A BMW Group és az UNICEF nemzetközi együttműködést jelentett be

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10th grade students Panchal Happy (L) and Mali Sajan (R) at the Dantivada model school at the STEM lab. STEM stands for Science, Technology Engineering, and Mathematics. It is an educational program developed to prepare primary and secondary students for college, graduate study and careers in the fields of science, technology, engineering and mathematics. In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning and collaboration skills. The following seven standards of practice or skill necessary in a STEM program: • learn and apply content • Integrate content • Interpret and communicate information • Engage in inquiry • Engage in logical reasoning • Collaborate as a team • Apply technology appropriately Dantivada model school , Palanpur District, Gujarat, India, Dec 2022, Photo © Sri Kolari/ UNICEF

A hosszútávú partnerség segít a fiatalokat olyan készségekkel és ismeretekkel felruházni, amelyeket a későbbiekben sikerre válthatnak a munka világában.

November 20-án a BMW Group és az UNICEF a Gyermekek Világnapja alkalmából nemzetközi együttműködést jelentett be. A hosszútávú partnerség mottója a fiatalok jövőbe mutató oktatását zászlajára tűző „BRIDGE. Educating young people for tomorrow, today.”

A partnerség nagymértékben járul hozzá az UNICEF azon globális céljához, hogy az oktatáson keresztül évente 10 millió gyermeket és fiatalt érjen el. A BMW Group hosszútávú támogatása – amely kezdetben hét évre szóló kötelezettségvállalást jelent – az Afrikában, Ázsiában, valamint Közép- és Dél-Amerikában élő gyermekek és fiatalok természettudományi, technológiai, mérnöki és matematikai (STEM – science, technology, engineering, maths) oktatását, illetve készségfejlesztését helyezi a középpontba.

A gazdasági növekedés motorjait világszerte a STEM ágazatokhoz kapcsolódó munkák adják, az előrejelzések szerint ugyanakkor a közeljövőben várhatóan globális szinten több millió ilyen állás marad betöltetlenül, a megfelelő készségek hiánya miatt. A probléma az alacsony és közepes jövedelmű országokban még súlyosabb és sokkalta gyakoribb a lányok, illetve nők körében. A nők ma a STEM ágazatok oktatási területein és karrierjeiben egyaránt kisebbséget alkotnak: világszerte a mérnöki diplomásoknak mindössze 28 százalékát, a mesterséges intelligenciával foglalkozóknak 22 százalékát, a technológiai szektorban dolgozóknak pedig kevesebb mint egyharmadát teszik ki.

„A fiatalokban világszerte megvan az eltökéltség és a kreativitás ahhoz, hogy jobbá tegyék a társadalmakat” – fogalmazott Georg Graf Waldersee, az UNICEF Németország igazgatótanácsának elnöke. „Fel kell ruháznunk és támogatnunk őket, hogy ők lehessenek a holnapok innovátorai és a változások alakítói. Hiszen a fenntarthatóságra való átállás és az igazságosabb, biztonságosabb világhoz vezető ösvény a fiatal elmék találkozásánál és a bennük rejlő lehetőségek felfedezésénél kezdődik – az osztálytermekben és a munkaműhelyekben. Végtelenül büszkék és hálásak vagyunk, amiért a BMW Group erős magánszektorbeli partnerként támogat és kísér minket ezen az úton” – tette hozzá.

