A recent dip in female-led theatrical releases in the UK - back to 2018 levels of 26% reminds us that our work is far from over; that we cannot be complacent.
Below you can read about the research we conduct into gender representation in film and the wider industry, tracking the release landscape to present an accurate picture of investment in films by filmmakers of marginalised genders.
Here you can also find out about news and opportunities at Reclaim The Frame, along with curated film recommendations, filmmaker interviews, and creative responses.
The day was established by a unanimous decision of the UN General Assembly, calling on UNESCO and UNICEF to raise awareness of the plight of millions of children living in countries affected by conflict. The resolution proclaiming the Day was presented by the State of Qatar and co-sponsored by 62 countries.
The General Assembly resolution affirms that governments have the primary responsibility to provide protection and ensure inclusive and equitable quality education at all levels to all learners, especially those in vulnerable situations. It further emphasizes the need to intensify efforts and increase funding to promote safe and protective school environments in humanitarian emergencies by taking all feasible measures to protect schools, learners and educational personnel from attack, refrain from actions that impede children’s access to education, and facilitate access to education in situations of armed conflict.
UNESCO and UNICEF will facilitate the annual observance of the Day in close collaboration with partners within and outside the UN system. Working on the frontlines in conflict-affected countries, the UN entities have long assisted Member States in strengthening their capacity to provide access to quality educational opportunities for all in times of crisis.
Around the world, attacks on children continue unabated, as warring parties flout one of the most basic rules of war: the protection of children. The protracted nature of conflicts today is affecting the futures of entire generations of children. Without access to education, a generation of children living in conflict will grow up without the skills they need to contribute to their countries and economies, exacerbating the already desperate situation for millions of children and their families.
A child’s right to education cannot be safeguarded in conflict zones without education itself being protected. Education can be a life-saver. Out of school, children are easy targets of abuse, exploitation and recruitment by armed forces and groups. School should provide a safe space where children can be protected from threats and crises. It is also a critical step to breaking the cycle of crisis and reduces the likelihood of future conflicts.
The Day draws attention to the plight of more than 75 million 3-to-18-year-olds living in 35 crisis-affected countries and to their urgent need of educational support. It expresses concern over the effects of continued violence on these children and their ability to access education, whose consequences require special attention beyond the needs of learners whose establishments were temporarily closed due to the COVID-19 pandemic.
In proclaiming the International Day to Protect Education from Attack to be celebrated for the first time in 2020, the UN is sending a clear message regarding the importance of safeguarding schools as places of protection and safety for students and educators and the need to keep education at the top of the public agenda. This remains a priority while governments continue to grapple with the COVID-19 pandemic that has led to school closures for more than 90% of the world’s student population.
DID YOU KNOW
More than 22,000 students, teachers, and academics were injured, killed, or harmed in attacks on education during armed conflict or insecurity over the past five years.
Between 2015 and 2019, 93 countries experienced at least one reported attack on education.
Students and educators were most frequently harmed by direct attacks in Afghanistan, Cameroon, and Palestine.
Armed forces, other state actors, and armed groups used schools and universities for military purposes in 34 countries between 2015 and 2019, including as bases, detention centres, and weapons stores.
In the past five years, state armed forces or armed groups reportedly recruited students from schools in 17 countries.
Source: Education under Attack 2020
@Education2030UN
Directed by Davis Guggenheim
After the Taliban tries to kill her for speaking out on behalf of girls’ education, Pakistani teenager Malala Yousafzai emerges as a leading advocate for children’s rights and the youngest-ever Nobel Peace Prize Laureate.
@HeNamedMeMalala
Click HERE for where to watch
The 8th of September was proclaimed International Literacy Day by UNESCO in 1966 to remind the international community of the importance of literacy for individuals, communities and societies, and the need for intensified efforts towards more literate societies. The issue of literacy is a key component of the UN’s Sustainable Development Goals and the UN’s 2030 Agenda for Sustainable Development.
The UN’s Sustainable Development Agenda, adopted by world leaders in September 2015, promotes universal access to quality education and learning opportunities throughout people’s lives. Sustainable Development Goal 4 has as one of its targets ensuring all young people achieve literacy and numeracy and that adults, who lack these skills are given the opportunity to acquire them.
773 million adults and young people lack basic literacy skills;
617 million children and adolescents are not achieving minimum proficiency levels in reading and mathematics;
During the initial phase of the pandemic, schools were closed disrupting the education of 62.3 per cent of the world’s student population of 1.09 billion;
Adult literacy and education were absent in initial education response plans, therefore many youth and adults with no or low literacy skills have had limited access to life-saving information.
More HERE
#InternationalLiteracyDay
#reading. #literacy. #education
@UNESCO
By Catherine Murphy
In 1961, over 250,000 Cubans joined their country’s National Literacy Campaign and taught more than 707,000 other Cubans to read and write. Almost half of these volunteer teachers were under 18. More than half were women.
Narrated by Pulitzer Prize winning author Alice Walker, MAESTRA (Spanish for teacher) explores the experiences of nine of the women who, as young girls, helped eradicate Cuban illiteracy within one year. Interweaving recent interviews, archival footage, and campaign photos, this lively documentary includes one of the first Cubans of her generation to call herself a feminist and one of the first openly proud members of Cuba’s LGBT community. With wit and spirit, all recall negotiating for autonomy and independence in a culture still bound by patriarchal structures.
Eight years in the making, MAESTRA highlights the will and courage that made the monumental endeavour possible and the pivotal role of women’s and youth empowerment in building a new society.
*This film may be purchased by individuals for personal home viewing with family and friends only. It is strictly prohibited to screen, loan or broadcast for any group for either educational or commercial purposes.
ENGLISH SUBTITLES
#maestrathefilm #maestra #maestras
Catherine Murphy
Catherine Murphy is a U.S. filmmaker, activist and educator, best known for her documentary film MAESTRA about the 1961 Cuban Literacy Campaign. Her work principally focuses on social justice and literacy in the Americas. Murphy founded The Literacy Project in 2004 and Tres Musas Producciones in 2009.
VIMEO STREAMING ON DEMAND HERE
Film London’s Equal Access Network (EAN) is proud to relaunch the Breaking the Glass Ceiling programme with the support of BECTU. Two years ago, this successful pilot programme supported 10 mid-level ethnically diverse professionals’ development into successful leaders in the Film and TV industry. This project has been made possible thanks to support from the Mayor of London.
Once again, we are looking for 10 outstanding individuals who we will coach and mentor to become future leaders and department heads within the Film and TV industry. We will build a complimentary group of participants from a range of industry backgrounds and skills who want to become inclusive leaders, develop excellent communication skills be supportive and empathetic team players, with a flexible approach and an openness to new ideas.
If you are looking to become that leader and rise to the next level, this programme is for you! You must have a keen interest in self-development and have at least 5 years’ experience in the creative industries.
If you are interested, please apply via email, including an up-to-date CV, two industry referees and a cover note explaining why you would benefit from being on this programme and why the industry would benefit from its commitment to you (no more than 800 words please). Please send CV and cover note with the subject line “Breaking the Glass Ceiling + Your Name” to equalaccess@filmlondon.org.uk no later than 20th September 2021. We will then invite shortlisted candidates to interview from the end of September.
