Massive Mekong Barb: Cambodia's National Fish

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 The world's largest species of cyprinid is the giant barb, also known as the Trei Kol Raing. Only the river basins of the Mae Klong, Mekong, and Chao Phraya in the Indochina Peninsula are home to these migratory fish. It is currently regarded as severely endangered because of its sharp fall brought on by habitat loss and overfishing. It's the biggest fish in Cambodia and possibly the globe, larger than any other fish found there. It is two to three meters long and weighs between 150 and 300 kg. Its whole body is covered in huge scales. excluding the fins and head. The body's overall colour is perceived as a distinct colour, with transparent black visible above the stripe line and silver visible below it. Article 18, Chapter 2 of the Royal Code protects fish of this kind. Law No. 33 on Fisheries. This species is found along the Mekong River, with the Tonle Sap being its primary habitat. The Angkor Wat temple features a sculpture of this fish etched on its wall. Although they occasionally reach smaller canals, floodplains, and flooded woodlands, they are typically observed in the vast pools near the borders of great rivers. Although they may adapt to live in ponds, canals, and swamps, young barbs are typically found in smaller tributaries and wetlands. The fish  usually couple off to live together. These fish migrate, moving to more advantageous locations at different times of the year to feed and mate. These sluggish fish eat algae, phytoplankton, and the fruits of submerged land plants; they hardly ever, if ever, consume moving creatures. It has been reported that immature giant barbs occur mostly in October in the lower Mekong basin. It is quite soft and does not seek out and devour other fish. Cambodians enjoy eating because their meat is very tasty. Seafood is delicious and a great source of health-promoting protein. The basis of the shuttlecock (Sei), a well-liked sporting item among Khmer people, is also made from its scales. It is a unique fish that is protected and preserved by both the Royal Government and non-governmental organisations, in addition to being easier to feed than any other kind of fish. Now, it Due to their ease of feeding and quick growth, farmers have been encouraged to feed these fish, and breeding stations have been encouraged to attempt and breed them. Meanwhile, to safeguard this threatened species, there have been fish-protecting zones along the Mekong River. Non-governmental organisations (NGOs) are keen to assist in the preservation of this species of fish to prevent it from being endangered or wiped out due to its economic significance. The primary risks stem from overfishing and habitat degradation caused by pollution and dams. 200 tonnes of huge barbs were caught in Cambodia in 1964; fishing data from that country serves as a good example of the fast population fall. There were only over 50 fish fished in 1980 and just ten in 2000. There was only one little individual found during surveys conducted between 1993 and 1999, despite the fact that it was once a significant fish in local fishing below the Khone Phapheng Falls. As a result, the IUCN Red List has classified the huge barb as severely endangered. Its extinction from the Chao Phraya River is complete. To raise awareness of this species' need for protection, the Kingdom of Cambodia named this fish the national fish in a 2005 royal proclamation.

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The recovery of Ukraine is

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 Regaining children's education is essential to Ukraine's rehabilitation. Regina De Dominicis, Regional Director of UNICEF for Europe and Central Asia, made the following statement

Brussels/Berlin, June 12, 2024 — "The greatest resource in the country, its people, are being destroyed by the war in Ukraine. Children and young people will not be able to access education and training opportunities, which are essential for the healing of children, families, and their communities, without an increase in investment and ongoing support. Children in Ukraine have not attended school for more than four years due to COVID-19 and the war, which is equivalent to the duration of a primary education in that country. Approximately 600,000 students are not able to attend any in-person school at all, and four million children nationwide still have disrupted educations. Children in Ukraine are almost two years behind in reading, a year behind in maths, and half a year behind in science, according to the most recent data available from 2022. That difference has only gotten wider since conflicts have persisted. The war has damaged more than one out of every ten educational facilities, and more than half of them have had to close because of inadequate access to bomb shelters. Rebuilding the sector will require a substantial amount of investment, outweighing the current resources. Putting money into education from the foundational years to upper secondary is what this entails. Supporting learning recovery entails helping students acquire the skills necessary for success in their chosen careers as well as core disciplines like science, arithmetic, and reading. By making immediate investments in education and skills, Ukraine's children and adolescents will experience fewer detrimental long-term repercussions from war and displacement. By equipping them to participate in their nation's upcoming recovery efforts, it will assist develop Ukraine's human capital. Above everything else, though, is the need to shield Ukraine's youth from future harm—disasters to their mental health, safety, education, and outlook on life. The battle will now come to an instant end.