Class 3 students with UNICEF backpacks in their temporary classroom inside UNICEF tent.
14 – years – old Malikanu Gopal took life skill training and she learned the importance of Inclusion, participation, empathy and communication. Teaching and learning life skills are incredibly important for empowering children and young people to achieve success in education, employment and personal goals. Nevertheless, few education systems have integrated life skills into their education systems. Some of the reasons for this are challenges concerning the lack of knowledge as to what life skills are, how life skills can be taught and learnt, and how life skills can be measured, assessed and evaluated. What are life skills? Life skills are transferable skills that enable individuals to deal with everyday life, and to progress and succeed in school, work and societal life. They are comprised of skills, attitudes, values, behaviours and domain-based knowledge. They can be learnt throughout life though there are optimal ages when interventions targeting specific skills are most likely to be effective. How can life skills be taught? There are a set of principles that are said to be most effective for teaching and learning of life skills – learning to children and young people’s participation and cooperation, learning through practicing life skills through real-life experience, learning in a safe environment coherent with the values being taught, and the use of explicit instruction and targeted interventions. How can life skills be measured? Quality measures for assessing life skills would enable education decision makers and practitioners to track current level of life skills proficiency and destruction across target population, identify progress of policies designed to enhance life skills, as well as to inform on the nature and scope of potentially useful interventions. This publication provides a discussion of the state of the art of existing instruments to measure life skills, overall challenges of measuring life skills, and innovations in instrument d
On 17 August 2020, Sebabatso Nchephe, 18, stands for a portrait following English class at Allanridge Secondary School in Midrand, Johannesburg, South Africa. Sebabatso is considered a positive person by her classmates and someone who never gives up, despite the many challenges that she has had to overcome. Grade 12 students in South Africa have just recently started returning to school after a near-3-month closure of schools as part of efforts to stem the spread of COVID-19. Sebabatso’s primary focus at the moment is to get her matriculation qualifications to ensure she gets into a university and degree of her choice. She says, “I try and make everything work that I have. One of the greatest challenges recently has been access to the internet during lockdown so I can carry on schooling. With load shedding it’s really tough. Data seems to run out so fast and then you can’t carry on with your classes, which is a big challenge. But I am super positive, always a problem solver.” Sebabatso is a positive, creative and determined young woman who hopes to help change the world – and especially the lives of the poor and vulnerable. Finishing secondary school this year, she has already applied for numerous degrees, knowing that education and opportunity will help change the course of her life. She believes strongly in standing up for the rights of others, especially girls. Sebabatso is a participant in Techno Girl, a UNICEF-supported job shadowing programme for girls from grades 9 to 11. Techno Girl strengthens girls’ learning in technical fields (Science, Technology, Engineering and Mathematics, commonly known as STEM), so that they have the training they need to compete for jobs supported by the digital economy in the public and private sectors. Her participation in the programme has prepared her for the workplace while encouraging her to believe in her dreams, informing her decision-making process and supporting her as she’s become a role model for posit
Students in a science lab. Students of Higher Secondary School Kesla, Hoshangabad have a well stocked library, an Astrology room full of models and well euipped science labs.
June 24, 2023. I Am UNICEF volunteers, together with students from the Faculty of Political Science at Ubon Ratchathani University and members of a community affected by flooding in Ubon Ratchathani province. They use a card game called „Knowing Floods,” which is developed from a flood preparedness manual by the Department of Water Resources, to run an activity with children, youth, and adults in the community. The purpose is to build emergency preparedness for dealing with the flooding that occurs almost every year in the province.
On 17 August 2020 in Midrand, Johannesburg, South Africa, Sebabatso Nchephe, 18, stands before her science class as she answers a question about the hormone prolactin, at Allanridge Secondary School. Grade 12 students in South Africa have just recently started returning to school after a near-3-month closure of schools as part of efforts to stem the spread of COVID-19. Sebabatso’s primary focus at the moment is to get her matriculation qualifications to ensure she gets into a university and degree of her choice. Sebabatso is a positive, creative and determined young woman who hopes to help change the world – and especially the lives of the poor and vulnerable. Finishing secondary school this year, she has already applied for numerous degrees, knowing that education and opportunity will help change the course of her life. She believes strongly in standing up for the rights of others, especially girls. Sebabatso is a participant in Techno Girl, a UNICEF-supported job shadowing programme for girls from grades 9 to 11. Techno Girl strengthens girls’ learning in technical fields (Science, Technology, Engineering and Mathematics, commonly known as STEM), so that they have the training they need to compete for jobs supported by the digital economy in the public and private sectors. Her participation in the programme has prepared her for the workplace while encouraging her to believe in her dreams, informing her decision-making process and supporting her as she’s become a role model for positive change within her community. “It’s a place of shattered dreams,” Sebabatso says of Ivory Park, where she lives with her family. “You’re born here, you live here, you quit school, get a boyfriend and then get pregnant. A lot of girls don’t complete school.” Ivory Park is a densely populated township situated 35 kilometres northeast of Johannesburg. On a dusty autumn day, a coat of grey sand lifts from the gravel road into the air, weaving through a sea of corr
13 – years – old Komal Prajapati 8th grade student of at the Uttampura Green Primary school in STEM Lab. STEM stands for Science, Technology Engineering, and Mathematics. It is an educational program developed to prepare primary and secondary students for college, graduate study and careers in the fields of science, technology, engineering and mathematics. In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning and collaboration skills. The following seven standards of practice or skill necessary in a STEM program: • learn and apply content • Integrate content • Interpret and communicate information • Engage in inquiry • Engage in logical reasoning • Collaborate as a team • Apply technology appropriately Uttampura Green Primary school, Palanpur District, Gujarat, India, Dec 2022, Photo © Sri Kolari/ UNICEF
10th grade students Panchal Happy (L) and Mali Sajan (R) at the Dantivada model school at the STEM lab. STEM stands for Science, Technology Engineering, and Mathematics. It is an educational program developed to prepare primary and secondary students for college, graduate study and careers in the fields of science, technology, engineering and mathematics. In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning and collaboration skills. The following seven standards of practice or skill necessary in a STEM program: • learn and apply content • Integrate content • Interpret and communicate information • Engage in inquiry • Engage in logical reasoning • Collaborate as a team • Apply technology appropriately Dantivada model school , Palanpur District, Gujarat, India, Dec 2022, Photo © Sri Kolari/ UNICEF
I Am UNICEF volunteers, and children in the community making a video as part of the media production in the Dek-Hug-Baan volunteer activity. I Am UNICEF volunteers, supported by Happy School Break has organized an activity called Dek-Hug-Baan during 7-9 May 2023 together with children and community members.Through a process of „learning and playing”, volunteers taking young children to the forests, lakes and rivers of Kud Kha Kheem, while encouraging them to create new things from local resources, and learn about the history of the Ban Lam Phoen community from elders, and create media materials to promote their hometown. This also taught them collaborative and creative skills that will enrich their studies and future prospects.
For the beginning of the school year 2023, UNICEF is distributing school kits in schools. On the picture, the distribution takes place at Dame Marie school (GRAND ANSE)
A senior one student at Kitende Secondary School, Entebbe attending an online class session with Assumpta Girls High School in Adjumani district, Uganda. Together with the Ministry of Education and Sports, UNICEF and Airtel Uganda launched a partnership to scale up digital learning for children across Uganda with the hope to accelerate the roll-out of digital learning by connecting schools to the internet and ensuring free access to learning platforms on Uganda.
On 31 August 2023 in Brazil, teenager Jamili Vitória poses for a photo while waiting along with other students at a school in the Ibura neighbourhood of Recife to meet with Catherine Russell, UNICEF Executive Director, and Youssouf Abdel-Jelil (far right), UNICEF Representative in Brazil. Ibura is a territory identified as a priority for the UNICEF City Agenda (#AgendaCidadeUNICEF) due to its challenging social indicators and local potential. During their visit, Ms. Russell and Mr. Abdel-Jelil met with adolescents and young people engaged in UNICEF initiatives, including the UNICEF City Agenda and the Nuclei of Adolescent Citizenship (NUCA) programme, discussing UNICEF’s areas of action in promoting the civic engagement of youth and adolescents.

