الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Not Just Hot Air: Putting Climate Change Education Into Practice سنة النشر: 2015 المؤلف المؤسسي: UNESCO This publication presents UNESCO’s work on Climate Change Education for Sustainable Development in 2012/2013, and intends to serve as a reference for similar work in the future.It provides: National case studies on five CCESD country pilots conducted by UNESCO in 2012/2013 in: Dominican Republic, Guyana, Mauritius, South Africa and Tuvalu. The case studies include an analysis and assessment of the undertaken CCESD capacity-building work for policy makers and teacher educators, lessons learnt about the implementation of the programme, and conclusions. 16 short country profiles from around the world on policy development regarding ESD and Climate Change Education. Recommendations on Climate Change Education in the context of Education for Sustainable Development, developed by UNESCO in order to establish a common understanding of what needs to be done to enhance education responses to climate change. This publication is intended to provide policy makers and teacher educators with a compact source of information on how to mobilize education to address climate change. 
The Right to Education: What’s at Stake in Afghanistan?; A 20-Year Review سنة النشر: 2021 المؤلف المؤسسي: UNESCO This report takes stock of the achievements in education made by Afghanistan over the past 20 years and sets out immediate action to safeguard the right to education for all learners following deep political change in the country in 2021.Although Afghanistan lags far behind countries across South and West Asia on most development indicators, it has made impressive progress in education over two decades. Enrolment has increased ten-fold, with substantial gains for girls and female literacy. Female teachers have been hired. Steady efforts have been made to expand the school network across the country.The country has ratified key international normative instruments relating to the right to education; enshrined this right in the Constitution and adopted a wide range of policy measures to increase access, improve education quality and reduce gender, socio- economic and rural/urban disparities.But the challenges remain colossal, with half the primary school-aged children not enrolled in school and very low learning outcomes. The country is highly dependent on external aid to sustain its education system. It needs to uphold state obligations on the right to education without any discrimination and continue removing barriers that impede progress towards the Sustainable Development Goal on education to build the country’s future. 
Climate Change Education for Sustainable Development in Bangladesh سنة النشر: 2015 المؤلف: Sheikh Tawhidul Islam المؤلف المؤسسي: UNESCO The CCESD pilot study contributes in developing a national baseline scenario regarding disaster and climate change impacts on education sector for the first time in Bangladesh. The information may help education planners and disaster and climate change professionals to act in line with national and international policy directives towards developing a strong and disaster and climate change impact resilient education system in Bangladesh. 
Transforming 'MEN'talities: Gender Equality and Masculinities in India; Roadmap and Scoping Report سنة النشر: 2021 المؤلف: Christopher Coley | Christie M. Gressel | Rao R. Bhavani المؤلف المؤسسي: UNESCO This Transforming ‘Men’talities Report is consolidated into a few key messages and crucial responsible parties who can potentially take up these key messages. These recommendations reflect broad areas of theoretical and social science research, policy and governance, and multi- stakeholder engagement. In essence, this report sought to lay a roadmap for how India might best engage men and boys in GEWE (Gender equality and women’s empowerment). Multiple arguments were made in terms of the efficacy of this approach for achieving SDG5; however, these arguments are based largely in theory, in small pilot findings, or in limited sectors. Until now, efforts to engage men and boys in GEWE have been sporadic and limited, given relatively low priority in terms of funding and national and international support, and generally far removed from public consciousness. A more unified and collaborative effort is required to properly understand how to make design effective strategies for engaging men and boys in GEWE. 
Learn, Protect, Respect, Empower: The Status of Comprehensive Sexuality Education in Asia and the Pacific; A Summary Review 2020 سنة النشر: 2021 المؤلف المؤسسي: United Nations Population Fund (UNFPA) | UNESCO | International Planned Parenthood Federation (IPPF) More than half of the world’s 1.8 billion young people aged 10–24 live in the Asia and Pacific region1 and a majority of them live in low and middle-income countries. In spite of their diverse socio-economic contexts, young people across this vast region commonly face limited access to sexual and reproductive health and rights (SRHR) information and services, including age-appropriate comprehensive sexuality education. Of the 13 million adolescent girls globally with an unmet need for contraception, approximately half live in Asia-Pacific, leading to an estimated 3.7 million births to adolescent girls in the region annually. In addition, around 82,000 young people are infected with HIV each year in the region. As adolescents transition through to adulthood, it is crucial that they are equipped with the necessary knowledge, attitudes and skills to support their health and wellbeing, regardless of age, sex, marital status, socioeconomic status, ethnicity, sexual orientation or gender identity. School-based and age-appropriate comprehensive sexuality education (CSE) is an effective means of reaching a large population of children and young people, particularly where rates of school participation are high. This overview of the status of in-school CSE in Asia and the Pacific provides a strong evidence base on the reach and impact of this across the region. Importantly, post COVID-19 we need to build back CSE programmes that are better and stronger to meet the social and emotional needs of our young people. 
