effective.   Exploratory Projects to support initial-stage partnership development. This funding is meant for new partnerships that have not previously worked together  Proposal Development Projects to support partners to develop a proposal in response to a specific funding opportunity   Pilot Workshop Projects to support short-term training activities or workshops   Proposed partnerships should focus specifically on institutional strengthening and capacity development. This could include projects that aim to build institutional strengths; to contribute to individuals’ capacity development which will lead to institutional strengthening; to plan for new units or institution-wide initiatives; and/or to pilot new approaches to research support, teaching or outreach that can eventually be scaled up across the institution(s).   Proposals that address the following areas will also receive priority in review:  1) building grant proposal development and/or improving grant management,    2)innovative models of joint teaching or degree programs (e.g., COIL courses), or     3) innovative models of research communication and engagement (e.g., building capacity of researchers to engage/communicate with policy makers, communities, etc.)   To learn more about the program, including how to apply, visit: https://aap.isp.msu.edu/funding/transforming-institutions-call-proposals/ Read more

Historically, children have been seen as serving diverse strategic and emotional interests, both those held by individual families and by states. Views about children and their welfare have changed over time and across cultures. Children’s changing roles and questions about their agency are significant sites of historical study today. But at this political moment, the role of the state and other institutions in overseeing children’s issues is increasingly under debate across varying national contexts.   At the turn of the twentieth century in the west, the protection of children deemed unsafe or in crisis was framed in terms of saving children from various social, economic, moral, or religious dangers. Interventions in the “best interests” of children were both private and public, with religious organizations and state institutions playing key roles. In many colonial contexts, child welfare practices intersected closely with race, Indigeneity, and imperial socio-economic agendas. While some children were positioned as symbols of the health or vitality of the nation, other children of different races, classes, or nationalities were targeted as sites of danger. Protecting specific children safeguarded a specific version of the nation and its future.   By the mid-twentieth century, child protection discourses (often imagined through intervention from the state and/or religious organizations) existed alongside an emergent international human rights discourse that increasingly centred the child as a capable actor. There is also an important critique of the human rights framework as too individualistic and too western in focus. Nevertheless, the adoption of the Geneva Declaration on the Rights of the Child by the League of Nations in 1924 started to shift international discussions about child protection toward a framework of rights, entitlements, and transnational obligations. Although far from perfect, this rights framework has since been affirmed in several international instruments including the 1959 UN Declaration on the Rights of the Child, the 1989 Convention on the Rights of the Child, and the 1993 Hague Convention on Protection of Children and Co-operation in Respect of Intercountry Adoption, as well as several child labour regulations of the International Labour Organization. The main objective of this conference is to map global patterns in discourses, politics, policies, and practices in child saving, child protection, and the rights of children. We are interested in exploring the ways that changes and (dis)continuities in the relationship and transition from child saving to rights entitlements have been framed and whether these changes indicate linear progress or something far less straightforward or far more limited in scope or applicability. We are also interested in the intersections between local approaches and transnational trends in child welfare, protection, and children’s rights. How have shifts in social attitudes, politics, and discourse shaped child welfare policies? What are the impacts of these changes on the wellbeing of children and, indeed, conceptions of childhood and youth?   We invite historians and scholars from related disciplines at all career stages who are interested in addressing these questions in diverse geographic spaces to submit proposals for this conference. We recognize that the language of saving children is rooted in particular countries and in the period from the late nineteenth century onwards. Nevertheless, we are also interested in submissions that consider efforts to support or protect children in different time periods and places as well as within different conceptions of childhood. We are seeking proposals that explore the following subtopics from local, national, regional, and transnational perspectives:   Themes: • Colonial and Imperial Child Welfare Policies and Practices • Settler Colonialism and Indigenous Children • Children, the State, and Religion • Transnational Organizations and Declarations of Child Rights • Alternatives to the children’s rights framework • Child Ability and Disability • Child Labour • Maturity and Age of Consent • Children and the Law • Race, Ethnicity, and Poverty in Child Protection and Child Removal • Childism as a Lens to Interrogate Child Protection and Children’s Rights   Dates/format/funding: January 27-29, 2023 Abstracts and brief cv’s are due June 30, 2022. The conference will be hybrid, with the option of switching to a fully virtual format if needed. We are in the process of applying for funding. We cannot guarantee that travel funding will be available. We anticipate funding for graduate students’ registration.   Contact Info: Send abstracts and brief cv’s to - childrights2023@gmail.com by June 30, 2022   CONVENERS: Dr. Juanita De Barros, Centre for Human Rights and Restorative Justice / Department of History, McMaster University Dr. Karen Balcom, Centre for Human Rights and Restorative Justice / Department of History/ Gender & Social Justice, McMaster University Carly Ciufo, Centre for Human Rights and Restorative Justice / Department of History, McMaster University   ORGANIZERS: Centre for Human Rights and Restorative Justice (CHRRJ), McMaster University Wilson Institute for Canadian History, McMaster University Department of History, McMaster University Faculty of Humanities, McMaster University McMaster Children & Youth University, McMaster University Read more

