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• International Day of Education 2024: Advancing Learning for Lasting Peace

Joint Statement by UNESCO and UNICEF in sub-Saharan Africa

Dakar/Harare/Nairobi/Yaoundé, 24 January 2024 – On the International Day of Education, dedicated to Learning for Lasting Peace , we reaffirm our commitment to supporting governments in Africa to provide universal access to quality education for every child. Recognizing education as an inherent right and a fundamental pillar for peaceful societies, the call emphasizes the pivotal role of education in fostering inclusive, democratic, and participatory governance.

“We commend African governments for showing leadership at the Transforming Education Summit in discussing solutions to achieve inclusive and equitable quality education for all by 2030 and reiterating their commitments towards education as a basic human right.

Despite the progress made in recent decades, we acknowledge challenges that persist in achieving the Sustainable Development Goal (SDG) 4 on education of the 2030 Agenda for Sustainable Development . More than one in four (29 per cent) school-age children were still out of school on the continent, with a concerning statistic revealing that the out-of-school population in sub-Saharan Africa increased by 12 million over 2015–2021 (UNESCO Global Education Monitoring Report, 2023). Quality is also of concern even for those in school: 9 out of 10 children in sub-Saharan Africa could not read and understand a simple text by the age of 10.

It is therefore important that governments and partners maintain education at the top of the political agenda, emphasizing the importance of equitable domestic public financing. Education is the best long-term investment for building peaceful and sustainable societies.

In 2024, which the African Union has designated as the Year of Education, we call for accelerated progress towards achieving SDG4. The shared mission involves turning high-level commitments from the Transforming Education Summit into concrete actions, equipping African learners with the skills, values, attitudes and knowledge that are essential for fully integrating into society and having the best possible future.

We urge governments and partners to strengthen efforts to:

• Promote equitable domestic public financing for education, prioritizing the most vulnerable children. This will help reduce disparities among learners and reach universal coverage. Countries with higher learning and years of quality schooling experience fewer conflicts and an increase in safety and security.
• Emphasize the importance of education in strengthening and sustaining peace, as outlined in SDG4, Target 4.7, through the promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and life skills in line with the  Recommendation on Education for Peace, Human Rights and Sustainable Development adopted on 20 November 2023 by 194 UNESCO Member States at the 42 nd UNESCO’s General Conference.
• Rally multiple stakeholders across different sectors to create a movement, with young people at the center, towards a more robust 21 st century education for all children and young people.

“This comprehensive call for action underscores the urgency and importance of a collaborative effort to transform education, making it inclusive, peace-oriented, and resilient for the challenges of the 21st century. Together, let us forge a future where education becomes the cornerstone of lasting peace and progress.

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UNICEF promotes the rights and wellbeing of every child, in everything we do. Together with our partners, we work in 190 countries and territories to translate that commitment into practical action, focusing special effort on reaching the most vulnerable and excluded children, to the benefit of all children, everywhere.

For more information about UNICEF and its work for children, visit www.unicef.org .

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Learning for lasting peace: International Day of Education

Shutterstock_878067791.jpg.

During our recent 60th Anniversary Symposium, we caught up with Ministers of Education, experts, and partners on how they view the future of educational planning. Who does it serve? What are the priorities? And how is the field evolving? 

As we mark the sixth International Day of Education, watch these short videos to learn more.

Learning for lasting peace 

Education is a fundamental human right and is a driving force in establishing global peace. Amid a surge of conflicts, racism, and hate speech, ensuring inclusive and equitable quality education is more urgent today than ever. That’s why UNESCO is dedicating the sixth International Day of Education, on 24 January, to learning for lasting peace .

What role for educational planning and management? 

Planning and management can contribute to learning for lasting peace in many ways. For example, planning for crises, climate change, and inclusion can stamp out long-standing inequalities and build social cohesion and resilience. 

Planning for relevant skills for the future can help ensure today’s youth have decent work opportunities amid changing labour markets. Ensuring strong governance, transparency, and accountability can help guarantee effective service delivery and equitable financing for education. 

When these dimensions are carefully planned for, education can become a transformative vessel for peace and justice. 

Learn more about International Day of Education .

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• Find out more about UNESCO's 2024 celebrations for International Day of Education
• Planning education, building the future: voices from around the world

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Starting the Story for More Children on International Day of Education

#startthestory with us.

To mark The International Day of Education on January 24, 2024, we are using the hashtag  #StartTheStory  on social media to highlight the pivotal power that books, stories, and reading materials have in transforming lives and building better futures. Join us and share what started the story for you!

CALLING ALL READERS! What book made you a reader? #EducationDay is Jan 24.  To celebrate, share your favorite childhood book using #StartTheStory. Let's spark the joy of reading for all children everywhere!

What started the story for you?

Reading is like having an all access key that can open any door

- Luis Benveniste, Global Director of Education, World Bank

Books have the extraordinary ability to ignite children's curiosity

- Stefania Giannini, Assistant Director-General for Education, UNESCO

Books are children's window to achieving their dreams

- Robert Jenkins, Director, Education and Adolescent Development, UNICEF

The book that really got me into reading is Chinua Achebe's Things Fall Apart

- Victoria Kwakwa, Vice President for Eastern and Southern Africa, World Bank

Education and reading open our minds up to incredible creative power

- Rita Nana Adwoa Arthur, World Bank #YouthActOnEDU Spoken Word Winner

As a child, I started reading the tales of the Grimm brothers with my twin ...

- Axel van Trotsenburg, Senior Managing Director, World Bank

Why Reading with Children Matters

Becoming a reader is a complex process which requires lots of support and practice. Activities like talking to children, asking them questions, telling them stories and rhymes, and reading to them all form the foundations for children’s language development. Even after children start school and are taught the mechanics of reading, the process continues as children master more complex reading skills and move from learning to read to using reading as a tool to learn. Children need varied books (including picture books, non-fiction books, and textbooks),  support and encouragement from their parents and caregivers , effective literacy instruction in school, and regular opportunities to read. 

Unfortunately, too many children are growing up without books. Only  2 percent of children under the age of five in sub-Saharan Africa are growing up with three or more children’s books in their homes . Parents and caregivers with low literacy levels may not be aware of how they can support their children’s learning with reading activities. In some languages, there are few (or no) books available, which means children can’t practice reading in a  language they know . Even where books are available, they are often costly, making it prohibitively expensive for families. In some countries where textbooks are purchased by the education system, challenges with  procurement and distribution  can result in low-quality, high-cost books which don’t arrive in school on time (or at all).

These issues have lifelong consequences:  seventy percent of children in low- and middle-income countries  are unable to read and understand an age-appropriate passage by their tenth birthday (a situation we call  learning poverty ). Learning poverty wastes young peoples’ potential, impacts future workforces and ultimately, erodes countries’ economic competitiveness.

