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; • “ECE launches the Forests4Fashion Sports Challenge”; • “Time to reform our food systems”; • “Forest restoration is key to prevent the multiplication of wildfires and strengthen climate action”; • “Living with fire in the boreal biome”; • “UN Alliance supports Moldova’s efforts to turn its fashion industry into a driver of sustainable development”; • “Experts highlight the boreal biome’s contribution to the Sustainable Development Goals”. (...) The Joint Section also continued to promote the use of sustainable textile materials and supported a new campaign launched by the Executive Secretary of ECE, the Forests4Fashion Sports Challenge. It is a call to the world of sports, including sports events' organizers, committees, athletes, sportswear brands, producers and consumers to help advance circularity and sustainability in sports. (...) As part of this outreach, the Forests4Fashion Sports Challenge was featured by La Tele Vaud Fribourg, highlighting the potential of renewable fibres (https://latele.ch/emissions/emissions- speciales/rencontres-romandes-du-bois-1-3.) 14.

Law enforcement must be invested with sufficient resources to carry out their mandates effectively, including as crimes are increasingly facilitated or committed online. For example, the Child Online Protection Bureau in Israel is a multisectoral national programme for the prevention of violence and crime against children and teenagers online, including through awareness-raising and advocacy, reporting through a free hotline and investigation through a specialized police unit.33 49. (...) Many prevention measures that have been shared with the Special Rapporteur focus on building resilience, enhancing digital education, awareness- raising and addressing social norms37 and online behaviour.38 Prevention is essential for tackling online child sexual exploitation offences, which often take place while they are playing online computer games or interacting with friends on social media in their own homes. (...) Australia has adopted voluntary principles to counter online child sexual exploitation, which private companies are being lobbied to endorse.50 In Peru, the country’s largest Internet service provider has developed a virtual course on child online safety, which by the end of 2020 had been completed by more than 28,000 users and which had over 250,000 website visitors; a new “safe online application” will be added by default to all that company’s mobile phones.51 56.

These projects include a cultural project by the Federation of Societies of the Blind and Partially Sighted of Slovenia (ZDSSS), under which co-funding was provided for Braille newspapers for the blind, audio newspapers, large-print newspapers for the partially sighted and an online newspaper available on the ZDSSS website. 36. (...) The final results of the study were as follows: the development of a tool to assess the accessibility of publicly occupied buildings, and the creation of an online guide for persons with disabilities. The latter consists of two main parts: an online guide for persons with disabilities and a forum for submitting suggestions.44 The online guide is being gradually supplemented as funds become available to carry out new accessibility assessments of publicly occupied buildings. The website is interactive, which means that as well as searching, viewing and printing information, users can also submit information, suggestions and warnings. The online forum thus functions as a public participation tool.45 Paragraph 15 41.

The United Nations 2030 Agenda explicitly emphasizes the role of sport in achieving the SDGs. With the Resolution “Sport as an enabler of sustainable development,” adopted on December 3, 2018, the UN reiterates its call to Member States to leverage sport to achieve the SDGs by working in collaboration with all stakeholders, including the sport community, civil society, international organizations, and the private sector. (...) As part of its quarantine agenda, AJTKD also held webinars and online learning workshops for its leaders and coaches to find solutions together to the challenges presented by the COVID-19 pandemic. By linking sports and education as tools for building a life project for children and youth living in poor areas, AJTKD contributes to the development of its students, helping break the cycle of poverty.

Furthermore, the Education for Justice university modules on firearms were used in various online events during the reporting period. (...) In June 2020, UNODC delivered an online training event on the integrity of criminal justice systems during the COVID-19 pandemic in Africa. (...) Through its Global Programme on Safeguarding Sport from Corruption and Crime, UNODC supported Member States, sports organizations and other stakeholders in effectively implementing relevant resolutions 4 aimed at tackling threats to sport.

