 Good evening everybody. My name is Mari McAuliffe and I'm the head of the Migration Research and Publications Division, which is responsible for the World Migration Report series. Thank you very much for joining us for this webinar, this launch event of the Educators Toolkit. Unfortunately, our colleague Ms Eva Ackerman-Baurier is unable to join us today due to illness and we wish her a speedy recovery of course. I'm really delighted to launch the toolkit today. It's our new Interactive World Migration Educators Toolkit. And the idea for this interactive toolkit stems from a pressing need to better and more have more balanced understandings of migration across the world, including in colour and context. It also reflects the development of the World Migration Report series over recent years as well as its increased usage in a variety of different settings. As we know since 2017, the series has moved from reports on a single topic to become a globally focused report covering key data as well as salient thematic topics in each edition. And over the last several years, and especially the last three editions, we've witnessed the World Migration Report become a key reference report on migration globally. The breadth of data and the analysis contained in the report is now used by an ever-growing and diversified audience ranging from researchers, but also policymakers, practitioners, the media as well as teachers. The last edition of the World Migration Report, the 2022 edition was released late last year and has already reached record highs in terms of media reach compared to previous editions. The diversification of the report's audience is not only a clear signal of accrued interest in issues related to migration and migrants that are intrinsic parts of today's societies, but also the need for IOM to further meet the needs of the report's users in our increasingly digital environments. While the Mald Migration Report is produced and written in an accessible, balanced and rigorous manner, IOM of course wants to ensure that the report does not remain sitting on a virtual shelf. But it's the foundation of digital tools for busy users across the world. The wealth of data and analysis in this series also needs to be put into action and inject life into the discussions on migration taking place in boardrooms, in ministers' offices and parliaments, as well of course in classrooms. Against this background, we first launched last year the online interactive platform, which allows users to explore and interact with key data in a highly visual and engaging way. And together with the report itself, the interactive platform has been recognised in two international design competitions in 2021. The International Annual Report Design Awards and the International INOVA Awards for Excellence in Corporate Websites. I think this international recognition hopefully for us validates IOM's approach in expanding the array of report materials for the digital age. And in this field, we've been working on developing three toolkits each tailored to the needs of specific user groups. So first, to assist fact-checkers, we have developed a simple toolkit to help bust those key myths on migration. I think Celine is sharing the link in the chat. Second, we're also working with partners on the development of a digital policy toolkit to assist officials in utilising content in a wide range of different policy settings. The toolkit will be launched in June this year, late June this year. And we have been working with partners, the Graduate Institute, as well as the Geneva Science Policy Interface, who are supporting this project. And of course today we have developed the World Migration Educators Toolkit. Initially it was just available in a PDF, but today we're launching the interactive platform that we're really pleased to share with you today. It offers a unique set of resources for educators around the world to teach about migration, to teach about migrants and in the context of human geography. It draws upon the extensive research and analysis in the report itself and delivers specialised tools and resources that will be updated in terms of content with each new edition of the report. In other words, the World Migration Interactive Educators Toolkit aims to support teachers around the world as they seek to provide balanced, accurate and interesting learning materials on the fundamentals of migration and migrants for teenagers and young adults. Extending the utility and the reach of our flagship is particularly gratifying and it helps the organisation's role and its contributions to migration discourse globally. As you may know, IOM has been one of the longest standing supporters and producers of migration research and analysis. And IOM established the first scientific journal on international migration in 1961 and commenced the World Migration Reports series more than two decades ago now in the year 2000. Before turning the floor to Jenna Blower who will be taking us through the interactive platform and the contents. I'd also like to thank her but also the online communications unit headed by Jose Ignacio Martin Galan or Nacho as we call him for the wonderful conceptualisation of the interactive platform. I'd also like to acknowledge to the early work of our former colleague Adam Sawyer as well as the consultant Jonathan Scriven who helped lay the foundations for this new toolkit and its development. So on behalf of IOM also like to thank the diverse partners who've been involved in the development as well as our two discussants today we'll hear from later Michael Clements and Alejandro Moreno Zavala. We hope that this toolkit becomes a key resource and helps teachers and students all around the world in navigating a really complex and as we know fast moving and changing environment that is migration in the world today. So thank you very much for joining us again