„A BMW Groupnál magabiztosan hisszük, hogy az oktatás a társadalmunk fejlődését hajtó motor, az UNICEF pedig olyan hosszútávú partnerünk, amely maradéktalanul osztozik velünk ebben. Nemzetközi együttműködésünk éppen ezért rendkívüli örömmel tölt el. Együtt áthidaljuk az iskola és a munka világa között tátongó szakadékot, lehetővé téve a tudás átadását” – mondta Ilka Horstmeier, a BMW AG igazgatótanácsának emberi erőforrásokért, ingatlanokért és munkaügyi kapcsolatokért felelős tagja.

„Öt kontinensre kiterjedő multinacionális hálózatunk égisze alatt hamisítatlan vállalati polgárokként tekintünk magunkra, elköteleződésünk így nem csupán globálisan, de helyi szinteken is fontos számunkra. A BMW Group létesítményei ezért a világ minden táján támogatják az UNICEF munkásságát, érdekképviseleti hálózatunk sokszínűsége ráadásul arra is lehetőséget biztosít, hogy ők is elköteleződjenek és részt vegyenek a partnerségben, hogy a válsághelyzetben lévő gyerekek számára átfogó alapfokú oktatást biztosítsunk” – tette hozzá.

A BMW Group és az UNICEF nemzetközi együttműködése Dél-Afrikában veszi kezdetét 2023-ban, majd a partnerség 2024-ben Brazíliával, Kínával, Indiával, Mexikóval és Thaifölddel bővül – egytől egyig olyan helyszíneken, ahol segítségre van szükség és a BMW Group is jelen van. Az együttműködés a laboratóriumi felszerelések biztosításától kezdve, a személyre szabott képzési tantervek kidolgozásán keresztül, egészen a mentorálásokig és a munkahelyi gyakorlatokat felölelő programok támogatásáig terjed. Mint ilyen, a BMW Group 2030-ig nem csupán évente kétmillió euró értékű pénzügyi támogatást biztosít, de saját szakértelmével és nemzetközi hálózatával is nagymértékben hozzájárul a gyermekek oktatásához.

Sőt mi több, 2024-ben a BMW Group globális leányvállalati hálózatának és érdekképviseleti hálózatának tagjait is bekapcsolja az UNICEF veszélyhelyzetekben és elhúzódó válsághelyzetekben végzett munkájának támogatására irányuló forrásgyűjtési akcióba, hogy folyamatosan garantálja a gyermekek oktatásának biztonságos környezetét.

 

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