The World Bank's Approach

Through the  Read@Home  initiative, the World Bank is working with governments and other partners in 18 countries so far to expand access to  quality reading and learning materials , reduce the cost of  procuring and distributing books , and  support parents and caregivers  from the most vulnerable households to engage with their children’s learning.

• In Senegal , for example, Read@Home is supporting the government to distribute books in Arabic, French, and seven Senegalese languages alongside support for parents and caregivers to reach over 2 million children aged zero to six (covering 50 percent of children below the age of six across the country).
• In  North Macedonia , Read@Home supported government efforts to boost children’s reading assessment scores in the early grades, reaching the poorest 10 percent of families with storybooks and activities to encourage reading at home.
• Read@Home launched the  Early Learning Resource Network  to enable governments and partners to find and use  open licensed books  and instructional materials in multiple languages, and provide tools and guidance to support every stage of the book development and distribution process.

In 2020, the World Bank, Bill & Melinda Gates Foundation, FCDO, UNICEF, and USAID launched the Accelerator Program  which coordinates efforts across the partners to ensure that the countries in the Program are showing improvements in foundational skills at scale over the next three to five years.  The Accelerator Program acknowledges a global cohort of countries or sub-national entities that 1) demonstrate strong political and financial commitment to improved learning, 2) are willing to measure and monitor learning outcomes, and 3) have an investment plan to reduce learning poverty. 

The World Bank is also working closely with UNICEF, UNESCO, FCDO, USAID, the Bill & Melinda Gates Foundation, and GPE as the Coalition for Foundational Learning to advocate and provide technical support to ensure foundational learning.  The World Bank works with these partners to promote and endorse the  Commitment to Action on Foundational Learning , a global network of countries committed to halving the global share of children unable to read and understand a simple text by age 10 by 2030.

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International Day of Education – January 24, 2025

International Day of Education is observed on January 24 every year. It looks at education from a broader perspective. The quality of education varies for children around the world, with millions still deprived of this basic human right. The day is created to campaign for better education reforms and improve access to education for all. It’s a day to celebrate and advocate for access to education. One of the best ways to help everyone gain access to education is through scholarships, check out Scholaroo to find the top scholarships for January .

International Day of Education Resources

For those seeking access to higher education, we’ve compiled a list of useful resources that can help you on your way.

• One of the best ways to gain access to education is through scholarships, check out Scholaroo to find the top scholarships for January .
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History of International Day of Education

In December 2018, January 24 was proclaimed by the United Nations General Assembly as the International Day of Education, to celebrate education and reflect on the importance of learning for development and peace. Imparting education is not limited to institutions; each of us has a duty to promote quality education. What most of us likely take for granted, allowing access to education can lift many out of poverty and pave the path for a promising future.

According to UNESCO’s statistical data, an estimated 258 million children are not in school. The situation is worse for marginalized communities, those living in regions with higher inequality, and underdeveloped countries. The bitter reality is that there are countless societies around the world today where education is dismissed as unnecessary.

International Day of Education is a call for action — bringing individuals, civil society, and policymakers to take solid steps towards ensuring that primary and secondary education is given to children, as well as improving youth engagement in education. Learning programs should be designed for the needs of different demographics, converging to one main goal; equipping children with the education needed for employment and better futures.

The theme proclaimed by the United Nations for International Education Day 2022 is “Changing Course, Transforming Education.” Times have changed, and so have methods and mediums of learning. Education was digital in the years 2020-21 and is now heading towards a revival.

International Day of Education timeline

The Convention on the Rights of the Child states that all countries are required to make higher education accessible to all.

The No Child Left Behind U.S. Act is passed.

Education is recognized as the underlying agent for the success of the Sustainable Development Goals Agenda for 2030.

Pakistan’s National Education Assessment Report states that despite enrolment in schools, a significant number of students still score lower than the required level.

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International Day of Education FAQ s

Why is international day of education celebrated.

International Day of Education is observed annually to re-evaluate education in our lives, as well as identify and address the issues of education in our society. On a larger scale, the role of education in breaking boundaries between cultures and countries, and maintaining peace and equality is also observed.

What is the theme of International Day of Education in 2022?

The theme for International Day of Education 2022 is ‘Changing Course, Transforming Education.’

What was the theme of International Day of Education 2021?

The theme for International Day of Education in 2021 was ‘Recover and Revitalize Education for the COVID-19 Generation.’

How to Observe International Day of Education

Learn about education in your area.

Stay up-to-date with the curriculum and teaching methods of schools in your area. It's important to know where your area stands in terms of education after you graduate.

Support a child’s education

If you know someone who is out of school, it’s time to talk to them or their guardian about it. Do your part in promoting and advocating education and its importance.

Education-based organizations work towards their mission of promoting education. Donate generously to your favorite cause. Your contribution can secure a child’s future.

5 Empowering Quotes On Education

Malala yousafzai.

“One child, one teacher, one book, and one pen can change the world”.

Nelson Mandela

“The most powerful weapon which you can use to change the world.”

A Chinese proverb

“If You are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people”

Malcolm Forbes

“Education's purpose is to replace an empty mind with an open one.”

Benjamin Franklin

“An investment in knowledge pays the best interest”

Why International Day of Education is Important

Education is a human right.

It’s as simple as that. Education is a human right. To deprive someone of this right is tragic, as it can make the difference between a turbulent or prosperous future.

Education is the key to sustainable development

Without education, there cannot be persistent development. It is essential for helping societies evolve and develop.

Empowering individuals

At the core of it, educating an individual means empowering them. It empowers them to think, generate ideas, set goals, and have a purpose.

International Day of Education dates

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International Day of Education 

International Day of Education  is recognized on January 24 th every year. This year, the sixth International Day of Education will celebrate the theme "learning for lasting peace". As a quarter of humanity – 2 billion people  – live in conflict-affected areas , this theme is particularly relevant. 

Save the Children works in the United States and around the world to reach those children who are missing out most on learning and education. We know that millions of children are being robbed of an education because of who they are or where they live. 

On International Day of Education and every day, join us to advocate for quality access to education, especially early education, for all children. Continue reading to learn more about the history of International Day of Education . Plus, hear from children we work with who are passionate about their education and how it can improve their communities and the world around them.

History of International Day of Education

In December 2018, January 24 th was announced by the United Nations General Assembly as the International Day of Education. The adoption was meant to be a declaration of the role that education plays in peace and development.

In fact, the General Assembly is responsible for designating all particular dates as an International Day, including dates like World Refugee Day, World Food Day and World AIDS Day.

According to the UN , "international days are proposed to the UN General Assembly by Member States. The General Assembly then decides by consensus whether to adopt the resolution establishing the particular day."