and I'll now hand over to Jenna who will be able to take us through the key content of the interactive platform. Thanks Jenna over to you. Thank you so much Mari for the introduction. I am delighted to be able to take you all through the new World Migration Interactive Educators Toolkit. So today I will begin with the contents of the toolkit and then I will showcase how to use the digital platform. So to start here is a little bit about the World Migration Report series in which the educators toolkit stems from. The World Migration Report is the flagship publication of IOM. It presents data and information on human migration and analysis of complex and emerging migration issues. The report series commenced in the year 2000 and due to its demand has been produced every two years with now 11 editions. As you'll see at the top there the 2020 edition is available in 10 languages and the current edition the 2022 is available with some core chapters in English, French and Spanish with other translations into other languages currently being undertaken. The WMR 2020 has also been awarded gold in the 2021 International annual report design awards for its online platform including interactive data visualization and our toolkits. The World Migration Report is a global reference report used by officials, media researchers and teachers and students throughout the world. Given the report's relevance in education and the feedback the division has been receiving from educators over the years, a toolkit has been prioritized to support high school educators and accessing report materials that are tailored to their needs. The World Migration Educators Toolkit includes a set of modules to practically support educators teaching students about human migration. Like the World Migration Report, the toolkit has also been peer reviewed by migration experts and educators in the field. It's very important to us that the World Migration Report offers a complete global analysis, so too the Educators Toolkit contributes to an international curriculum on migration, offering timely research and analysis on topical migration issues from a global perspective. It includes content from all 61 regions, Africa, Asia, Europe, Latin America and the Caribbean, North America and Oceania. The toolkit is organized as follows. The first section covers the fundamentals of migration, where there are six modules responding to the questions, what, who, why, when, where and how. There are key modules in understanding the core concepts about migration and how migration manifests around the world. The second section elaborates on key thematic issues about migration, the first being the implications of migration, which addresses the themes of integration, social cohesion, and the contributions of migrants. The key thematic issues include digital technology and migration, disinformation about migration, climate change, and a new module on COVID-19 that looks at the impact on migrants, migration processes, and mobility. So in each module you will find a set of instructions, resources, and these resources come in the form of reports, but also links to YouTube videos and other digital media. There are also studies to support students reading comprehension and data case studies to support data literacy. And each module ends with an interactive scenario catered toward group learning and designed to spark creativity. These include mock United Nations type scenarios that relate to a challenging issue on migration. So here is a text case study from module five, how do people migrate where the students will first be presented with an article. So here's one on the application of migration by Dr. Colin, and on the right hand you will see some example questions that accompany the text to support reading comprehension. And here we have a data case study from module eight on climate change, which prompts students to compare the IDMC data on new internal displacements due to conflict and disasters. And you'll see here that the questions are designed to support data literacy, asking questions not only about the details of the figure, but the text describing the data as well. So we have strived to make the toolkit as accessible and flexible as possible to meet diverse learning needs. You'll see here that we've embedded throughout the digital toolkit videos of interest designed for those working digitally. We do, however, have a PDF version available, as we know that Internet access may not be available in all teaching circumstances. So the PDF version provides all the tools that teacher will need to conduct these activities. And this next section will describe some of the ways in which we can use the digital interactive version of the toolkit. So here is a video of the homepage where all modules can be accessed. And as described earlier, you'll find detailed instructions and multimedia resources to support teachers facilitation on any given topic. And teachers can draw on the module contents with great flexibility, depending on their students needs. This is an example of in module navigation. And as you'll see the digital platform allows students and educators to use the color menu to navigate through different classroom activities. This is an example from the module titled what is migration. Additionally, the right hand navigation allows you to advance to the next module, or jump between modules via the drop down menu. And this video demonstrates the movement from the what is migration module to the other fundamental topics of who, why, and where do people might be. This is one of my favorite slides to demonstrate that the content is interactive, making it easy for both teachers and students to view and complete module activities. So the data case studies, for example, check students learning of the topics through a variety of interactive exercises from estimating figures of the slider to this