Virtual Conference: Religion and Democracy on the African Continent: Colonial Legacies and Postcolonial Possibilities “A broad rethinking of political issues becomes possible when Western ideals and practices are examined from the vantage point of Africa.”—Pankaj Mishra, New York Review of Books Join us Saturday, May 7–Sunday, May 8, for a virtual conference, featuring scholars of Africana Studies, Religious Studies, Anthropology, History, Sociology, Law, and Politics, who will share their expertise on religion and democracy on the African continent. The event will feature a keynote address by Mahmood Mamdani, the Herbert Lehman Professor of Government at Columbia University and author of the book, Neither Settler Nor Native: The Making and Unmaking of Permanent Minorities, (Harvard University Press, 2020). The conference presentations will result in the publication of an edited volume to be made freely available next year.  Registration The conference will be hosted on Zoom; attendees must register separately for each session. Click on the linked session titles below to register and to learn more about the sessions and speakers. All sessions will be recorded and made available on the Religion, Race & Democracy Lab’s Vimeo channel. Schedule of Events Saturday, May 7: Looking Back 9–11 AM EST Historical Formations of Religion and Democracy   11:30 AM–1:30 PM EST African Religious Movements & Democracies   2–4 PM EST Keynote Lecture: Mahmood Mamdani, Neither Settler Nor Native: The Making and Unmaking of Permanent Minorities    Sunday, May 8: Looking Forward 10 am–12 PM EST Contemporary Conflicts, the State, and Religion in Africa   1–4 pm EST New Theories and the Future of Religion and Democracy in Africa (followed by Closing Remarks)   Co-sponsored by the University of Virginia Democracy Initiative's Religion, Race & Democracy Lab, the Page-Barbour Funds, the Institute of the Humanities & Global Culture, the Carter G. Woodson Institute, and the Virginia Center for the Study of Religion. Read more

Displacement and Belonging :Lessons from the Indian Ocean and BeyondIn Honor of Pier Larson Circulations et appartenances :leçons de l’océan Indien et au-delàEn l'honneur de Pier Larson Online international conference organized by:Klara Boyer-Rossol (CIRESC and BCDSS, Bonn University),Jennifer Cole (The University of Chicago),Tasha Rijke-Epstein (Vanderbilt University),Samuel Sanchez (Université Paris 1 - Panthéon Sorbonne),Dominique Somda (Huma - University of Cape Town). Thursday 5 May 2022 & Friday 6 May 2022 PROGRAMMEAbstracts Register here Read more

Applications from young feminist groups from all majority countries to apply. More information is here.