Significance of International Day of Education

In tough times, children see education as the key to their safety, health, happiness and their future. That's why Save the Children does whatever it takes to keep children learning. 

Sadly, many children have fallen behind or are missing out on education altogether because of COVID-19 school closures and disruptions due to conflict and other crises. Extended time out of school has a drastic impact on children’s health, safety and future life choices. At the end of 2021, up to 1 in 5 children in some countries had dropped out of school because of rising poverty , child marriage and child labor, pressures exacerbated by the pandemic.  

To address this learning gap, Save the Children supports Catch-up Clubs throughout many of our global programs. These clubs have been successful in improving children’s literacy in just 13 weeks.

International Day of Education 2024 Activities

There are so many ways to celebrate International Day of Education, including the following activities: 

Honor a memorable educator in your life with a donation in their name A donation made in honor of a teacher or educator who has had an impact on your life is a great way to celebrate International Day of Education 2024 by giving back.

Save the Children helps children get ready for kindergarten and learn to read by third grade — a major indicator of future success. We’re especially focused on reaching vulnerable  children in rural America  where early learning resources are scarce. Globally, we ensure that no child’s learning stops because they are  caught up in crisis .

Your donation today supports our work to keep children  healthy , educated and  safe .

Support at-home learning opportunities.  Our experts have put together a list of fun, free educational websites for kids, as well as phone and tablet apps, to help keep kids learning at home . 

Embrace the International Day of Education

Every child deserves the opportunity to learn. A good quality education helps children reach their full potential. As we embrace and celebrate International Day of Education , find out more about the children we work with and how their passion for education is improving their communities and the world around them.

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International Day of Education 2024

The International Day of Education symbolizes the recognition of education as a fundamental human right, a public asset, and a collective responsibility. In light of this, the United Nations General Assembly designated the 24th of January each year as the International Day of Education. This day is commemorated to honour the pivotal role that education plays in fostering peace and promoting development. In collaboration with the Ministry of Education, Qatar Foundation has chosen to mark this occasion annually with the theme: "Education is Everyone's Responsibility."

Introduction

As we celebrate the International Day of Education with the support of the Ministry of Education and Higher Education, we invite parents to get more involved. This special occasion is a chance for parents to visit their kids' schools and take part in activities like meetings, workshops, and community events. Parents can also spend time with their children during the school day.

We are excited to invite you to join us at the Ceremonial Court in Education City, where you can participate in a variety of activities, workshops, and panel discussions that promise to be both informative and engaging.

Join us on 24 January at the Ceremonial Court in Education City for an enriching experience, as we delve into discussions surrounding the theme of this year's International Day of Education: "Education is Everyone's Responsibility."

Our Partners

We are thrilled to collaborate with esteemed organizations to celebrate this year's International Day of Education under the theme: “Education is Everyone’s Responsibility.”

We have a range of resources to help guide you through any media inquiries or requirements related to Qatar Foundation’s International Day of Education Celebration under the theme: “Education is Everyone’s Responsibility”.

A London court rules against a Muslim girl who wanted to pray at a school known for strict rules

A Muslim student who wanted to pray during lunchtime has lost a court fight against a strict London school that had banned prayer on campus

LONDON -- A Muslim student who wanted to pray during lunchtime lost a court fight Tuesday against a strict London school that had banned prayer on campus.

A High Court judge said the female student had accepted when she enrolled in the school that she would be subject to religious restrictions.

“She knew that the school is secular and her own evidence is that her mother wished her to go there because it was known to be strict," Justice Thomas Linden wrote in an 83-page ruling. “Long before the prayer ritual policy was introduced, she and her friends believed that prayer was not permitted at school and she therefore made up for missed prayers when she got home.”

The fight was over a rule put in place last year by the Michaela Community School after a small group of students who began praying in the schoolyard caused divisions at the school that spread to the community and led to a bomb threat. A Black teacher, who had confronted the praying students, was accused of “disgusting, Islamophobic behavior” and subjected to racist abuse in an online petition.

The high-performing secular school in the Wembley area imposes a rigid set of rules and discipline on its diverse body of students, half of whom are Muslim.

The Muslim girl, with her mother's help, sued the school for “the kind of discrimination which makes religious minorities feel alienated from society.”

The girl, who cannot be named by court order, said she wanted to pray over lunch break during a period of fall and winter when the height of the sun requires performing one of Islam's five daily prayer rituals at that time of day. She sued the school over the policy, claiming it violated her religious freedom and the European Convention on Human Rights.

The school argued that any interference the ban had on the girl's religious rights was justified because the prayer ritual conflicted with its strict rules and it was impractical to accommodate other students who wanted to pray. The school noted that Islam allows the prayer to be performed later in the day and said the student could transfer to a school that allowed prayer.

The judge said the larger purpose of the ban on prayer — to promote the school's ethos of integrating pupils from different faiths, cultures and ethnic backgrounds while minimizing social distinctions — outweighed its adverse impact on Muslim students.

Headteacher Katharine Birbalsingh, who calls herself Britain’s strictest headmistress, said the ruling was a victory for all schools.

“A school should be free to do what is right for the pupils it serves," she said in a statement. “Schools should not be forced by one child and her mother to change its approach simply because they have decided they don’t like something at the school.”

The student and her mother said through their lawyers that they were upset with the ruling.

“Even though I lost, I still feel that I did the right thing in seeking to challenge the ban," the girl said. “I tried my best and was true to myself and my religion.”

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Far fewer young Americans now want to study in China. Both countries are trying to fix that

David Moser, an American and associate professor at Capital Normal University in Beijing, poses for a photo at the university, Friday, March 22, 2024 in Beijing, China. Only about 700 American students are studying at Chinese universities, while there are nearly 300,000 Chinese students are at U.S. schools. Without these U.S. students, “in the next decade, we won’t be able to exercise savvy, knowledgeable diplomacy in China,” warned Moser, an American linguist who went to China in the 1980s and is now tasked with establishing a new master’s program for international students at Beijing Capital Normal University. (AP Photo/Dake Kang)

David Moser, an American and associate professor at Capital Normal University in Beijing, poses for a photo at a restaurant in Beijing, China, Friday, March 22, 2024. Only about 700 American students are studying at Chinese universities, while there are nearly 300,000 Chinese students are at U.S. schools. Without these U.S. students, “in the next decade, we won’t be able to exercise savvy, knowledgeable diplomacy in China,” warned Moser, an American linguist who went to China in the 1980s and is now tasked with establishing a new master’s program for international students at Beijing Capital Normal University. (AP Photo/Dake Kang)

• Copy Link copied

WASHINGTON (AP) — Stephen Garrett, a 27-year-old graduate student, always thought he would study in China, but the country’s restrictive COVID-19 policies made it nearly impossible and now he sees interest among fellow scholars wane even after China reopened.