multiple choice. As you go down, you'll see students ability to actually fill in the chart as they do their own research. You'll also see throughout these interactive exercises, students are able to fill in their short answer responses to questions directly on the platform. So this really does illustrate the text case studies and data case studies that were shown earlier. And for each interactive activity students can print their work or save their work as a PDF. And again, another great aspect of the digital interactive. So we have term interactive scenarios into presentation and slide decks, so educators can easily facilitate the activities in class with the aid of a computer. And this interactive scenario, for example, draws on the features of the dual lingo language app and ask students to enhance language services for migrants based on key migration data and analysis. And to conclude here are some key takeaways about the toolkit. It presents up to date information about the state of global migration. It represents a diverse geographic landscape addresses cross cutting issues on migration, such as gender, climate change and digital technology. It's a flexible curriculum applicable to many courses, such as human geography for the science and sociology, and we have prioritized accessibility and the delivery of the educators toolkit. So this interactive toolkit response to the demand and uptake of digital interactive tools. So we have to embedded the world migration digital interactive platform into many of these classroom activities. Furthermore, the toolkit and its contents are based on the one migration report, which is available in multiple languages. And of course we also have the PDF version in case teachers are unable to access the digital interactive. Thank you. Thank you very much indeed. Jennifer taking us through the digital platform and the link of courses in the chat for those who want to have a look at the new interactive platform and have a play around themselves with it and its contents. I will now turn to to Nacho Jose Ignacio Martin Galan. He's his full name he's the head of IOM's online communications unit, and he is based in Manila so we also have to say a special thanks for saying a very late nacho and joining us in the webinar and the launch event It's been wonderful to work with you of course and you've really brought your more than two decades of experience in the fields to bear on this particular project and we're really grateful that you can join us so over to you. Thank you so much. Thank you very much, Marie and colleagues thank you for the opportunity and for the good collaboration it's a pleasure for me. So, this is one of those appointments and even if it's late in Manila it's always a pleasure to be part of. Andrian, if as discussed if you can please share the screen for me, because I have some technical issues to share it from here, just with the toolkit but I'm not going to go too much into that one because the presentation that was done before is already very comprehensive. But basically the main key points and goals of this interactive educators toolkit is first complementing the wall migration report interactive phase that Marie was already mentioning, and both are really complementing and supporting each other and making data more more accessible, more interactive. And as it was mentioned before providing a tool to educators and students to be part of the conversation to be part of the conversation and to use and have the possibility of discussing having multiple different conversations about the many facts and data collected on the report which I think it's very rich. I'm just saying that those conversations are more horizontal with the different audiences and what I mean, what I mean about horizontal is that no matter if we are a big organization or an individual, we are at the same level in terms as interlocutors right and and and having all the data and access to all this information to balance and to be at the same level on as interlocutors at collective or at the individual level. And yes, I didn't just to mention, okay, that was already presented but two of the tools that I think are very interesting. If we go to the data to decay on who what is migration data case study. So for me, two of the of the tools that I like a lot in this interactive are the ones where you can place it trying to, to, to understand how many, how many fatalities, for example, of course, and I'm trying to see how far or close your word from reality, if you can just try to. You can see what was shown before, and then you can submit. And, and I think this is very useful from a journalistic point of view but doesn't look from an educators point of view as well, because it helps the student or the, the different participants to realize what's the real, what's the real intuition that we have the first intuition we have, and then what's the reality sometimes that it's a big gap between both, both to, and then if we scroll down, and we go towards the chart which was already presented is the same concept right so you can try your chart you can try it. And then afterwards, if you can, you can see what the real path is if you can try just to play up with it a bit. Yes. And then you can guess and then you saw the real path basing on base of course on the information that you had before as a student on the interactive on other tools that you could have access to. Basically, and then if we can go towards the interactive scenario please. Yes, and then you, you have here the instructions what what is also particularly useful if you click on the on the top on this to make it presentation on that yes here. So it's also useful that you can immediately make it as a presentation as a slide so so it's useful also for the, not only for the student but particularly for the for the facilitator for the educator to use that immediately. And