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Competencies for the shift to a green economy

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For policymakers, program designers, and international development partners looking to support young people on the move — especially those with poor educational attainment or living in poverty — this book offers helpful advice on how to connect them with chances for green skilling. The statement underscores the significance of involving young people who are migrants, refugees, or have been forcibly displaced in conversations and initiatives pertaining to the green transition. Using three primary approaches — leveraging successful skilling programs, boosting access to green work prospects, and supporting self-employment — the book highlights the necessity for customized, context-specific solutions to solve the unique issues encountered by adolescents on the move. 

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Young people and children demand

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 Adolescents and young people demand access to high-quality climate education During Earth Day, UNICEF advocates for countries to provide educational opportunities to all children so they can become environmental champions.

Severe weather-related catastrophes claimed millions of lives or forced migration in 2023 alone. Girls are more likely to drop out of school and face increased risks of child marriage, abuse, and exploitation when they live in climate hotspots, where they are disproportionately affected by climate change. Tragedies linked to climate change cause 40 million children's educations to be disrupted annually, and marginalised youth are being left behind without the skills necessary to cope with the new climate reality. Now is the moment to take action. Together, let's fight for a sustainable, brighter future for all people while also supporting the environment on a daily basis. UNICEF is on governments, corporations, and communities to act quickly to combat the climate crisis and safeguard the children who are already experiencing its most severe consequences on Earth Day. Global advancement in building climate-resilient educational systems Governments all throughout the world are acting to guarantee that kids may receive climate education, that educators are encouraged to teach about sustainability and the environment, and that schooling is not interrupted by climate-related incidents. Nonetheless, a quick assessment of 94 low- and middle-income UNICEF offices reveals uneven success in mainstreaming climate education. Merely 30% of the UNICEF country offices polled indicated that their government is taking steps to promote green education in 2023, and just 18% mentioned climate change education in their Education Sector Plan. Although this suggests some progress in the creation of policies, there are still large gaps in their application. Just 8% of nations claim to be offering at least 70% of pupils climate education and to be giving teachers opportunities for professional development in this area. The fact that 40 out of the studied nations are deemed to be at high or extremely high risk for children to be exposed to and vulnerable to the effects of climate change is concerning, as only one-third of these countries reported taking significant official action to promote green education. Children and young people around the world are demanding access to high-quality climate education. But establishing a policy environment that is supportive to climate education is only the first step. We need to invest a lot of money to make this a reality. It is shocking to see that only 7% of the countries surveyed reported investing in the education sector using climate finance. It just isn't enough. Education is essential for resilience and climate adaption, yet internationally, Projects focused on education get very little support. In order to close the climate finance gap for youth and children and ensure that everyone has access to high-quality climate education, we must move quickly. Young people: Leaders in climate action, not just victims In order to make our planet greener and more sustainable, children and young people are devoting time and effort to taking climate action. These young people and children are daily advocates for our world; let us learn from them. I'm fourteen years old, and my birthplace is Colombia. As a human rights activist and protector of the right to a clean, healthy, and dignified environment, I am based in Spain. I am the leader of a group of kids and teenagers that organise for environmental peace and climate justice. In addition, I give speeches on a variety of topics and support UNICEF Youth Climate Action. When I advocate and teach about climate change, I want governments to create policies that support life and consider how their decisions affect people's hopes, daily lives, and ability to live in a decent environment. I, Tina If you are reading this, you are probably just as interested in the environment as I am! My name is Tina, and I'm from Egypt! A young collective includes me. Beyond merely grabbing people's interest, we had more in mind. We desired a mental shift. With that in mind, we came up with "Us and Climate Change." In order to motivate the future generation, it was intended to provide teachers with the necessary tools to serve as mentors on climate issues, providing them with the lowdown on the issue. Our ultimate aspiration? A pure, unadulterated planet where we can freely enjoy nutritious food, clean water, and clean air.

