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UNESCO International Literacy Prizes Jury meets to choose the best literacy programmes in the context of COVID-19
On 16 21 July 2020 an online meeting of the International Jury of the UNESCO International Literacy Prizes started to review 66 applications submitted to UNESCO from around the world through a global call for applications which closed on Sunday 12 July This years Prizes theme is Literacy teaching and learning in the COVID19 crisis and beyond with a special attention to the role of educators and changing pedagogies Composed of five eminent experts the International Jury is tasked with identifying in the coming days five innovative literacy programmes that demonstrate effective teaching and learning with the potential to be resilient in facing the current crisis In the Opening Session the Jury members welcomed the thematic focus on teaching and learning and the role of educators Before embarking on the evaluation Ms Dong Associate of the Institute at Zhejiang University China emphasized the need to pay attention to the most crisisaffected population groups Similarly Ms Tchang Executive Director of Language Education Institute Republic of Korea highlighted the most vulnerable populations which must be the prime beneficiary of socioculturally sensitive programmes Mr Ngaka Senior Lecturer in the College of Education and External Studies at Makerere University Uganda reminded that the evaluation work should also pay attention to the role of technology in teaching and learning and a real and sustainable impact on learners and communities Mr Benseman an adult literacy expert from New Zealand with over 40 yearexperience and Ms Dajani Professor at Hashemite University in Jordan visiting professor at university of Richmond and Chair of this year Jury stressed the importance of innovation The current situation shows that education systems need to be revamped said Ms Dajani During the initial phase of the COVID19 pandemic schools were closed down disrupting the education of nearly two out of three students across the world over of 15 billion students 91 of the students in 194 countries at the peak time The pandemic also affected around 63 million primary and secondary teachers in 165 countries In addition numerous literacy programmes for youth and adults have been suspended To cope with the impact of the COVID19 crisis on education and learning alternative approaches to learning such as distance learning or learning in an open space have been adopted Educators who are at the heart of literacy teaching and learning have faced multiple challenges due to the lockdown To sustain and intensify efforts in foster effective teaching and learning and supporting educators during the COVID19 crisis and beyond UNESCO chose this theme for both International Literacy Day and the UNESCO International Literacy Prizes this year Since 1967 UNESCO International Literacy Prizes have rewarded excellence and innovation in the field of literacy to support effective and innovative literacy practices and promote dynamic literate societies to bridge the global literacy challenges faced by a number of children youth and adults including 773 million youth and adults who lack basic literacy skills The two International Literacy Prizes are The UNESCO King Sejong Literacy Prize Established in 1989 with the support of the Government of the Republic of Korea It gives special consideration to the development and use of mothertongue literacy education and training The UNESCO King Sejong Literacy Prize has been renewed for another 6 yearcycle at the decision of the UNESCO Executive Board made at its 209th session The UNESCO Confucius Prize for Literacy established in 2005 with the support of the Government of the Peoples Republic of China It is dedicated to literacy learning for adults in rural areas and outofschool youth particularly girls and women UNESCO International Literacy Prizes 2020 International Literacy Day What UNESCO does to promote literacy