Since the early 1990s, political, social and economic instability in East Africa,1  including long-running conflicts in Sudan, Somalia, Ethiopia and Burundi, has produced high rates of displacement. Movement within and from the region has led to substantial refugee populations being housed in Kenya, Tanzania and Uganda, as well as a large diaspora of East Africans scattered across the globe.   Among those leaving their countries of origin are a significant number of lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI+) persons. Many are fleeing state-sanctioned violence, including arrest, prosecution and imprisonment, while others seek to escape oppressive social norms and community opprobrium, often experienced as gossip, beatings, outings, extortion, familial abuse and forced marriage. These efforts to preserve the heteronormative social order are buttressed by the expansion of colonial-era penal codes, the growing influence of anti-LGBTQI+ religious movements and the strategic use of anti-LGBTQI+ discourses by political elites looking to consolidate their power and authority.   While LGBTQI+ refugees and asylum seekers in East African have recently begun to attract media attention, there is yet to be sustained academic engagement with their lives and experiences. This collection will address this knowledge gap by bringing together diverse scholarship on the drivers, impacts and consequences of displacement linked to sexual orientation and/or gender identity and expression. It will do so by exploring all aspects of LGBTQI+ migration, including displacement catalysts, mobility pathways, transit routes, migration governance, encampment policies, humanitarian interventions, resettlement challenges, integration strategies, livelihood programmes and public advocacy. By centring the experiences of LGBTQI+ East Africans who move, the collection will produce new insights into the geographical, historical and cultural specificities of a region that both produces and hosts individuals fleeing homophobic and transphobic persecution.   This will be an interdisciplinary publication, and we invite submissions from all academic fields, including migration studies, gender studies, border studies, religious studies, media studies, legal studies, literary studies, public health, history, sociology and anthropology. We also welcome abstracts that consider the lives of LGBTQI+ East Africans in the diaspora and the impacts of LGBTQI+ East Africans on global, regional or local protection mechanisms. Those working outside of the academy (humanitarian workers, legal practitioners, service providers, etc.) are welcome to submit abstracts of a scholarly nature. Possible topic areas include, but are not limited to, the following: The state of research: Trends in LGBTQI+ migration research and knowledge gaps. Theorising LGBTQI+ displacement: Looking beyond South-North migration trajectories, rethinking movement, boundaries and borderlands, challenging European 'exceptionalism' and so on. Methodological tensions: Unpacking the ethics and practices of researching and representing LGBTQI+ mobilities, the use of arts-based methodologies, decolonial approaches to migration research and so on. Law and justice: Making sense of legal challenges and opportunities relating to LGBTQI+ migration, including local, regional and international protection mechanisms, state responses to decriminalisation and so on. Structures of asylum and migration: Encampment, waiting, documentation, border controls, online fundraising campaigns, illegality as orientation, the finitude of language and so on. Documenting, archiving and disseminating knowledge: Partnerships (civil society, government, policy-makers, etc.), research uptake beyond the academy, data security, keeping LGBTQI+ communities safe when 'going public' and so on. Representations in film, literature and media: Reflections on how LGBTQI+ displacement in/from East Africa is produced, discussed and circulated through creative works. The role of religion and culture: The relationship of institutions, practices, networks and discourses with migration, with faith as a mediator of belonging or dispossession.  Research in action: Empirical findings from recent studies on LGBTQI+ displacement in the region. Prospective authors are asked to submit an abstract (500 words max) and a short bio to queerdisplacementea@gmail.com by 1 April 2022. Read more

Theme: COVID-19 and Global Africa For its maiden issue, the editors of the Global Village Review are inviting scholars, essayists, and book reviewers to submitscholarly articles, critical essays, or book reviews on topics that center around the wide variety of issues that impact COVID-19 has had on Africa and peoples of African descent, globally. We encourage submissions from researchers, educators, artists, and policymakers from around the world in all disciplines, in both the social sciences and the humanities.Suggested Topics Status of Vaccine Science in Africa/Vaccine Hesitancy Among African-Americans/Reasons for Low COVID-19 Mortality Rates in Africa/Impact of COVID-19 on African Economies/Impact of COVID-19 on Caribbean Economies/Virtual Learning Experiences at African Institutions under COVID-19/Impact of COVID-19 among African Diasporans in Latin America/Impact of COVID-19 on African Diaspora in Britain/Plight of Front-Line COVID-19 Healthcare Workers in the African Diaspora/Impact of COVID-19 on Tourism in Global Africa/Post-COVID-19 Recovery in Africa   Submission Guidelines:Reference Style: APA (7th Edition):https://libguides.jcu.edu.au/apaLength of Submissions:Articles & Essays: 5000-8000 wordsBook Reviews: 1000-3000 wordsAuthor’s Bio: Brief (1-3 lines)Abstract Submission: 75-100 wordsEmail Address for Submissions and Inquiries:mwwilliams91@webster.edu   Submission Deadline: May 1, 2022   Journal Profile The Global Village Review (GVR) is an online, bi-annual, peer-reviewed journal, designed to provide critical analysis ofglobal affairs from an Africana-centered perspective. Its primary focus is to examine matters of global significance affectingthe African World. GVR consists of three parts: research articles, critical essays, and book reviews. Based on a double-blindreview process, the editorial policy of GVR will ensure that all submissions, regardless of political leanings, will begiven equal consideration.   To learn more: Call for Papers: Global Village Review-COVID-19 and Global Africa | H-Africa | H-Net Read more