in any case, just to conclude because I don't want to take much of the time. For me, and I think that the big, the big point that the big a positive element of this toolkit that that and the idea division that Marie and the team had when they approached us to to collaborate on this is that perceptions about reality and of course perceptions about migration are shaped by many stories by many narratives. Being those real information. A misinformation news fiction, a series in Netflix messages on social media on networks, the last conversation I had in the G at the gym. So, and sometimes our brains. Forget, what's the difference between fiction nonfiction. And even if we try very hard, it's difficult to, to shape and to really have always the clear picture of what's the truth and what is just part of our, our imagination or our interpretation of reality. So, having these possibilities of interacting with real data, but touching also and participating learning by doing a, I hope, can help also the different actors to better discuss to better support constructive narratives about migration and then therefore better actions, reactions or, or, or agreements to, to work all together to make migration work for all. So, for me, these are the main points and I'm of course open for any questions for any, any questions or any comments that you will have. Thank you very much. Thank you very much, Nacho and again we really enjoyed working with you and your team. We had kind of realized the PDF so that kind of core content but seeing it come to life. Seeing how creative you and your team have been and our collaborators in terms of making an accessible tool, both for teachers but also for students has been a real pleasure. Another real pleasure is to be able to introduce Dr Michael Clements, who has worked with us and is a partner on the World Migration Report kind of more broadly. And we're really delighted that you could join us today, Michael. For those who don't know, Michael is the Director of Migration Displacement Humanitarian Policy and he's a senior fellow at the Center for Global Development in Washington, DC. He's one of the world's leading experts on aspects related to migration and his a go-to person for particular areas around migration and development. So we're really delighted to both be working with you and to learning to be learning from you and to be having content peer reviewed, of course, by you, Michael, but also for you to be joining us today in this webinar on the Educators Toolkit. So I will hand over to you and allow the audience and us to hear your insights and then we'll also hear from Alejandro as well. Thanks. Thanks so much, Mari. Can you hear me okay? Hi, everyone. So I, that was very nice of Mari to say once in a while I offer her opinions on stuff but I'm not, I don't, I wasn't involved in the creation of the toolkit and I don't deserve any of the credit for its fantasticness. So I think that this has become as a kind of a one-person focus group of the potential users for the toolkits to just offer some thoughts about it. I teach migration in economics now at Georgetown University. In fact, I'm getting ready for our next class tomorrow. So I'm a very active migration educator in that sense. What I thought I want to offer is just that I really love the Migration Educators Toolkit. I think that all students on earth could benefit a lot from seeing some portion of it before they finish school. I really mean all students because this is just an understanding migration is a critical ingredient to being not just a worker in migration in some sense but being an informed citizen in this century with so many crucial policy issues revolving around migration. Not just graduate students, undergraduates and even high school students can benefit from different aspects of this toolkit. So I just wanted to be on that just blanket endorsement. I wanted to spend a few minutes talking about why it's so compelling to me. You know in the in the parable from ancient Hindu texts that I think most of us have heard that group of blind men encounter an elephant for the first time and they sharply disagree about what an elephant is. One touches the tusk and says well elephants are like spears and other touches the leg and claims that no they're like tree trunks and another one touches the trunk and insists that elephants are like snakes. The point you think about the parable is that they're all right and they're all wrong in a way that prevents any kind of productive discussion about how having an elephant in your village could be beneficial or challenging. And our public discourse about migration is a lot like this and so many interactions I have with with people in government in society are just lacking the ability to have a basic productive conversation about migration and migration policy because because there isn't a common reference of not just facts but but but but meanings. Often it becomes clear that people are starting from completely different ideas about what makes a migrant is a migrant a refugee a job seeker a lone worker a family a child. Is it a person on a plane or a raft. Is it a person with an MBA or a subsistence form. Is it fundamentally a partner or fundamentally a threat. They're all starting from completely different mental references for migration. Is it a flood is it a trickle. Is it a fuel of some kind of burden, a renewal in an invasion. If you ask Americans how many foreign born citizens and green card holders there are the average answer in poll data is 36% of the population, which is more a lot more than triple it's it's real value. And the star economist at Harvard University Stephanie stun cheva collectively calls this the fog of immigration. And at best the fog of immigration is a source of confusion. At worst it's an opportunity for for entrepreneurs and political disinformation. To blow away the