Common concerns, he said, include restrictions on academic freedom and the risk of being stranded in China.

These days, only about 700 American students are studying at Chinese universities, down from a peak of close to 25,000 a decade ago, while there are nearly 300,000 Chinese students at U.S. schools.

Some young Americans are discouraged from investing their time in China by what they see as diminishing economic opportunities and strained relations between Washington and Beijing.

Whatever the reason for the imbalance, U.S. officials and scholars bemoan the lost opportunities for young people to experience life in China and gain insight into a formidable American adversary.

And officials from both countries agree that more should be done to encourage the student exchanges, at a time when Beijing and Washington can hardly agree on anything else.

“I do not believe the environment is as hospitable for educational exchange as it was in the past, and I think both sides are going to need to take steps,” said Deputy Secretary of State Kurt Campbell.

The U.S. has advised its. citizens to “reconsider travel” to China over concerns of arbitrary detentions and widened use of exit bans to bar Americans from leaving the country. Campbell said this has hindered the rebuilding of the exchanges and easing the advisory is now under “active consideration.”

For its part, Beijing is rebuilding programs for international students that were shuttered during the pandemic, and Chinese President Xi Jinping has invited tens of thousands of U.S. high school students to visit.

The situation was far different after President Barack Obama started the 100,000 Strong initiative in 2009 to drastically increase the number of U.S. students studying in China.

By 2012, there were as many as 24,583 U.S. students in China, according to data by the Chinese education ministry. The Open Doors reports by the Institute of International Education, which only track students enrolled in U.S. schools and studying in China for credit, show the number peaked at 14,887 in the 2011-12 school year. But 10 years later, the number was down to only 211.

In late 2023, the number of American students stood at 700, according to Nicholas Burns, the U.S. ambassador to China, who said this was far too few in a country of such importance to the United States.

“We need young Americans to learn Mandarin. We need young Americans to have an experience of China,” Burns said.

Without these U.S. students, “in the next decade, we won’t be able to exercise savvy, knowledgeable diplomacy in China,” warned David Moser, an American linguist who went to China in the 1980s and is now tasked with establishing a new master’s program for international students at Beijing Capital Normal University.

Moser recalled the years when American students found China fascinating and thought an education there could lead to an interesting career. But he said the days of bustling trade and money deals are gone, while American students and their parents are watching China and the United States move away from each other. “So people think investment in China as a career is a dumb idea,” Moser said.

After 2012, the number of American students in China dipped but held steady at more than 11,000 for several years, according to Open Doors, until the pandemic hit, when China closed its borders and kept most foreigners out. Programs for overseas students that took years to build were shuttered, and staff were let go, Moser said.

Amy Gadsden, executive director of China Initiatives at the University of Pennsylvania, also attributed some of the declining interest to foreign businesses closing their offices in China. Beijing’s draconian governing style, laid bare by its response to the pandemic, also has given American students a pause, she said.

Garrett, who is on track to graduate this summer from Johns Hopkins University School of Advanced International Studies, said he is ambivalent about working in China, citing the lack of access to information, restrictions on discussions of politically sensitive issues and China’s sweeping anti-spying law. He had lived in Hong Kong as a teenager and interned in mainland China, and said he is still interested in traveling to China, but not anytime soon.

Some American students remain committed to studying in China, said Andrew Mertha, director of the China Global Research Center at SAIS. “There are people who are interested in China for China’s sake,” he said. “I don’t think those numbers are affected at all.”

About 40 U.S. students are now studying at the Hopkins-Nanjing center in the eastern Chinese city, and the number is expected to go up in the fall to approach the pre-pandemic level of 50-60 students, said Adam Webb, the center’s American co-director.

Among them is Chris Hankin, 28, who said he believed time in China was irreplaceable because he could interact with ordinary people and travel to places outside the radar of international media. “As the relationship becomes more intense, it’s important to have that color, to have that granularity,” said Hankin, a master’s student of international relations with a focus on energy and the environment.

Jonathan Zhang, a Chinese American studying at the prestigious Schwarzman Scholars program at Tsinghua University in Beijing, said it was more important than ever to be in China at a time of tense relations. “It’s really hard to talk about China without being in China,” he said. “I think it’s truly a shame that so many people have never stepped foot in China.”

Zhang was met with concerns when he deferred an offer at a consulting firm to go Beijing. “They’re like, ‘oh, be safe,’ or like, ‘what do you mean, you’re going back to China?’” Zhang said. “I feel like the (Chinese) government is trying with an earnest effort, but I feel like a lot of this trust has been broken.”

Gadsden said U.S. universities need to do more to nudge students to consider China. “We need to be more intentional about creating the opportunities and about encouraging students to do this deeper work on China, because it’s going to be interesting for them, and it’s going to be valuable for the U.S.-China relationship and for the world,” she said.

In China, Jia Qingguo, a professor of international relations and a national political adviser, has suggested Beijing clarify its laws involving foreign nationals, introduce a separate system for political reviews of foreign students’ dissertations, and make it easier for foreign graduates to find internships and jobs in Chinese companies.

Meanwhile, China is hosting American high school students under a plan Xi unveiled in November to welcome 50,000 in the next five years.

In January, a group of 24 students from Iowa’s Muscatine High School became the first to travel to China. The all-expenses-paid, nine-day trip took them to the Beijing Zoo, Great Wall, Palace Museum, the Yu Garden and Shanghai Museum.

Sienna Stonking, one of the Muscatine students, now wants to return to China to study.

“If I had the opportunity, I would love to go to college in China,” she told China’s state broadcaster CGTN. “Honestly, I love it there.”

Kang reported from Beijing.

Hundreds of US students cross the border daily to attend college in Tijuana

Thousands of students in Mexico commute daily to attend school in the U.S. But there are also those who travel each day in the opposite direction. Over the past few years, Centro de Ensenanza Tecnica y Superior (CETYS) in Tijuana has worked hard to appeal to students north of the border. Today, residents in the US make up 10% of the university’s population.

A growing number of Southern California students are opting to attend college at CETYS University’s Mexicali and Tijuana campuses instead of US colleges.

Every morning, thousands of students from Mexico stand in long lines to pass through US passport and customs control as part of their commute to get to colleges on the other side of the border.

Southern California, specifically the San Diego region, has traditionally attracted people with its better schools and economic opportunities.

Meliza Perez, a 22-year-old clinical psychology major at CETYS University, is bucking that trend.

“I love being over here,” Perez said, referring to CETYS’ Tijuana campus. “Even though it’s a real big hassle to cross every day.”

Perez, who lives with her family in National City  — about 10 miles north of the border — still has a long commute. First, she takes public transportation to San Ysidro, home of the busiest border crossing in North America. Then, she gets in the pedestrian line to take the crosswalk across. Once she’s in Tijuana, Perez catches a ride from a family friend to campus.

