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Submission Deadline: 11 June 2021

1. Rationale

Sports and physical activity are central to health. Almost a quarter of the world’s population have an underlying condition which increases their vulnerability to the virus, with higher death rates among people suffering from obesity and other problems that physical activity can help alleviate. There is also what some have called a parallel epidemic of mental health problems among those forced into involuntary inactivity, particularly young people.

WHO ranks physical inactivity as the fourth leading cause of global mortality, estimating that it results in 3.2 million deaths globally, mainly due to cardiovascular disease, diabetes, hypertension, and some cancers. Analyses of the Global Burden of Disease estimate that insufficient physical activity accounts for an estimated 13.4 million disability adjusted life years (DALYs) related to ischemic heart disease, diabetes and stroke. In the Arab alarming predictions have been made in light of very unfavorable combinations of risk factors related to body mass index, its determinants including physical activity, and its health consequences (Sharara and al. 2018).

In addition, incareased inactivity due to the prolonged sedentary lockdown in the time of COVID 19 pandemic can affect both physical and mental health. Social distancing and quarantine measures bear significant psychological impact on young people, causing stress, anxiety and loneliness. Young adults (aged 18 to 29) experience higher level of distress compared to other age groups, since the onset of the pandemic. Emotional difficulties are exacerbated in cases of increased abuse and violence, while young people caught in fragile humanitarian and conflict settings risk having their mental health needs overlooked entirely.

Distinct from physical education, Quality Physical Education (QPE) represents active, inclusive, peer-led learning. QPE places emphasis on peer-led learning and rounded skill development which can enhance educational and employability outcomes. It is also about whole body health which includes physical and psycho-social wellbeing. QPE supports students to develop the physical, social and emotional skills which define healthy, resilient and socially responsible citizens.

In fact, UNESCO’s commitment to physical education has been affirmed in recent years with the identification of QPE policy development as one of three core priorities for the Organization’s Intergovernmental Committee (CIGEPS) and through the endorsement of the International Position Statement on Physical Education of the International Council of Sport Science and Physical Education (ICSSPE). UNESCO’s QPE Policy Guidelines (2015) frame characteristics of quality as benchmarks which are sufficiently flexible and adaptable to empower countries to apply them within their specific situations, conditions, and circumstances, according to their respective needs, while aspiring to higher standards of provision.

In April 2021, a new set of policy oriented documents were produced by SHS Sports section:

- QPE Policy Brief: .

This evidence-based policy brief presents the benefits of investing in inclusive quality physical education (QPE) policy development. A series of practical recommendations are included for public and private stakeholders in the sport-education ecosystem, alongside resources to support the implementation of recommendations.

- QPE Policy Advocacy Toolkit for Youth:

The document developed in partnership with youth targets youth community leaders as primary users. It addresses the gap in physical education programs, an activity that influences not only physical and mental health, but academic performance and social inclusion too. The

- QPE Policy Project: Analysis of process, content and impact

It identifies lessons learned from the policy revision process as well as lessons to enhance the anticipated outcomes of PE in future for the purpose of sharing these experiences with UNESCO Member States.

An ongoing and increasing need exists for technical assistance and advice on policy reform in PE worldwide, and this Project Analysis will identify key lessons that may be of value to countries and key stakeholders that will be focusing on the further implementation of QPE.

The activity aims to promote QPE in the Arab region thus contributes to the following SDGs:

- SDG 3- Health

- SDG 4- Quality Education

- SDG 5- Gender equality

- SDG 10 – Equalities

- SDG 16- Social cohesion

2. Call for Proposals

UNESCO Beirut in view of promoting QPE among youth and youth organizations in the Arab region, launches a call for proposals.

Civil society groups, youth organizations, sports clubs, Universities in the Arab region can submit a proposal.

A proposal should feed the following project priorities (select up to 3):.

1) Organization of a virtual training on QPE Advocacy

2) Organization of a QPE event nationally or locally

3) Organization of a social media campaign to promote QPE in the Arab region

3. Eligibility

To be eligible for this call, the following criteria need to be met:

- A registered Civil society organizations, groups, youth organizations, sports clubs, Universities in the Arab region can submit a proposal.

- Proposals that involve partners (and youth) from diverse socio-cultural and geographic (regions) backgrounds are encouraged.

- Proposed project able to be implemented immediately and to be finalized by 1st week of December 2021.

- Previous experience in youth, sports and advocacy activities in the Arab region

- Capability to communicate and work well in both English and in Arabic.

4. How to Apply

Please download and complete the Word form in English by 11 June 2021.

If your proposal is selected for the next round, we will contact you within 2 weeks after the deadline.

For any clarifications or inquiries, or for any additional documents you would like to submit in support of your application, please contact Carol Donabedian cj.donabedian@unesco.org