fog, allowing at least some chance of a reason than fact based debate. Not most politicians for whom standing strongly for facts about migration carries all the political risks of appearing to stand strongly for or strongly against migration itself. And not most academic researchers who really receive zero career rewards for widely disseminating basic facts in a comprehensible way. The crucial role falls to very few at the national level I can think of great examples in the US philanthropists support efforts by the Migration Policy Institute the Pew charitable trusts to just document basic facts for productive conversation. But at the international level for years that crucial role has been played by Mari and our team by the World Migration Report. Of course it takes a truly committed and interested citizen to sit down and read the 540 pages of the superb World Migration Report, World Migration Report 2022. There have to be other channels to reach the public and a critical one is is education of young people. Before leaving school at whatever level they're being schooled from high school to graduate school, people need to encounter basic conversations about what is a migrant, what kind of people migrate, how many people migrate. Why do people migrate. These are the questions that are that are engaged by the World Migration Report more broadly but specifically by this toolkit. And it makes me wonder what if everyone received as a part of their basic education or their specialized education, the idea that half a century ago 97.5% of all people on earth lived in exactly the same country they were born in. And now half a century later in the age of mobility that 97.5% has ticked down to 96.5% today 96.5% of people live in exactly the same country. They were born in what would our public discussions look like with that perspective underlying them. What if everybody understood that the UN projects and talking about the world population prospects that by 2140% of all working age human beings will be African. What would our public discourse look like then what would our contemplation of migration policy look like then. Everyone understood that it is possible for the same migrant to be motivated both by seeking safety from violence and the opportunity to contribute economically at the same time the same person. What would our public discourse look like then. I think it not only asks these questions, it asks questions that are more immediate and practical for an educator like me, like what if the understanding of these basic facts were reached not by passively listening to a lecture, or reading a tone but by students doing their own carefully guided data analysis by studying cases relevant to them by role playing recommendations for real people or debates and negotiations with with personal stakes. The educators toolkit reflects a passage from Plutarch's Moralia, which is really a guiding principle for me which is that education is not filling a vessel, it's lighting a fire. That's a paraphrase. But that's a that's a that's a fundamental insight. The understanding of all of these things is much deeper, much more lasting, much more owned by the student and later by the educated citizen. When it arises through the kind of interactive exercises that that tomorrow in our team are providing here and most educators know this. It's just, they often don't have the resources or the time to to build these things, much less build them so so so so so beautifully and and useably as as this team has built them. So there's no excuse anymore, not to not to offer them to students we have them at the highest quality they're sitting there for free online. I hope they allow for more conversations about elephants that see the whole elephant. And I'd love to talk with you more about this fantastic new resource. So thanks a lot for inviting me. Thank you so much Michael. Your words are inspiring actually for us to keep going and expands other kind of avenues and so forth but I should confess and I have to say this before I introduce Alejandro as well that part of the inspiration. Has been watching my children, teenagers, navigate through, you know, textbooks that are very static that are highly inaccurate, not related to IB. This is why I have to say this before Alejandro starts this is why we went to IB. I think because they have been outside that realm but Ivy has been a natural partner for us in terms of, you know, value alignment and understanding the importance of having engaging tools the importance of having balanced rigorous curriculum materials and so forth. So part of it has been inspired by seeing something that I think is, you know, problematic and obviously I'm not going to name the textbook and, and go into that sort of detail but also understanding and realising that through partnerships that we can create something that is quite meaningful and influential in terms of actually allowing young people to be able to engage in this topic and really think about it critically without having to just do root learning and having a sort of like a passive interaction with education as you say lighting the fire is particularly interesting and important for us. But the bad side or the sad side for my son who's starting IB the IB diploma program next academic year is that he has chosen geography and he will be doing and using the educators talk it which I've explained to him and he's not too keen on but he loves geography and we talk about migration a lot at home and he's been one of our, I guess, influences or, you know, inspirations one of the people, and there are thousands of people around the world who can benefit from, from a toolkit like this. And as Jenna mentioned, we have had it peer reviewed by teachers we've had it peer reviewed by analysts and migration academics and so forth and there's a question in the chat in terms of who is it to be used for. As