If there are no delays at the border, it still takes about 1 1/2 hours. But Perez said it’s worth it.

She is particularly fond of the small class sizes — especially compared to large lecture halls common in American universities.

“The classes are really big over there, it’s like 40 students to one teacher,” she said. “They can’t pay attention to you. Over here, it’s 20 students to one teacher.”

Over the last few years, CETYS, which stands for Centro de Ensenanza Tecnica y Superior (Center for Technical and Higher Education) has taken multiple steps to attract more students from Southern California to its Mexicali and Tijuana campuses, said its president, Fernando Leon Garcia.

The biggest step was to earn the same level of accreditation that many US public and private universities have. CETYS is the only university in Baja California to have this level of accreditation. The university is recognized as meeting the same academic standards, and credits transfer to American universities.

Another factor is that CETYS does not restrict enrollment to high-demand courses, which often happens at American universities due to lack of resources, Leon Garcia said. 

CETYS also leverages the fact that dozens of multinational companies have a presence in Tijuana. The city became a manufacturing hub in the 1990s, with companies like Toshiba using it to tap into the US market.

Tijuana is home to car manufacturers like Toyota, tech giants like Amazon, and dozens of biotech companies.

Leon Garcia said the university has partnerships with many of those companies where students can work and earn school credit.

“A few blocks from here is FoxCon … it’s the largest subcontractor for Apple worldwide,” he said.

Access to those companies is very appealing to Ezekiel Abundis, an industrial engineering student at CETYS. 

Abundis is a dual citizen who grew up in Tijuana and attended high school in San Diego. After graduating from CETYS, he’ll have the option of working in the US or Mexico. 

He said most people expect him to go north, but he plans to stay in Tijuana. It’s important for him to be an example for others that they don’t have to leave Mexico to get ahead in life.

“Knowing that I did it in Mexico, as a Mexican, it would be like beating a video game on a legendary difficulty level,” he said. 

In the world of international higher education, what is happening at CETYS is an outlier, according to Gerardo Blanco, the academic director of the Center for International Higher Education at Boston College.

“In fact, the opposite direction is what we traditionally observe,” he said.

The normal trend is for students to go from Mexico to the United States. This phenomenon speaks to an increase in student mobility, Blanco said.

He compared what is happening at CETYS to what happened when China couldn’t offer the educational and economic opportunities that Hong Kong could.

“Normally, the trend was students from the People’s Republic going to Hong Kong,” he said. “But now, some of the trends for these students is the opposite.”

Mainland China is now home to some of the world’s top universities, which explains their popularity. The fact that CETYS has the same level of accreditation as US schools is having a similar effect, Blanco said. 

Students like Abundis are taking advantage of this new dynamic in higher education. He said that he is excited to be a part of Tijuana’s booming cross-border economy. 

Mexico just overtook China as the largest US trading partner. Cross-border trade that moves through San Diego and Tijuana is measured in the billions of dollars. 

“Thank God I have these options,” Abundis said.

For Abundis and many of his classmates who cross the border daily, taking advantage of the region’s economic rise is their version of the American dream.

An earlier version of this was published on KPBS .

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Perspective Pioneers is an education podcast dedicated to fostering a deeper understanding of various sustainability concepts. Our mission revolves around exploring diverse viewpoints and concepts on issues that influence both individuals and communities at large. Hosted by Angela Veljanoska.

Perspective Pioneers Angela Veljanoska

• APR 9, 2024

4 | The impact of the cocoa beans industry: Sustainability challenges and opportunities

Welcome back onto the Perspective Pioneers Podcast! Have you noticed that chocolate and confectionary prices are surging? That's most likely because of the conditions and current impacts of the cocoa bean industry, where the cocoa bean is the main ingredient for the chocolate-y sweets we consume. This is an interesting industry we look further into and our host Angela talks us through the economic, environmental and human impacts of why the cocoa bean industry is the way it is today. However, we take a turn and discuss further into what we can do to change the industry and raise awareness for the people and environment behind it. We greatly look forward to your insights and we shall speak to you soon in the next episode. Bye! See below the links/research mentioned and thanks for listening. Chat soon! Countries that grow cocoa beans - Lake Champlain Chocolates The Conversation article about price surge Reuters article about African cocoa plants Climatalk - Environmental impacts Visual Capitalists - A bittersweet supply chain Council for Inclusive Capitalism - Embedding human rights in the chocolate industry Nestle PDF - Human Rights Framework and Road Map The Good Chocolatier - Is cocoa farming bad for the environment? JP Morgan article about cocoa beans price surge Shop ethical - Ethical chocolate checklist Find us online: ⁠LinkedIn⁠ | ⁠Instagram⁠ The Perspective Pioneers Podcast is recorded on Wurundjeri land. This podcast acknowledges the Traditional Custodians on the lands of which we record. We pay our respect to Elders past, present and emerging. 

• APR 1, 2024

3 | Sustainability in the film and screen industries: How sustainability and community development initiatives are implemented

Welcome back on the Perspective Pioneers Podcast! Firstly, I would just like to say thank you so much for supporting the launch of the podcast! We finally spread the word out there into the universe and we are so grateful! After attending the Melbourne Women in Film Festival (MWFF), our host Angela Veljanoska felt like she needed to raise awareness of sustainability in the film and screen industries. We speak on quite a bit about the social and environmental impacts that occur before, during and after production, as well as an interesting example of a well known movie (hint: a movie about spiders, but not directly) that was produced by a famous film production company that implemented some grand sustainable initiatives to achieve net zero. Afterwards, we raise a bigger discussion on the importance of recognising Indigenous filmmakers communicating their stories in creative ways through film and other mediums. This was such an interesting episode to research and record and I greatly look forward to hearing your insights. See below the links/research mentioned and thanks for listening. Chat soon! Forbes article - How film production is becoming more sustainable and profitable The Amazing Spiderman 2 sustainability initiatives Sustainable Screens Australia (SSA) National Cultural Policy report submitted by the SSA Indigenous Filmmaking: A Short History - by Liz McNiven AusFilm First Nations film crew Coldplay Sustainability report Find us online: LinkedIn | Instagram The Perspective Pioneers Podcast is recorded on Wurundjeri land. This podcast acknowledges the Traditional Custodians on the lands of which we record. We pay our respect to Elders past, present and emerging. 

