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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Global report on teachers: addressing teacher shortages; highlights سنة النشر: 2023 المؤلف المؤسسي: UNESCO | International Task Force on Teachers for Education 2030 <Key Messages> 1. Globally, 44 million additional primary and secondary teachers are needed to meet Sustainable Development Goal (SDG) 4 — the attainment of quality education for all by 2030. Teacher shortages affect both developed and developing countries. Most of these teachers (7 out of 10) are required at the secondary level, and over half of those needed are required to replace existing teachers leaving the workforce.2. The challenge of teacher shortages is complex, influenced by an interplay of factors such as motivation, recruitment, retention, training, working conditions, and social status. Holistic and systemic approaches are needed to address the challenge effectively.3. Teacher shortages have far-reaching consequences, including increased teacher workloads and diminished well-being, discouragement of future educators, perpetuation of educational inequalities, and increased financial burdens on educational systems.4. Teacher attrition is also a global concern: between 2015 and 2022, attrition rates of primary education teachers doubled around the world from 4.6 to 9 per cent. Regardless of the country income level, and even remuneration, teachers are leaving the profession within the first five years of practice.5. Strategies to reverse teacher shortages need to address recruitment, attractiveness, and retention. Attractive career pathways with equitable access to professional development are vital to retain teachers and keep them motivated throughout their professional life.6. Inclusive policies are needed to promote gender equality in the teaching profession, address underrepresentation of women in certain subjects, levels and leadership roles and encourage men to enter and remain in teaching. Teaching workforces should reflect the diversity of the communities they serve, thus enhancing attractiveness and enriching learning experiences.7. Improving teacher working conditions is key to enhancing the supply of quality teachers, this includes involving them in decision-making and providing a collaborative school culture characterized by mutual support. 8. Adequate domestic expenditure on education plays a crucial role in financing education, particularly ensuring that teacher salaries are competitive. Investing in novice teachers can be a cost-effective longterm strategy to address teacher attrition. 
UNESCO in action for gender equality: 2022-2023 سنة النشر: 2023 المؤلف المؤسسي: UNESCO <Short summary>Intersecting Global Crises Cannot Be Solved Without Gender Equality The compounding global crises that have emerged and amplified over the past two years require transformative, structural solutions if we are to build and shape sustainable and peaceful societies. Education has experienced the largest disruption in history as a result of the COVID-19 health crisis. Biodiversity has seen a steep decline – at alarming rates – on both land and in the ocean. Conflicts and emergencies that destabilise progress towards just and peaceful societies have increased in number, while human rights violations are multiplying in new contexts, including online and offline. The decisions we make and the actions we take – now – will have consequences for generations to come.None of these intersecting crises can be solved by one country alone and none of them are gender neutral. Placing gender equality at the heart of multilateral action can harness the talents, ingenuity, and visions of one-half of the world’s population. The standards of ethics and human rights demand gender equality. So, too, do the numbers. Some of humankind’s greatest challenges require efficient and tangible solutions. The paradigm shift is needed now.Yet, despite a growing demand for equity and justice, the UN now predicts it will take almost three centuries to close the gender gap. Under that reality, UNESCO will continue to meet barriers to its mandate and vision since gender inequality has a direct impact on all areas in which UNESCO works.This report shows how UNESCO and its partners have provided concrete and effective solutions during the 2022-2023 biennium to advance gender equality. It has reduced inequalities in and through quality education; it has empowered women in science and technology for environmental action; it has promoted inclusion and combatted gender-based violence; it has bridged the digital gender divide and it has promoted gender equality and women’s empowerment in crisis, emergency and early recovery contexts.UNESCO’s Global Priority Gender Equality is more relevant than ever. Together, we can amplify and expand its reach and multiply gender-transformative results for the benefit of women and girls, men and boys, all around the world. 
Report of the Global Conference on Promoting Literacy for a World in Transition: Building the Foundation for Sustainable and Peaceful Societies سنة النشر: 2024 المؤلف المؤسسي: UNESCO The report presents an overview of the global celebration of International Literacy Day (ILD) 2023 held at UNESCO Headquarters in Paris, France on 8 September 2023. Under the ILD 2023 theme of ‘Promoting literacy for a world in transition: Building the foundation for sustainable and peaceful societies’, the Global Conference explored how literacy and numeracy can be better promoted as part of lifelong learning to achieve more peaceful and sustainable societies as envisioned by the international community through the Sustainable Development Goals (SDGs). The global celebration also included the award ceremony of the 2023 edition of the UNESCO International Literacy Prizes with six outstanding laureates from Bangladesh, Dominican Republic, Finland, Pakistan, South Africa and Uganda. 