it was designed for high school students and, and certainly the final years like IB diploma but we actually have used the contents to do training of member state officials, for example, especially given the policy to ability and meet people moving from job to job who may not necessarily have the fundamentals of migration down pat. Thank you very much for that was a long segue into introducing Alejandra. We have been delighted to be able to work with Alejandro Moreno who is our main focal points at international baccalaureate. He is the curriculum manager. He holds a bachelor's degree in international affairs and literature and master's degree in education and humanistic studies and through Alejandro and his team, we have been able to, I think, take on board some very, very useful insights, but also think about things in a more comprehensive manner beyond where we started, which really was actually geography, and to be thinking about things in a much more comprehensive way so we've really enjoyed working with Alejandro and his team and I'll hand over to him now to share his insights and he can step us through some of the key components in terms of from a curriculum perspective, as well from an IB perspective so thank you so much for joining us Alejandro and the floor is yours. Thank you very much Marie. So I'm going to share my screen, just for a few minutes. So, I'm really excited for this invitation and also for the work that we've been able to do over the last months after I was introduced to the IOM educators toolkit. And I'm glad to say, as Marie mentioned, also the toolkit seems to be envisioned as it is mentioned in the introduction in a format that is accessible for a secondary level human geography course. The geography course is certainly the most logical place where the toolkit would be employed by my educators. But as we realized the basic idea of this project was the IOM handed us over the toolkit and we basically wanted to highlight, just like Michael said, with no authoring participation on it, we basically wanted to highlight connections between the toolkit to already existing IB curriculum. So basically just to tell IB educators, where can you use this resource that is already set and ready to go? Where can you use it? And of course the main point of entry as I mentioned was geography. But then we started noticing that in most of the courses there was a clear ways in which educators could employ, mainly in the individuals and societies, subjects such as logopotics, social and cultural anthropology, and information technologies in a global society which will now change to the jail society, your business management, economics, history, etc. But also in what we call the core subjects, such as theory of knowledge, extended essay, but not to list all of them. But as we soon realized after exploring the toolkit is there were many more subjects that at first instance would not seem to focus on migration, but that clearly had links that called for the use of the resource such as language and literature where students discuss global issues and it seems that an increasing number of students are addressing migration as one of the global issues that they are interested in. And then of course, our middle years program was the secondary point of entry, both for individuals and societies, but also for interdisciplinary studies. And as we kept on working, we realized that many of our colleagues, for example, in the primary years program, the PYP, we're also working on units of inquiry around migration. So even though the resources meant for an audience of secondary level, we realize that this is a resource that many educators around the world will probably be able to use both as an entry point as the discussion starter, as well as instead of doing a scavenger hunt around the internet for or curating their own resources which of course they will continue to do. Here we have a very solid resourceful material that they can just take and bring into the classroom that will surely serve as something for them to build on. So going out of the very specific ID elements, this is, I'm going to more general things. This is, these are the approaches, sorry, to learning and how within teaching and learning should be at the ID, but these are probably things that all educators, ID and non-ID can relate to. These are some of the skills that, and I think more important than the content and the specific questions that might be answering the models. These are general skills that I think that using the toolkit and engaging with it, as well as the general world migration report can do. Research skills, most of the models do not only ask questions about the information that is already in the toolkit, but invite students to look for their own resources, to look at additional websites for additional materials, and basically to conduct their own inquiries to pose their own questions. And I especially like that it analyzes multiple format sources. So students are getting engaged, not only with text, but also with data, videos. It also fosters thinking and communication skills because all models have an activity where they have to present both individually, we're in group, we're doing role playing, and that is of course connected also with social skills. And finally, self-management skills. I think COVID has highlighted the not only hybrid education, but also they use that students have for asynchronous activities where they are able to manage their time, do things on their own space and at their own rhythm. And I think especially the digital version of the toolkit will facilitate this. Not all the learning will happen inside of the classroom, but an increasing amount of it will happen on the students' own time, and when they are basically processing. And so here are some of the highlights or takeaways that I think all educators will have about the World