• MAR 24, 2024

2 | Change agents at International Women's Day: Addressing period poverty and recognising Indigenous foods

Welcome back on the Perspective Pioneers Podcast! In this episode, I recap on a recent International Women's Day event held at Hotel Chadstone, organised by Monash Business School. This was a full circle moment for me as this was the same school I attended for my Bachelor's degree! Throughout this event, I was able to network with many fellow sustainability experts and heard from two exceptional speakers in the space. I introduce in the episode Rochelle Courtney - Founder and Managing Director at Share the Dignity, and Mindy Woods - Owner and Operator at Karkalla Byron Bay. This episode contains two completely different topics - what a way to begin the podcast journey! But in saying that, they both are quite significant in today's world and I am excited to be speaking more about how Share the Dignity are working to address period poverty and empowering people who menstruate; and how Mindy Woods is paving the way for representation for Indigenous peoples in agriculture and hospitality industries. See below the links mentioned and thanks for listening! Chat soon! Dignity Vending Machines Bloody Big Survey Native Food Directories Key ingredients: Native Australia Bush Foods Ingredients list First Nations Food Guide Bush food industry worth $80m but could double by 2025: study Find us online: LinkedIn Instagram The Perspective Pioneers Podcast is recorded on Wurundjeri land. This podcast acknowledges the Traditional Custodians on the lands of which we record today. We pay our respect to Elders past, present and emerging. 

• MAR 21, 2024

1 | Welcome to Perspective Pioneers!

Welcome to the Perspective Pioneers Podcast! I'm so delighted to have you here. This introduction episode is simply all about just getting to know the founder and what this podcast will be all about. I'm sure we will have a heap more to talk about later on! Thank you for your support! Find us online: Linkedin Instagram The Perspective Pioneers Podcast is recorded on Wurundjeri land. This podcast acknowledges the Traditional Custodians on the lands of which we record today. We pay our respect to Elders past, present and emerging. 

• © Angela Veljanoska

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Hong Kong marks key education day on safeguarding national security

HONG KONG -- The Committee for Safeguarding National Security of the Hong Kong Special Administrative Region (HKSAR) on Monday kicked off the opening ceremony of the 2024 National Security Education Day at the Hong Kong Convention and Exhibition Center.

This year marks the 10th anniversary of the promulgation of a holistic approach to national security, also the theme of this year's event, which saw the participation of more than 1,400 people from across Hong Kong.

Xia Baolong, head of the Hong Kong and Macao Work Office of the Communist Party of China Central Committee and the Hong Kong and Macao Affairs Office of the State Council, addressed the opening ceremony via video link.

He noted that earlier on March 19, the Legislative Council (LegCo) of the HKSAR unanimously passed the Safeguarding National Security Ordinance. It was a milestone event in the practice of "one country, two systems," marking that Hong Kong has forged a strong legal shield to safeguard national security, Xia said.

At the new starting point, it has become the greatest consensus and expectation of Hong Kong society to build a better Hong Kong, promote Hong Kong's shift from stability to prosperity, and enable the general public to live a better life, he said.

To shift from stability to prosperity, Xia said it is necessary to keep in mind the bottom line of national security to escort Hong Kong's quality development; it is necessary to further strengthen the "one country, two systems" and give full play to the fundamental role of "one country, two systems" in safeguarding Hong Kong's prosperity and stability; it is necessary to consolidate and give full play to Hong Kong's unique status and strengths to reinforce Hong Kong's golden brand.

It is also necessary to better integrate Hong Kong into the overall development of the country, inject strong momentum into Hong Kong, and provide greater business opportunities; it is necessary to actively adapt to the new situation and new challenges, demonstrate new responsibilities, and achieve a new leap in Hong Kong through actions, innovation and creation, he added, voicing hope for new legends of Hong Kong's development.

The Safeguarding National Security Ordinance, which took effect on March 23, consolidated the security guarantee for Hong Kong, so that Hong Kong can proceed at full speed to achieve economic development and ensure people's well-being, said John Lee, chief executive of the HKSAR.

Hong Kong will make new progress and contribute to national rejuvenation, he said.

Early Monday, the Security Bureau of the HKSAR government and the disciplined services it oversees jointly held a flag-raising ceremony at the Hong Kong Police College to mark the National Security Education Day.

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In Pictures: Hong Kong marks National Security Education Day with colourful carnival and seminars

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Hong Kong held a raft of events across the city on Monday to mark National Security Education Day, with a top Beijing official saying the city should prioritise economic development after the recent passage of a new security law.

At Victoria Park in Causeway Bay, a colourful carnival featured exhibitions about national security and the police’s counter-terrorism vehicles.

Chan Kwai-lan, an insurance worker in her 40s volunteering at the carnival, said the city’s efforts to safeguard national security were “good, very good.”

“At least everyone is living in peace and working happily, and the economy is better than before,” Chan said, speaking in Cantonese.

Hong Kong enacted new, homegrown legislation last month on top of the one Beijing imposed in 2020 after the anti-extradition protests. The new law – known locally as Article 23 – targets crimes including insurrection and sabotages, with some offences carrying a maximum penalty of life behind bars.

The law has  been criticised by rights NGOs ,  Western states  and  the UN  as vague, broad and “regressive.” Authorities have cited perceived foreign interference and a constitutional duty to “close loopholes” after the  2019 protests and unrest  to justify the legislation.

Speaking via a video link from Beijing on Monday , Xia Baolong, the director of Beijing’s Hong Kong and Macao Affairs Office, said the city could “go all out on economic development” now that security legislation had put an end to political disputes and unrest.

All 18 districts of the city held events to mark the occasion, including exhibitions, seminars, drama performances, film screening, and sport competitions.

In Wong Tai Sin Square, a giant installation of mosaic blocks featured 20 areas of national security – such as food security and data security – under a framework Chinese President Xi Jinping introduced in 2014 called the “holistic approach to national security.”

In Yau Ma Tei, around a hundred secondary school students attended a drama performance about national security organised by the Yau Tsim Mong district care team.

Speaking at a community seminar in Sai Ying Pun on Monday, Executive Councillor Ronny Tong said people would not be prosecuted under Article 23 if they did not intend to endanger national security.

“If you intuitively believe that something does not pose a risk to national security – even if it is a state secret – you won’t be guilty, because you did not have the intent,” he said in Cantonese, referring to the law’s criminalising of unlawful acquisition, possession and disclosure of “state secrets.”

He added that information accessible online would not be considered a state secret.

International business chambers have expressed concerns over “vague” definitions of state secrets in the law and a lack of clarity on where the “red lines” might lie.

Tong added that the law would take into account whether information was obtained through illegal means and whether it was disseminated with intent to endanger national security.

Separately, Ronny Tong said that universal suffrage – a principle enshrined in the city’s constitution – could not be implemented without convincing Beijing that elections would not endanger national security.

“We have to consider the actual situation. If we are to hold elections in Hong Kong… the first thing that we need is for our country to be at peace,” he told residents and students at the seminar. “What if we hold elections that carry a risk of national security? That is exactly the debate that we’ve had all along.”