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Creating today's future today

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 constructing for tomorrow now How early childhood education will evolve in the future thanks to youth-led solutions

Young people are pushing change globally to guarantee that our youngest students have the finest start in life. Aisha, a young woman who became an entrepreneur and received training from a UNICEF-supported program, opened her own Early Childhood Education (ECE) centre in rural Kenya. In addition to giving over 50 children access to high-quality early learning, this institution employs other young women as teachers and support personnel. Aisha's efforts have a significant impact: more kids in her community are prepared for school, and more young women are gaining economic independence. Rahim, a young entrepreneur, shows that early childhood education and entrepreneurship are opportunities for all youth to participate in, even though they are located more than 4,000 miles away in a highly crowded informal settlement in Dhaka. He founded an early childhood education institution with flexible hours and reasonable costs using UNICEF's training and seed financing. In addition to hiring young people from the neighbourhood, his centre has grown to be a priceless resource for working parents searching for high-quality early learning for their kids. One youthful entrepreneur at a time, Aisha and Rahim are working to create a better future for the children of the world. In addition to improving school preparedness, closing early childhood education gaps can aid in breaking the cycle of underachievement that affects children who fall behind in these early years and leads to high dropout rates. This pattern of underachievement persists throughout adulthood. One of the most effective ways to close these gaps is through youth-led entrepreneurial projects that provide early learning services. Using youth power to increase access to early childhood care and education services not only closes important gaps in educational opportunities, but it also demonstrates the enormous return on investment for programs that could improve the lives of 267 million young people worldwide who are not enrolled in formal education, training, or employment. Young people with education can find good jobs and a means of subsistence by training young men and women to provide early childhood services. Young parents who receive more early childhood education can also focus on their own academic and professional objectives. Young entrepreneurs are in a good position to push for advancements in early learning services because they offer new ideas, enthusiasm, and a thorough awareness of the local environment. They may become essential leaders and advocates of early childhood education in their communities and provide long-lasting solutions to particular needs with the correct guidance and assistance. Together, they can build a better tomorrow by coming up with creative ideas today! Ability for Achievement UNICEF and Generation Unlimited are committed to increasing the creation of excellent early learning centres and equipping aspiring entrepreneurs with a wide range of skills. Programs like Generation Unlimited's imaGen Ventures Youth Challenge and UNICEF's Venture Fund and Innovation Challenge have proven successful in equipping young people with the financial, managerial, and entrepreneurial skills needed to launch and successfully operate a successful business. Young entrepreneurs can make sure their early childhood education services follow age-appropriate learning strategies and effectively engage parents in the learning process by combining these skills with additional training on play-based learning and parental engagement strategies. This will boost enrolment and carer involvement in school activities, events, and projects. Several success stories demonstrate how these programs have a transforming effect. The Mamelodi Business Hub was established in South Africa by UNICEF, Generation Unlimited, Price Waterhouse Coopers, and the University of Pretoria. The program educates young people in the country about financial literacy and microbusiness management. The Ikhaya Labantwana Montessori project was established by young entrepreneurs from this program with the goal of increasing access to early childhood education and care in rural areas. Using a similar strategy in a humanitarian setting, UNICEF and the Jordanian government collaborated to provide early learning and psychological assistance in Makani centres to youth residing in the Za'atari refugee camp The Global Director of UNICEF's Education and Adolescent Development is Robert Jenkins. Generating Unlimited UNICEF Blog's CEO is Kevin Frey. In addition to ideas for enhancing children's and families' quality of life, the UNICEF Blog advocates for children's rights and well-being. We provide you with reports from UNICEF staff members on the ground in more than 190 countries and territories, as well as thoughts and perspectives from the top authorities on child rights worldwide. UNICEF does not always endorse the views stated on its blog; these are the views of the author(s).