Do you have a demonstrated commitment to advancing sustainability for Africa’s landscapes, seascapes and communities?Do you want to be part of a global community of friends working to promote sustainable and equitable land management through the landscapes approach?Are you between 18 and 35 years old?The Global Landscapes Forum (GLF), in partnership with the Youth in Landscapes Initiative (YIL), is launching the first ever “Young African Landscape Leadership” program, an 8-months program filled with networking meetings, regional dialogues, workshops and more.Let us know who you are, and your motivation to join. With a median age of just 19.7 years, Africa’s diverse population is by far the youngest  of any other continent in the world. These unique demographics offer a significant advantage in the drive to revive ecosystems and safeguard livelihoods. Africa’s youth have immense potential to forge a new development model and vision for the continent as they are already champions for landscape action and community-based solutions.    The GLF, in partnership with the Youth in Landscapes Initiative, is launching the first ever Young African Landscape Leadership, an eight-month annual program filled with networking meetings, regional dialogues, workshops and much more.    Learn more/apply: Young African Landscape Leadership 2022 - Youth in Landscapes Initiative (globallandscapesforum.org) Read more

The Young African Leadership Programme funded by the European Commission is a tailor-made fellowship and training programme aiming at catalysing and fostering changes as envisioned in the Africa Agenda 2063 and in the Africa-EU Partnership. After a pilot cohort in Autumn 2021, the second cohort of Young African Leaders is expected in Florence in September 2022   The Young African Leaders Programme is a fellowship scheme that provides a unique opportunity for policy experts from Africa (all regions) to further develop their policy work and professional and leadership skills amidst international experts.   Furthermore, the Programme aims at creating new networks, connecting a strong cohort of leaders committed to driving change in their own countries and across the continent, as well as address the gender gaps and foster inclusivity in leadership roles.   In the dynamic academic environment of the European University Institute (EUI) in Florence, selected participants will take part in workshops, training and skills development sessions, conferences, and study visits in Europe. Interaction with the other fellows, policymakers and the academic community at the EUI will make this a truly unforgettable experience. The structure of the Programme will be as follows: Executive Training Seminars on thematic issues; Professional Development Workshops, providing a set of leadership skills, tools and concrete case studies; Study Visits to EU institutions, relevant academia, and international organisations Final individual written assignment Award of the YALP certificate of attendance Connection to network of scholars and practitioners knowledgeable in relevant transnational governance The three-month leadership programme takes place from the 1 September 2022 to the 30 November 2022. Fellowships are fully-funded with a grant of € 2,500 per month. The selected African fellows must live in the area of Florence for the duration of their stay. The language of the Programme is English. Where possible, the STG will seek to integrate French. The Programme has an intensive training schedule, and is therefore a full-time and fully-funded fellowship scheme.     Who should apply? The Programme targets mid-career, high potential policy-makers, diplomats, and professionals from Africa, working in national and local authorities, regional, continental, international organisations and development partners, civil society organisations, academia, media and private sector, in Africa. More precisely, the Programme is open to professionals (M/F/X), mid-career and executives alike, who are nationals of African countries, residing in Africa and are up to the age of 35.   This Programme is supported by the European Commission, Directorate-General for International Partnerships. This Call for applications is launched under a suspension clause, related to the final approval of the financing decision of the Programme by the European Commission. According to such clause, should not the financing decision be taken, the EUI/STG reserve the right to cancel the call without any prejudice to the Institute and potential beneficiaries.   This programme is supported by the Directorate-General for International Partnerships of the European Commission. For enquiries about applications please vist: Young African Leaders Programme • European University Institute (eui.eu)    Or contact: apply.fellowships.stg@eui.eu Read more

The 2022 Call for Nominations is open until 20 May Gender equality in education is a basic right and a prerequisite to build inclusive societies. Although notable progress has been made over the last 20 years, the ongoing COVID-19 pandemic has caused unprecedented disruption to education and exacerbated existing inequalities, disproportionately affecting girls and women. Today, 127 million girls of primary and secondary school age are out of school,  three quarters  of children who may never set foot in school are girls while women still accounted for almost two-thirds of all adults unable to read in 2019. (UNESCO Institute for Statistics).   The UNESCO Prize for Girls’ and Women’s Education honours outstanding and innovative contributions made by individuals, institutions, and organizations to advance girls’ and women’s education. It is the first UNESCO Prize of this nature and is unique in showcasing successful projects that improve and promote the educational prospects of girls and women and in turn, the quality of their lives. Funded by the Government of the People’s Republic of China, the Prize is conferred annually to two laureates and consists of an award of US $50,000 each to help further their work in the area of girls’ and women’s education. The Director-General of UNESCO awarded the Prize for the first time in 2016.   Established by UNESCO’s Executive Board, the Prize directly contributes to the attainment of the 2030 Sustainable Development agenda, particularly SDG 4 on education and 5 on gender equality. It also supports UNESCO’s global priorities included in the Medium-term Strategy 2022-2029 and the Gender Equality Action Plan 2014-2021 (GEAP II), as well as the UNESCO strategy for gender equality in and through education (2019-2025). Read more