Migration Educators Toolkit. One, it helps to bring the topic of migration into the classroom in an innovative and meaningful way. For some educators, this might mean a session, a 30-minute or a 45-minute session. For others, it might be a whole unit or especially as we move off to high school and college, it might even mean doing a whole semester on a whole course on migration. It provides educators with right to use resources and activities that facilitate instructional planning and delivery. It doesn't mean, of course, that everything will be ready for their course depending on what that is, but it does provide building blocks that educators can put together quite easily and especially that it might facilitate work among different educators from diverse subjects. That is probably what I would highlight. As a former coordinator at schools in Mexico, I used to see teachers struggle to do interdisciplinary and collaborative planning because they would try to force subjects into something, into any topic that they had decided on. I think what the toolkit promotes is showing how interdisciplinary planning can be done in a purposeful way around an important issue. Also, one of the things that I'd highlight about toolkit is that it's not an ending point, but rather it's a starting point for then maybe jumping into the World Migration Report. As Michael mentioned, few people in high school especially will probably look into the complete document for the World Migration Report, but after looking through the toolkit, they might be invited to consult particular chapters that are of their interest. And this is, again, one of the great advantage of the resource that it presents migration in light to the students that may resonate with their interests, be that because they're interested in digital technology and of course the toolkit improves that a lot. If someone is taking economics or business management and they might learn about the economic side of migration, where they are particularly interested in the arts, this might be something that calls to them. So I'm really excited both as an educator and as a curriculum manager to see resources like this being deployed and I hope that we can continue building on this strategic partnership. That would be it for me on this, we have a particular question so thank you very. Thank you so much Elhondra, I really appreciate it and it was great to see those slides in terms of how it sort of connects to different, you know, subjects and also, you know, the, I'm going to get the acronyms wrong, but middle years program, NYP, I think it was, yeah, so the different kind of stages in terms of the libraries, curriculums and so forth. So, and as I explained earlier we have actually used it for, you know, for senior officials in terms of some of the core components as well so it's very adaptable. We wouldn't make the senior officials go through the classroom exercises, but, but at least using the content to highlight some of the key aspects that Michael mentioned around definitions around having multiple or mixed motivations. For example, someone is not just a refugee. They are also wanting to forge safe and meaningful lives and you know income generation and vice versa. So we go into those sort of discussions as well and it gives the opportunity to really have very meaningful exchanges on content. I have a few minutes left for questions and thank you very much for participants who are posting questions in the chat. I think that, and let me just see if I can make my own doing this on a laptop Milda's question on the age group I think we've answered that for you Milda but please follow up if we, if we answered that sufficiently but it is quite flexible you could use it in a bachelor's course and master's course you could use it at high school level, so forth and so on. So that we've covered that one. Lisa has asked, how often will the contents of the toolkit especially migration statistics be updated once a year or more frequently. We'll hand over to Jenna to answer that if she wants to otherwise I can feel it but I'm moderating so I'll hand it over to Jenna. I think, most precisely, will update the contents, according to the publication of the World Migration Report, and as that develops but we also follow very closely the release of various statistics. Whether that be in June, when UNHCR releases their data, or UNDESA releases population data, we certainly keep an eye on how that influences the module content, as well as making sure that all of the links are up to date. And as most of our content fields outward for students to do their individual research on statistics, we make sure that those links are all up to date as well. Great, thanks Jenna. And people might not be aware of how often we do the World Migration Report, it's said every edition, it's updated so we have been doing editions of the World Migration Report on a by any all basis, which is every two years. So the next World Migration Report will be released at the end of 2023 next year. We do, as Jenna said, obviously take into account the latest data and statistics and different global data sets come out at different times of the year. So we consolidate the latest data and put that forward in the interactive and also in the toolkits. I have a question from Miriam, in terms of planning to translate and make available the interactive toolkit in other languages, we're currently working on Spanish but we're also fundraising for other languages. We've put quite a lot of effort into language accessibility of the flagship report itself so we've moved from kind of one language in 2005. There were five languages in 2015. And now the 2020 the current previous to current edition was in 10 language outputs. We're currently translating the World Migration Report as we speak into different languages, we release it in English and then it is translated. And