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Laying Firm Foundations

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 Establishing Robust Foundations more promising futures via health and wellbeing education

Building solid foundations for kids is essential to their resilience and overall well-being in a world that is changing quickly. The key to long-term success and good health is a quality education, which is at the heart of this undertaking. Early health and well-being education is vital in elementary schools since it is known that students perform better in the classroom when they are well. UNESCO and UNICEF collaborated to establish the Building Strong Foundations briefs, which offer evidence-based recommendations to help primary school-aged children flourish by providing them with a foundational education for health and wellbeing. These briefs, which are based on in-depth research and discussions with top specialists from a range of disciplines and around the globe, provide education stakeholders with a road map for giving students the knowledge and abilities they need to meet their present and future health and well-being needs.

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Third Youth Conference of the

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 IberoMAB Network's Third Youth Forum Youth (18 to 35 years old) who reside in, attend school in, or are employed in biosphere reserves located in Latin America, the Caribbean, Spain, and Portugal will come together for the IberoMAB Youth Forum.

principal goals of the Forum To encourage the influence of youth in their territories, increase youth involvement in the operations and upkeep of the IberoMAB Network biosphere reserves. Provide tools that empower young people locally, regionally, and beyond. Provide the IberoMAB regional youth network with a governance structure and an action plan. Create challenges and goals for the IberoMAB Youth Network from 2026 to 2035 to be in line with the new MAB Strategy (2025–2035), building on the results of the 2nd Youth Panel from the 2nd IberoMAB Congress. Supervisors In collaboration with the Brazilian MAB National Committee, the Atlantic Forest Biosphere Reserve, the IberoMAB and Brazil Youth Networks, the UNESCO Office in Brasilia, and the UNESCO MAB Program Secretariat, the Forum is organised. The National Parks Autonomous Agency (OAPN) of Spain, the State Secretariat for the Environment of the State of Bahia, and the Brazilian Ministry of the Environment all provide financial support to the Forum.

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Webcast on the Global Network of Learning Cities

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 Rethinking our relationship with environment and fostering sustainable lifestyles: a webinar presented by the Global Network of Learning Cities on "Shifting paradigms"

In order for children to have a bright future, we should all take care of children.
Rethinking our relationship with nature and fostering sustainable lifestyles: a webinar on November 20, 2024, as part of the UNESCO Global Network of Learning Cities' webinar series, "Building green, inclusive and climate-resilient urban communities - the learning cities approach," Cities — especially their transport networks and office buildings — are currently accountable for around 75% of the world's CO2 emissions. As such, they are crucial to the worldwide effort to combat climate change. Cities are not just at the center of the shift to inclusive and green economies, but they are also leading the charge in supplying local communities with the information and abilities they need to disrupt long-standing, unsustainable practice. mobility, production, and consumption. UNESCO learning cities are in a unique position to raise awareness of climate change and provide the green skills necessary for a sustainable society because of their significant competence in lifelong learning. Rethinking our relationship with environment and promoting sustainable lifestyles will be the main topics of this webinar. The act of contemplating on ways to live a more sustainable lifestyle is crucial in combating climate change, regardless of whether more focus is placed on cycling to work or school, practicing conscious consumption, or practicing mindfulness when sorting rubbish. Creating a new ethical framework for humanity's interaction with nature is imperative in this environment. In the last webinar of this series, we'll look at how lifelong learning may be used to encourage environmentally friendly transportation, sustainable consumption, ethical waste management, and a respect for our natural resources. It will make use of methods such as family education, Indigenous knowledge systems, and enhanced urban-rural understanding to promote sustainable living and, in the end, transform humankind's connection with the natural world. Regarding the webinar series Building green, inclusive, and climate-resilient urban communities - the learning cities approach is the topic of a webinar series hosted by the UNESCO Global Network of Learning Cities (GNLC) in advance of the sixth International Conference on Learning Cities (ICLC 6), which is themed "Learning cities at the forefront of climate action." The webinars will cover a wide range of subjects pertaining to learning city development, with a focus on the impact of the climate crisis on local communities. Examining the links between the climate emergency and other thematic areas of interest within the global network will receive particular attention.