From Rights to Country-Level Action: Results of the Tenth Consultation of Member States on the 1960 Convention and Recommendation سنة النشر: 2022 المؤلف: Rolla Moumné | Sharlene Bianchi المؤلف المؤسسي: UNESCO The year 2020 marked a turning point for education worldwide. The impact of the COVID-19 pandemic not only amplified the difficulties and revealed existing weaknesses, but also brought the unpreparedness and lack of resilience of national education systems to the fore.The tenth consultation on the 1960 Convention against Discrimination in Education was conducted in precisely this context.Providing a valuable opportunity for States to take stock of the progress made in implementing Convention and sharing interesting national practices, the Consultation revealed continuous and new challenges the education sector faces. The unique timing of the consultation also created an opportunity to report on actions taken to faceadverse effects of the pandemic. This report analyzes and presents the Consultation findings, draws trends, and provides guidance for action. It shows how, by implementing the provisions of the Consultation, States can accelerate progress towards achieving Sustainable Development Goal 4, while invites a reflection on possibly reviewing the framework of the right to education to further respond to new challenges and put an end to increased inequalities worldwide. 
K-12 AI Curricula: A Mapping of Government-Endorsed AI Curricula سنة النشر: 2022 المؤلف المؤسسي: UNESCO Regulations on their own are insufficient to ensure AI as a common good for education and for humanity. All citizens need to be equipped with some level of AI literacy covering the values, knowledge and skills relating to AI. This report features key findings and recommendations of UNESCO’s global survey on AI curricula for K-12. It reveals that only 11 countries have developed and endorsed K-12 AI curricula and another four countries have AI curricula in development. This is a strong call for Member States to develop AI curricula for K-12 students, and to build stronger mechanisms to validate non-governmental AI curricula offered to balance the private-driven approach. The report also reveals that the learning outcomes of AI curricula need to be more focused on fostering creativity in crafting AI technologies and on contextual ethics. Teacher training is key to ensure the implementation of AI curricula, and teachers need to be trained on designing and facilitating project-based learning which is the most commonly used pedagogical methodology in existing AI curricula. The report also advises an ‘agnostic approach’ towards AI brands and products when introducing domain-specific AI technologies. 
ПЕРЕОСМЫСЛИМ НАШЕ БУДУЩЕЕ سنة النشر: 2021 المؤلف المؤسسي: International Commission on the Futures of Education | UNESCO Наше человечество, наша планета находятся в опасности, пандемия лишь подтвердила нашу хрупкость и взаимозависимость, чтобы изменить ход вещей и переосмыслить наше будущее, необходимы неотложные совместные действия; в этом докладе Международной комиссии по перспективам образования подтверждается способность образования к осуществлению коренных изменений. Перед нами стоит двойная задача – выполнить невыполненное обещание обеспечить право на качественное образование для каждого ребёнка, молодого человека и взрослого и полностью реализовать преобразующий потенциал образования, способного проложить путь к устойчивому коллективному будущему. Для этого нам нужен новый общественный договор в области образования, который сможет устранять проявления несправедливости, преобразуя будущее.Этот новый общественный договор должен основываться на принципах прав человека, недопущения дискриминации, социальной справедливости, уважения жизни, человеческого достоинства и культурного разнообразия. Он должен включать в себя этику заботы о людях, взаимности и солидарности. Он должен укреплять позиции образования как общественного дела и общего блага.Этот доклад, который готовился два года на основе глобального процесса консультаций с участием миллиона человек, предлагает правительствам, учреждениям, организациям и гражданам всего мира разработать новый общественный договор в области образования, который поможет нам построить мирное, справедливое и устойчивое будущее, отвечающее всеобщим интересам.Представленные здесь концепции, принципы и предложения являются лишь отправной точкой. Их воплощение в практику в конкретных условиях – это коллективная работа. Уже есть много положительных моментов, и в настоящем докладе предпринята попытка их отразить и развить. Это не инструкция и не план, а начало жизненно важного разговора. 