we do the six UN languages plus we're trying to really put emphasis on languages from developing countries because we know that developing country context are particularly important for official languages. So for the 2020 edition we had chapters in Swahili, for example, we're looking at Swahili's Just Commission Swahili again for the 2022 edition, and then also looking at other languages such as Bengali for example for the current edition. So Swahili, as you know, language translation is quite expensive. So if you have any fundraising ideas please let us know. But only to say that the first priorities are IOMs official languages so English, Spanish and French are key for for the toolkit and the interactive platform and IOMs that we really have to prioritize. I have a question from Yasa which is for Nacho. If you don't mind Nacho I will read it out for you. How does the image transmitted by the media shape people's perceptions of migration and migrants. That's a kind of a big question. Okay, that's a very, very big question. Thank you very much. But I'm happy to take it. So, finally the media, they have an important role because at the end reality, since the beginning of humanity stories have made the difference in terms of how we understand and shape our perception about reality. And the media for a long time, the media as we understand traditional media, first the newspapers and TV, radio, etc. They have been the big storytellers of our times, right. However, let me talk about this impact. We have many theories about the impacts. And one of them, for example, is the one of the two-step flow saying, look, what the impact of media on an individual is afterwards shaped by the different experiences of that individual, not the same person that maybe saw the toolkit and participated for a year in a course with different professors about migration and a person who never was exposed to that reality or that had different experiences. But today, we have more than that. We have the digital space, which has multiplied the possible actors and communicators. And then it's not a two-step flow anymore. It's an end-step flow, which can go beyond what we can even imagine. So then there are many, many theories about that. I particularly like a lot the one about cultivation, my governor that talks about how he mentioned about he created that concept of the mean wall syndrome. So how people are exposed to not only the media, but particularly TV, were really, really impacted in terms of how they perceive the reality and how they reacted, even if it was fiction. So in many occasions, it's not only the media, it's also a series. If you watch a movie about the Second World War or you didn't, that changes how you perceive things. So then media, of course, they shape a lot. But what I always believe is that if you have people who have tools, education, face-to-face interactions, no matter what the message by the media, from the media, from the colleagues from your football team, from your parents, your family are, if you have all those tools, then you are better equipped to make your own judgments and decisions. And I think this is what this Educators Toolkit is about, right? On helping everyone to make their own assessment, their own perception and their own to honor, to own their own views and share them as they want and as they think that can be more useful for society. So I hope this answers, it's a very, very big answer for a very difficult question. But I think basically it's complicated. There are many, many factors. But for sure, the more we are prepared, the more we have media literacy, education, the more the different actors, the society is prepared to better decode those informations. Thank you. Thank you very much, Nacho. And it's a totally predictable response from me, as my team know, but I guess I was still online. So I would like to direct him to maybe look at two chapters of the World Migration Report kind of series one in the 2018 edition, which is on media portrayals in traditional media of me of migration and migrants. And that was written by colleagues at Oxford and Amherst, I think it was. And then also in the current edition, we have a really great chapter which looks at disinformation about migration and the utilization, increasing utilization of tech platforms. And that's written by an IOM colleague actually, who is in the media area and also researchers from Dublin City University. And that's a really insightful chapter, looking at things from the new perspective around digital platforms and, and their use in terms of disinformation. Thank you very much. I think Salinas put the links in the chat. Before we've got, we've finished with the questions. I would really like to again express enormous thanks to Jenna for, you know, leading on the finalization of the content of the Educators Toolkit to Nacho and his team for the collaboration on the interactive platform which has been fun and really inspiring. And also to Michael and to Alejandro for being such great partners and learning from you and your perspectives and teams and also for being willing to work with us. We can be challenging at times. We work in a very fluid environment, working in migration, but we really enjoy and learning from you, collaborating, certainly to get to an end product. And finally, of course, huge thanks to Selina and Adrienne who are there as the IOM research people who organize all the webinars and also work on core components of the World Migration Report with us. So thank you very much again for putting together this webinar for us. We really appreciate it. Thank you again for joining us. Those in the audience. I hope that we've answered all of your questions sufficiently but get in touch with us. If you would like to explore other aspects or have any other questions, thanks again for joining us in the webinar and we look forward to seeing you soon.