This blog, written by Philippa Lysaght with the Institute for Economics and Peace, is about a new report on the international costs of global violence. It is part of the Wikiprogress series on Peace.
The international cost of violence containment has surpassed the combined GDPs of Germany and Japan.
The Economic Cost of Violence Containment, the latest report from the Institute for Economics and Peace, calculates the cost of violence in over 150 countries according to 13 types of violence related spending.
The research shows that violence containment, which is understood as any economic activity related to the prevention or consequences of violence, has a global economic impact of US$9.56 trillion.
To put this in perspective, violence containment is equal to US$1,300 for every person on the planet every year and is almost double the size of the world’s agriculture industry.
Violence containment spending is over 2.4 times the size of the total GDP of Africa. More...

The UIL Documentation Centre and Library has compiled 102 lifelong learning policy and strategy documents from Member States and international organisations. The documents are subdivided into international, regional and national documents and all are available in full-text here. More...

The UNESCO Institute for Lifelong Learning (UIL) contributes to the Global Inventory on National Qualifications Frameworks (NQFs) which is prepared by two EU agencies, the European Training Foundation (ETF) and the Centre for the Development of Vocational Training (Cedefop), in collaboration with the Section for TVET at UNESCO headquarters. More...

The fourth policy brief in the UIL series recommends youth engagement in multipurpose community learning spaces and centres. The aim is to improve their access to full participation in learning and community development activities. It is based on discussions from the International Policy Forum on Literacy and Life Skills Education for Vulnerable Youth through Community Learning Centres held on 20 – 22 August 2013 in Jakarta, Indonesia. Policy Brief 4 is built on the second policy brief published by UIL, Youth Matters: Equipping Vulnerable Young People with Literacy and Life Skills. More...

We are very pleased to inform you that the website of the Global Network of Learning Cities (GNLC) is now online. We invite you to visit it at http://learningcities.uil.unesco.org/home.
Our goal in launching the GNLC website is to provide an online platform connecting all stakeholders involved in promoting lifelong learning and building learning cities in the international community. More...

Interview Conducted By Marcel Rosenbach. Twenty-five years ago today, Tim Berners-Lee invented the World Wide Web. In an interview, he looks back on his creation -- its strengths, the threats it poses and how Edward Snowden's revelations have raised awareness about Internet integrity. 
In March 1989, Tim Berners-Lee, 58, established a place for himself in the history books by creating the World Wide Web. That month, the Briton, who at the time worked for the European Organization for Nuclear Research (CERN), wrote a paper titled "Information Management -- A Proposal." His research led to the development of the first Web browser and, finally, the World Wide Web. Today, Berners-Lee is a professor at the Massachussetts Institute of Technology (MIT) and the University of Southhampton in England.
Berners-Lee answered questions from SPIEGEL ONLINE in a Skype conversation on the eve of the Web's anniversary.
SPIEGEL ONLINE: You are considered to be the father of the World Wide Web. When you look at how your idea developed over time, do you view the Web more with pride, disbelief or concern?
Berners-Lee: All of the above. Certainly all the people who have been part the Word Wide Web can be very proud of what has been achieved, and especially about the spirit of collaboration behind this amazing development. That said: All that collaboration and working together is to a certain extent under threat, because the Web has become so powerful, because it has become such an important technology for everyday life and almost everything we do. Therefore there is a strong tendency for governments, big organizations and companies to try to control it. More...

By Julianne Cuba. Online classes definitely make money. But do they educate students as well?
Last semester, I took a course through the University of Pennsylvania. It was an introduction to corporate finance course through the renowned Wharton School. Fortunately, I did not have to commute back and forth from Binghamton to Philadelphia on a daily basis. That would just be absurd. Then how, you ask, did I take a course from the Ivy League institution?
I learned about the principles of finance right in the comfort of my own living room. The class was through Coursera, a for-profit educational technology company that offers massive open online courses, more commonly known as MOOCs. More...

La educación intercultural promueve una concepción dinámica de la identidad que facilite el encuentro con y el aprendizaje del otro. View the resource. More...

Ce cours propose une introduction à la protection internationale des droits de l’homme. Il en présente les sources, les catégories, le contenu et les limites qui leur sont opposables, ainsi que les obligations qu’ils génèrent à la charge des Etats. Il expose aussi les principaux mécanismes de mise en œuvre prévus au niveau universel et régional pour assurer leur respect. View the MOOC. More...