لتوصية الخاصة بأخلاقيات الذكاء الاصطناعي سنة النشر: 2022 المؤلف المؤسسي: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) تتناول هذه التوصية ما يندرج في نطاق مهمة اليونسكو من القضايا األخالقية المتعلقة بمجال الذكاء االصطناعي. ً ً معياريا وتبحث التوصية أخالقيات الذكاء االصطناعي بحثا ً يقوم على إطار كلي شامل ومتعدد الثقافات ومتغير منهجيا ِلقيم ومبادئ وإجراءات مترابطة يمكن أن ترشد المجتمعات فيما يخص التصدي بطريقة مسؤولة للعواقب المعروفة وغير المعروفة لوسائل تكنولوجيا الذكاء االصطناعي على البشر والمجتمعات البشرية، وكذلك على البيئة والنُظم اإليكولوجية؛ وترسي التوصية بالتالي األسس الالزمة التي يستطيع البشر االستناد إليها للحكم على وسائل تكنولوجيا الذكاء االصطناعي وقبولها أو رفضها. وتعتبر ً مرنة للتقييم المعياري والتوجيه ُسسا التوصية األخالقيات أ المعياري لوسائل تكنولوجيا الذكاء االصطناعي، وتستند إلى وجوب صون كرامة اإلنسان ووجوب ضمان السالمة والرفاهية ووجوب درء الضرر باعتبارها البوصلة التي يجب االسترشاد بها، وباعتبارها مبادئ راسخة في أخالقيات العلوم والتكنولوجيا. 
[Résumé] Résumé du rapport mondial de suivi sur l’éducation 2023 : les technologies dans l’éducation; qui est aux commandes? سنة النشر: 2023 المؤلف المؤسسي: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | Global Education Monitoring Report Team Le rôle de la technologie dans l’éducation suscite depuis longtemps un débat intense. Est-ce qu’elle démocratise le savoir ou menace la démocratie en permettant à quelques-uns de contrôler l’information? Offre-t-elle des opportunités sans limite ou mène-t-elle vers un avenir dépendant de la technologie sans retour en arrière possible ? Est-ce qu’elle égalise les chances ou aggrave les inégalités? Devrait-elle être utilisée pour enseigner aux jeunes enfants ou présente-t-elle des risques pour leur développement? Ce débat a été alimenté par les fermetures d’écoles dues à la COVID-19 et l’émergence de l’intelligence artificielle générative. Mais comme les développeurs sont souvent en avance sur les décideurs, la recherche sur la technologie éducative est complexe. Les preuves solides et impartiales sont rares. Les sociétés posent-elles même les bonnes questions sur l’éducation avant de se tourner vers la technologie comme solution? Reconnaissent-elles ses risques tout en cherchant ses avantages? Les technologies de l’information et de la communication ont le potentiel de favoriser l’équité et l’inclusion en permettant d’atteindre les apprenants défavorisés et de diffuser plus de connaissances dans des formats attrayants et abordables. Dans certains contextes et pour certains types d’apprentissage, elles peuvent améliorer la qualité de l’enseignement et l’apprentissage des compétences de base. De toute évidence, les compétences numériques font désormais partie des compétences de base. La technologie numérique peut également soutenir la gestion et accroître l’efficacité en aidant à traiter de plus grands volumes de données éducatives. Mais la technologie peut également exclure, être inappropriée et pesante, voire carrément nuisible. Les gouvernements doivent veiller à créer les bonnes conditions pour assurer un accès équitable à l’éducation pour tous, réguler l’utilisation de la technologie afin de protéger les apprenants de ses influences négatives, et former les enseignants. Ce rapport recommande que la technologie soit introduite dans l’éducation sur la base de preuves montrant qu’elle serait appropriée, équitable, évolutive et durable. En d’autres termes, son utilisation devrait être dans l’intérêt des apprenants et compléter l’interaction en face-à-face avec les enseignants. Elle devrait être considérée comme un outil à utiliser dans ces conditions. À mi-parcours de l’échéance, le Rapport mondial de suivi sur l'éducation 2023 évalue la distance qu’il reste à parcourir pour atteindre les objectifs éducatifs de 2030. L’éducation est la clé pour débloquer la réalisation d’autres objectifs de développement, notamment le progrès technologique.