A/C.3/75/L.16 20-13875 2/5 Welcoming also the thirtieth anniversary of the Convention on the Rights of the Child, Welcoming further the proclamation of the International Day against Violence and Bullying at School, including Cyberbullying, to be observed the first Thursday of November of every year, taking place for the first time in 2020, Noting national efforts on the implementation of the recommendations contained in the report of the Secretary-General,6 and taking note of the report, as well as of the conclusions and recommendations contained therein, Recognizing the importance of international, regional and bilateral multi-stakeholder partnerships and initiatives to advance the effective protection and promotion of the rights of the child and the elimination of violence against children, including all forms of bullying, and in this regard noting with appreciation the efforts of, inter alia, the Global Partnership to End Violence against Children and the WeProtect Global Alliance, Noting the organization of expert consultations at the regional level, promoted by Member States, in order to raise awareness of the impact of bullying on the rights of the child and to share experiences and best practices, as outlined in the report of the Secretary-General, Welcoming the development of national and subnational action plans and awareness-raising campaigns and the enactment of legislation by several Member States to prevent and respond to school violence and bullying, including cyberbullying, Recognizing that bullying, including cyberbullying, can take both direct and indirect forms, from acts of physical, verbal, sexual and relational violence or aggression to social exclusion, including from peer to peer, which can inflict physical, psychological and social harm, and that, although rates differ from country to country, bullying, online or in person, has a negative impact on the fulfilment of the rights of the child and is among children’s main concerns, affecting a high percentage of children and compromising their health, emotional well-being and academic work, and acknowledging the need to prevent and eliminate bullying among childre n, Noting with great concern the threat to human health, safety and well-being caused by the coronavirus disease (COVID-19) pandemic, which has spread all around the globe, as well as the unprecedented and multifaceted effects of the pandemic, including the severe disruption to societies, economies, global trade and travel and the devastating impact on the livelihoods of people, and recognizing that the poor and the most vulnerable people are the most affected and that the impact of the pandemic will have repercussions on development gains, hampering progress in the achievement of the Sustainable Development Goals, including target 3.8, Recognizing that the widespread use of online platforms can mitigate the loss of education and learning opportunities caused by school closures, but that the poorest and most vulnerable children are least likely to live in a suitable home-learning environment with an adequate Internet connection, and deeply concerned that increased unsupervised online Internet use has exacerbated children’s exposure to the risk of online violence, including cyberbullying, sexual exploitation and abuse, trafficking in persons, hate speech, stigmatization, xenophobia and discrimination, Recognizing also the importance of generating appropriate statistical information and data on bullying, including cyberbullying, disaggregated by income, sex, age, race, ethnicity, migration status, disability and geographic location and other characteristics relevant in national contexts, __________________ 6 A/73/265. (...) Calls upon Member States: (a) To continue to take all appropriate measures to prevent and protect children, including in school, in person and online, from any form of violence, including forms of bullying, including cyberbullying, by promptly responding to such acts, and to provide appropriate support to children affected by and involved in bullying; (b) To continue to promote and invest in education, including as a long-term and lifelong process by which everyone learns tolerance and respect for the dignity of others and the means and methods of ensuring such respect in all societies; (c) To address, through necessary measures, the wider economic and social inequalities that may contribute to bullying, including cyberbullying, including poverty, gender norms and stereotypes, taking into account that risk factors are mixed and vary depending on country and context; (d) To develop and implement, as appropriate, measures and restorative practices to repair harm, restore relationships, avoid recidivism, promote the accountability of perpetrators and change aggressive behaviour; (e) To generate and analyse statistical information and data disaggregated by sex, age and other characteristics relevant in national contexts, and to provide information on disability, with regard to the problem of bullying, including cyberbullying, as a basis on which to elaborate effective public policies; (f) To adopt and strengthen, as appropriate, clear and comprehensive measures, including, where relevant, legislation, that seek to prevent and protect children from bullying, including cyberbullying, and provide for safe and child - sensitive counselling and reporting procedures and safeguards for the rights of affected children; (g) To ensure that child protection, social protection and mental health services are recognized as life-saving and essential, and that they continue to be provided and be accessible to all children, including during lockdowns, quarantines and other types of restrictions; (h) To strengthen the capacities of schools and the skills of professionals working with children in early detection and response to prevent and respond to bullying, including cyberbullying, in particular initiatives to mobilize support to prevent and address this phenomenon, and to ensure that children are informed of any existing public policies to secure their protection; (i) To continue to raise public awareness, involving family members, legal guardians, caregivers, young people, schools, formal and non-formal and in-person and online education settings, communities, community leaders, the media, sports organizations, athletes, parents and coaches, as well as civil society organizations, with the participation of children, regarding the protection of children from bullying; (j) To develop accessible parenting and other skills programmes for parents, legal guardians and family members, together with social protection interventions that help to tackle negative social norms that contribute to violence against children and __________________ 7 A/75/149. (...) Welcomes the continued collaboration of the Special Representative of the Secretary-General on Violence against Children with human rights bodies and mechanisms, within their respective mandates, including the special procedures mandate holders of the Human Rights Council, in order to support efforts to prevent and address violence against children, including bullying in person and online; 7. Invites the Secretary-General to facilitate further international efforts, in collaboration with Member States, to continue to raise awareness of the impact of bullying, including cyberbullying, on the basis of evidence, including through existing initiatives of United Nations specialized agencies, funds and programmes; 8.

The Cap École Inclusive national online platform provided teachers with guidance on how to identify children’s specific needs and adapt their teaching methods accordingly. (...) All sports programmes were subtitled, and InfoSport, a channel dedicated to sports-related news, offered one newscast in French Sign Language per day. (...) The Council’s summer universities, which were broadcast online and open to all members of the public, served to promote exchanges between persons with disabilities and all relevant stakeholders. 29.