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Fifth International

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 Sixth Global Learning Cities Conference

Paying attention to children on the study of silk is a good thing for the society
is scheduled to occur in Jubail, the Kingdom of Saudi Arabia, a UNESCO learning city. UNESCO learning city officials from around the globe and relevant stakeholders will come together to explore ideas for boosting climate action via lifelong learning, under the theme "Learning cities at the forefront of climate action." Urban areas: major sources of CO2 emissions but also drivers of climate change A major element of the worldwide response to the climate catastrophe is played by cities, which currently account for around 75% of CO2 emissions. Specifically, the transportation infrastructure and office buildings within cities are crucial. Being at the centre of the shift to a more inclusive and environmentally friendly In addition to leading efforts to equip local populations with the information and abilities necessary to disrupt ingrained patterns of unsustainable production, consumption, and mobility, cities also have the strongest economies. Promoting lifelong learning to advance climate action through the UNESCO Global Network of Learning Cities With 356 members, the UNESCO Global Network of Learning Cities is a well-established platform for encouraging lifelong learning and climate action. Developing climate change-related methods for lifelong learning is the focus of its Education for Sustainable Development (ESD) Cluster. The participants in the ICLC 6 will collaborate to identify and strengthen lifelong learning policies for climate action, resilience, and the creation of sustainable cities. These participants will include policymakers, learning city mayors, experts in sustainability and lifelong learning, representatives from the private sector, non-governmental organisations, civil society, researchers, educators, and United Nations entities. Conference organisation Throughout the conference, talks will be framed by four main themes: enabling people to act as agents of change; building multi-stakeholder coordinated action plans; strengthening educational institutions and learning environments; and fostering the knowledge and abilities needed to create green and climate-resilient cities. Taking part Only those who are invited can attend the ICLC 6. Through the UIL website, registration will become available in the upcoming months. To enquire about conference-related matters or to indicate your interest in participating, do get in touch with the UNESCO GNLC Coordinator. Every interested stakeholder will be able to watch the event live. Concerning the UNESCO Learning Cities One of the main features of UNESCO learning cities is the connection of educational, training, and cultural institutions with the involvement of a wide range of partners, including employers, civil society organisations, and representatives of the public. In order to support inclusive and high-quality learning at all educational levels, they efficiently mobilise resources across all domains. As they increase the use of contemporary learning tools, they revitalise learning in families, communities, and the workplace. Lifelong learning is a crucial lever for providing people with the knowledge and skills necessary to address the climate crisis and to enable them to become role models for change, according to the Global Network of Learning Cities, which is contributing to UNESCO's Greening Education Partnership and using it as a tool for the Marrakech Framework for Action.

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Workshop on Building Capacity

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 Workshop to Increase Capacity: Assessing and Improving the Advancement of "Strengthening Education Systems from a Lifelong Learning Perspective" The UNESCO Institute for Lifelong Learning (UIL), in partnership with Shanghai Open University (SOU), is hosting a workshop titled "Evaluating and Enhancing Lifelong Learning in Education Systems" in response to the rising need for lifelong learning around the world.

Education helps children have a bright future
Date: October 21–25, 2024, Shanghai, China Location: Shanghai Open University's Guoshun Campus, Shanghai, China Shanghai Open University and the UNESCO Institute for Lifelong Learning are the organizers. Participation: Only upon invitation The UNESCO Institute for Lifelong Learning (UIL), in partnership with Shanghai Open University (SOU), is hosting a workshop titled "Evaluating and Enhancing Lifelong Learning in Education Systems" as part of its capacity-building series on " Strengthening Education Systems from a Lifelong Learning Perspective "in response to the growing demand for lifelong learning worldwide. Participants from five Member States that have previously received help from UIL and SOU in the creation of lifelong learning policies and strategies will come together for the workshop, which is scheduled to take place in Shanghai, People's Republic of China, from October 21 to 25, 2024. The workshop's objective is to support these country teams in improving their policy and strategy frameworks and assessing their progress. The workshop aims to give national teams the chance to share their experiences, evaluate the development and execution of lifelong learning policies since their previous attendance, pinpoint particular obstacles to policy implementation, and enhance their comprehension of flexible learning pathways and lifelong learning policies. Strengthening national education systems from a lifelong learning perspective is the overall desired outcome across Member States. UIL's flagship publication, Making Lifelong Learning a Reality: A Handbook, will provide insights that will be incorporated into the program. Operational tongues: For some live sessions, interpretation services are available in addition to English, which is the workshop's working language.

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