He was responding to a question from an audience member on whether Hong Kong would implement Article 45 of the Basic Law, which states that the city’s Chief Executive is to be elected “by universal suffrage upon nomination by a broadly representative nominating committee in accordance with democratic procedures.”

The audience member also asked about Article 68, which stipulates that the city’s legislature would also be elected through universal suffrage.

Recounting the early days of the now-disbanded Civic Party , a pro-democracy party that Tong co-founded but left in 2015, he said one of his main goals then was to convince Beijing that free elections would not pose a national security risk. “Unfortunately, I failed,” he said.

“I hope we can achieve this, but building trust isn’t something that can be done in a day,” he said. “We need to consider that the central government is Hong Kong’s most important stakeholder. If you don’t convince them, how can Hong Kong have elections?”

At Victoria Park, kids posed for pictures with police’s anti-terrorism officers in front of armoured vehicles, as their parents told HKFP they learned about the event from school notices and media coverage.

“It’s a good thing to bring my kid to understand [national security],” said 40-year-old Sarah Leung, whose five-year-old children was jumping around excitedly near the police’s display.

“Under the premise of stability… I think I support [Article 23], as I hope the whole territory can be prosperous and stable,” she added, speaking in Cantonese.

Chan, the insurance worker, said people did not have to be afraid if they did not commit a crime.

She said she felt unsafe during the protests and unrest in 2019, when demonstrations against a controversial extradition bill ballooned into a wider display of opposition against the Hong Kong and Beijing governments.

Article 23 legislation had improved social order, Chan added.

She also urged an HKFP reporter to bring “positive energy” to the society.

“Your media should promote positivity to young people… we are from the same nation after all, if they are discontent about anything, they should make changes in lawful ways.”

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24-Jan-2020 @ 10:00 AM - 6:00 PM

On the International Day of Education (A/RES/73/25), which takes place on 24 January 2020, the President of the General Assembly will convene a High-level Interactive Dialogue, in the Trusteeship Council Chamber, United Nations Headquarters, New York. The theme of the event will be, “Aligning Inclusive Quality Education Policies with Sustainable Development Goals”.

The right to education is enshrined in article 26 of the Universal Declaration of Human Rights. The Declaration calls for free and compulsory elementary education. The Convention on the Rights of the Child, adopted in 1989, goes further to stipulate that countries shall make higher education accessible to all.

Sustainable Development Goal (SDG) 4 calls on Member States to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The priorities of the 74th session of the General Assembly are poverty eradication and zero hunger, quality education, climate action and inclusion. Progress in the area of quality education is crucial to progress in all priority areas, as well as Agenda 2030 for Sustainable Development.

Global literacy rates have steadily increased since 1970. However, we cannot appreciate the gravity of the education challenge facing the world until we go beyond the figures. The recorded literacy and enrolment rates do not give insight as to the level of access to quality and inclusive education in different parts of the world.

Today, we face a learning crisis. Latest figures indicate that 262 million are out of school. For one in three of these children this is due to humanitarian crisis including conflict and natural disasters compounded by climate change. Nearly 60% of children and adolescents are unable to reach minimum proficiency levels in literacy and mathematics; even though one third of them are in school. A lack of trained teachers, inadequate learning materials, sanitation facilities and infrastructure impact the ability of children to learn. For some, their ability to learn is undermined by poverty, hunger, and illness.

There can be no barriers to education. Universal access to education is essential to ensuring quality education for all. We must take targeted action to facilitate the learning of those marginalized, including children with disabilities, children from ethnic minorities, girls, children on the move, and those at risk of being left behind. We must bridge urban-rural and socio-economic divisions to ensure inclusive education.

Investment in inclusive quality education underpins the success of Agenda 2030 for Sustainable Development. Education has the power to lift people out of poverty and is a key enabler for decent work. Quality inclusive education fosters self-esteem, skills in entrepreneurship and innovation while promoting full and productive employment opportunities for all, including learners with disabilities. Youth need skills that will equip them to navigate a rapidly changing world, this includes technical and vocational training.

Education must hone skills, including: critical thinking; creativity; communication; and decision-making. This will ensure that graduates are prepared to fully engage in society throughout their lives and are prepared for jobs in a rapidly developing world. Quality teacher training, strong curricula, and effective monitoring and evaluation of learning are integral to quality education. Moreover, it is crucial to promote tolerance through intercultural understanding and dialogue, in order to ensure well-rounded youth who are capable of reaching their full potential as global citizens.

Digital culture and literacy have changed the way we live, work, play and learn. It is essential to ensure the acquisition and effective transfer of knowledge and capacity-building between governments, civil society, and all stakeholders. To make gains, we must invest in infrastructure, including electrification, internet access, and the full integration of Information and Communications Technology in teaching and curricula, to facilitate access to education through internet-based learning programmes. We cannot allow the digital divide to deepen. We must ensure equal access to ICT for all.

Today, one billion girls and women do not have the skills required for an increasingly digitalized world. Girls’ access to education is compromised due to gender-based violence, early or forced marriage, insecure routes or long distances to school, lack of sanitation, as well as cultural norms and practices. A holistic approach to inclusive quality education should address these issues and ensure that every girl, everywhere can fulfill her potential.

According to the Global Education Monitoring Report, the annual financing gap for reaching SDG 4 is $39 billion. In order to make quality education a reality for all we need to close this financing gap. Partnerships and collaboration are fundamental to implement the Sustainable Development Goals. International entities, civil society, governments, and the private sector need to work together effectively for progress at national, regional, and global levels.

On the International Day of Education, it is incumbent upon all stakeholders to recommit to SDG 4. It is only through multilateral action that we will ensure that everyone, everywhere has equal access to quality education.

The High-Level Interactive Dialogue will seek to:

(a) Promote a common understanding of, and raise awareness about, the real meaning, benefits, and essentials of inclusive quality education and lifelong learning;

(b) Highlight the progress attained and the challenges encountered in implementing inclusive quality education within and across countries;

(c) Focus the participants’ attention on the link between inclusive quality education and lifelong learning, and effective implementation of the SDGs;

(d) Provide a forum for exchange of ideas and sharing of experiences on approaches for bridging the resource gaps in, and for establishing networks and strengthening partnerships for, the implementation of inclusive quality education; and

(e) Build a broad measure of consensus around the practical measures that need to be instituted, the resources to be mobilized, and the partnerships to be forged, within and across countries, to realize the underlying aims of inclusive quality education and lifelong learning.

UN_PGA_International Day of Education_Programme_Final_15Jan020 (002) (003)

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Op-ed by the President of the 74th session of the General Assembly, Tijjani Muhammad-Bande: “The 2020 International Day of Education: Any cause for celebration?”

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Letter dated 17 January 2020 on the High-level Interactive Dialogue on the occasion of the International Day of Education, scheduled for Friday, 24 January 2020

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Threads of Innovation: Textile Symposium Unravels the Future

Research, Education & Capacity Building for Sustainable Development.

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Christina Froemder reports.

Photos courtesy of Franziska Stölzel , Suhyun Ryu, Hyejin Im, Kamol Gomes

Textile Tour in Saxony with lokaltextil

Our journey began on a vibrant Monday (18 September) as lokaltextil UG took us on an immersive exploration of Saxony’s rich cultural tapestry, weaving together its textile history and future. We delved into the captivating annals of weaving culture at the Historische Schauweberei Braunsdorf – a living museum of textile production. In doing so, we unearthed the compelling parallels between local production in Germany and Bangladesh. Moreover, we found inspiration in the forward-thinking endeavours of Mr Rau, the CEO of InnoTex Merkel & Rau , as he shared innovative sustainable textile printing initiatives.

Juliane Dziumla , Sustainability Coordinator at UNU-FLORES, aptly noted, “This is the essence of global networking!” Our encounter was profoundly inspiring, granting us intimate insights into the intricate world of the textile industry. Our distinguished guests and textile experts from Ahsanullah University of Science and Technology (AUST) embarked on a captivating voyage through Saxony’s tapestry of textile history. Yet, it was sobering to witness how little of that history remains today. It left us pondering a critical question: What lies ahead for Saxon textile companies?

Textile Workshop with HILO

Our odyssey continued with hands-on experience and creative prototyping. Sara Diaz Rodriguez, representing Studio HILO, shared her journey in crafting new yarns from diverse materials, ranging from bananas to milk fibers, and beyond. What stood out was their unique software, developed in-house, allowing customisation of open-source machines. This approach resonated strongly with our colleagues and project partners, offering the flexibility of working with small material batches. This is ideal for university laboratories, research projects, and practical training for students.

Welcome Reception

Our welcome reception brought together a mosaic of fascinating speakers under the theme of “Research, Education & Capacity Building for Sustainable Development.” The evening was dedicated to fostering collaboration between Bangladesh, Germany, and beyond. The primary focus was on education and capacity building for sustainable development, with research and innovation playing pivotal roles in promoting sustainability. Dignitaries like Md. Mosharraf Hossain Bhuiyan, Ambassador at the Embassy of Bangladesh in Berlin, Prof Dr Muhammad Fazli Ilahi, Vice Chancellor at AUST, and Prof Dr Edeltraud Günther , Director at UNU-FLORES, graced the occasion. Rashed Al Mizan & Noor-E-Farzana Annesha, Chairholder and Lecturer at AUST, shared insights into their new Chair of Sustainability and Textile Innovation . Shirin Araghi, Designer at C&A and GIZ Consultant, concluded the evening with valuable perspectives on the importance of circular economy training in higher education.

The packed agenda was complemented by a digital NGO exhibition, showcasing the commendable work of German and Bangladeshi NGOs in the textile sector. These organisations, though absent in person, contribute significantly to a better society and planet. We also curated a clothing and handcraft exhibition, highlighting sustainable clothing and textile goods from past field trips along the Asian textile value chain, featuring project partners like Aabha Ltd. and Strauss e.s. botanica . Additionally, we showcased regionally sourced and responsibly produced leather from local German supply chains (‘ Regionales Leder ’), an aspect closely connected to the world of fashion.

Textile Symposium – Day 1

With a warm welcome from Prof Baral of AUST and a keynote presentation by Strauss on “Botanica – STRAUSS’ first entirely biodegradable workwear,” we embarked on the first day of the Textile Symposium. The event, hosted by Ljnk at Kraftwerk Mitte Dresden, delved into three primary themes: water and chemical management, the Resource Nexus and Sustainability Assessment, and the crucial social aspects of the textile industry.

After a refreshing walk, we transitioned to the premises of our partner, Dresden University of Technology (TU Dresden), specifically the Institute of Textile Machinery and High-Performance Material Technology (ITM) . There, we gained further insights into their ongoing research and work. The day concluded with a splendid Dresden Sightseeing tour through the enchanting Old Town.

Textile Symposium – Day 2

Day two commenced with an invigorating welcome by Prof Günther from UNU-FLORES, followed by a keynote address by Dr Robert Reinhardt of UNEP. He shared profound insights from the recently published report, “ Sustainability and Circularity in the Textile Value Chain – A Global Roadmap .”

Dr Robert Reinhardt reflected on LinkedIn, stating, “I am grateful for the insightful discussions and productive plenary sessions on practical best-practice examples, innovations, and the identification of key issues crucial for creating policies that ensure global equity and responsible resource utilisation in the textile sector. For the interconnected, complex, and global textile value chain, ‘shifting the needle’ is essential to instigate a systemic change, guided by science, with the common goal of achieving circularity.”

The first session of the second day zoomed in on circularity initiatives and the industry’s state of the art. It included a fascinating interview with Thomas Ahlmann from FairWertung e.V. Subsequently, we engaged in discussions with experts from both academia and industry. The second and final session, “Nature & Textiles,” was inaugurated with an interview featuring the esteemed Prof Saleemul Huq , Director of the International Centre for Climate Change and Development (ICCCAD) and Professor at the Independent University Bangladesh (IUB).

Impulse talks from leading names like Prof Rubana Huq , Vice-Chancellor of Asian University for Women in Bangladesh and the former but first female president of BGMEA, along with other industry experts, served as bridges, offering further inspiration. These insights enriched the five sessions of the Symposium, paving the way for a reflective workshop. The event concluded with a momentous signing ceremony, uniting academics, industry leaders, and policymakers.

The collaboration supported via the MoU aligns perfectly with AUST’s Chair for Sustainability and Textile Innovation and the activities of the project… HELD project, implemented by GIZ. By prioritising micro-credentials, i.e. academic short courses on just transition topics, combined with students’ research and digital skills development, this new partnership aims to equip the next generation of academia and industry professionals with application-oriented skills to drive positive change in the textile sector. We express our gratitude to all the individuals and organisations involved in making this partnership a reality.

Likewise, we extend our heartfelt appreciation to all the speakers, panelists, partners, and the dedicated logistical support that made this event a resounding success. Together, we have strengthened intercultural and transnational cooperation within the textile sector. Lastly, but certainly not least, we convey a big THANK YOU to the co-conveners and the entire support team for orchestrating a fantastic event series. Kudos to Franziska Stölzel (moderation & organisation of the event, UNU-FLORES), Lavinia Muth (moderation of panel discussions & organisation of the event, independent consultant, UNU-FLORES), Adiba Afros (organization of the event, independent consultant, UNU-FLORES), Yu-Shan Lin Feuer (TU Dresden), and all our colleagues at UNU-FLORES and beyond.

It was truly a pleasure to organise this event; now, let’s spring into action!

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