UNESCO's Communication and Information Sector: upholding information as a public good, advancing universal access, digital inclusion and freedom of expression سنة النشر: 2023 المؤلف المؤسسي: UNESCO 
Inclusion and gender equality: brief on inclusion in education سنة النشر: 2023 المؤلف المؤسسي: UNESCO <Brief on inclusion in education>Gender equality lies at the heart of inclusive education and efforts to ensure equal opportunities for all. To achieve inclusion and gender equality in and through education, governments must eliminate gender biases from curricula and learning materials, expand teacher training on gender-transformative pedagogy, and foster safe and inclusive learning environments to ensure that no one is left behind. This is key for the achievement of the United Nations 2030 Agenda for Sustainable Development and in particular Sustainable Development Goal (SDG) 4 on ensuring the right to inclusive and equitable quality education and lifelong learning and SDG 5 on gender equality.<Introduction>Gender refers to the socially constructed roles and relationships, personality traits, attitudes, behaviours, values, relative power and influence that society ascribes to the two sexes on a differential basis. Gender affects people’s lives every day in myriad ways. Gendered expectations, whether of oneself or of others, impact the choices people make. They structure people’s relationships and have the power to shape what people believe they can and should accomplish. Gendered power structures distribute and influence power, often resulting in systemic inequalities (UNESCO, 2021).Gender also intersects with other characteristics which can exacerbate education exclusion, such as age, geography, poverty, disability, ethnicity, indigeneity, language, religion, and migration or displacement status. Addressing the overlapping differences that create disadvantage and marginalization can help to build more inclusive and equitable education systems.Achieving gender equality in and through education is essential for inclusive education and inclusive societies. It is key to the achievement of the United Nations 2030 Agenda for Sustainable Development and in particular Sustainable Development Goal (SDG) 4 on ensuring the right to inclusive and equitable quality education and lifelong learning and SDG 5 on gender equality. In any country’s context, this means ensuring all learners have equal access to all levels of education, equal educational pathways and equal opportunities to apply the outcomes of their education. A world where inclusion and gender equality in and through education is achieved allows girls and boys, women and men and non-binary people to have equal rights and opportunities to education and the power and agency to shape their lives and futures.This brief discusses how gender equality impacts learners’ inclusion and the ways in which gender equality and inclusion are interconnected in education. 
Revision Process of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms: Comments from Observers to the Plenary Meetings of the International Expert Group (IEG) سنة النشر: 2023 المؤلف المؤسسي: UNESCO Adopted in 1974, the Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms is considered a landmark legal instrument that brings together for the first time peace, international understanding, human rights, fundamental freedoms and education. In line with the Resolution adopted at UNESCO’s General Conference at its 41st Session in November 2021 (41C/Resolution 17), UNESCO launched the revision of the Recommendation and convened an International Expert Group (IEG) to advise the Organization on the changes. The work of the IEG took place between May and June 2022. Though the meetings of the IEG were technical in nature (category VI), in order to ensure an open and transparent process, the Permanent Delegations were invited to listen-in to the deliberations of the IEG online, as observers, along with a select number of non-governmental organizations, intergovernmental organizations, and United Nations entities. At the end of each plenary meeting, observers to the IEG plenary meetings could submit written comments. This document compiles the comments received from observers during this process and submitted to the IEG members for their consideration. 
The General History of Africa: A UNESCO Flagship Programme for Operational Strategy Priority Africa سنة النشر: 2024 المؤلف المؤسسي: UNESCO As part of UNESCO’s Operational Strategy for Priority Africa (2022 – 2029), the General History of Africa (GHA) Flagship Programme responds to the challenge of reconstructing Africa and its diaspora historical memory and conscience by revisiting Eurocentric and colonial biases in the representation of their history and societies. It aims to advance a common identity and pride in Africa’s heritage, progress towards greater justice and an inclusive and fair future through the reappropriation and production of knowledge on Africa and its diaspora history in a manner that could contribute to the transformation of education in Africa and beyond. The GHA is aligned with the African Union Agenda 2063, The Africa We Want, the Charter for African Cultural Renaissance, and the United Nations 2030 Agenda for Sustainable Development. 
Challenging Systematic Prejudices: An Investigation into Bias Against Women and Girls in Large Language Models سنة النشر: 2024 المؤلف: Daniel Van Niekerk | Maria Peréz Ortiz | John Shaw-Taylor | Davor Orlic | Ivana Drobnjak | Jackie Kay | Noah Siegel | Katherine Evans | Nyalleng Moorosi | Tina Eliassi-Rad | Leone Maria Tanczer | Wayne Holmes | Marc Peter Deisenroth | Isabel Straw | Maria Fasli | Rachel Adams | Nuria Oliver | Dunja Mladenić | Urvashi Aneja | Madeleine Janicky المؤلف المؤسسي: UNESCO | International Research Centre on Artificial Intelligence (IRCAI) This study explores biases in three significant large language models (LLMs): OpenAI’s GPT-2 and ChatGPT, along with Meta’s Llama 2, highlighting their role in both advanced decision-making systems and as user-facing conversational agents. Across multiple studies, the brief reveals how biases emerge in the text generated by LLMs, through gendered word associations, positive or negative regard for gendered subjects, or diversity in text generated by gender and culture. The research uncovers persistent social biases within these state-of-the-art language models, despite ongoing efforts to mitigate such issues. The findings underscore the critical need for continuous research and policy intervention to address the biases that exacerbate as these technologies are integrated across diverse societal and cultural landscapes. The emphasis on GPT-2 and Llama 2 being open-source foundational models is particularly noteworthy, as their widespread adoption underlines the urgent need for scalable, objective methods to assess and correct biases, ensuring fairness in AI systems globally. 
Revision Process of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms: Compilation of Member State Comments سنة النشر: 2023 المؤلف المؤسسي: UNESCO Adopted in 1974, the Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms is considered a landmark legal instrument that brings together for the first time peace, international understanding, human rights, fundamental freedoms and education. As per Circular letter 4401, the preliminary report and the first draft of the revised 1974 Recommendation were transmitted to Member States for their written comments and observations. These written comments were taken into consideration by the Director-General when preparing the revised second draft of the Recommendation to be discussed at the Intergovernmental Special Committee Meeting (Category II), in view of its submission to the 42nd session of the General Conference in November 2023 and eventual adoption. 
المؤتمر العالمي لرعاية وتعليم الطفولة المبكرة: إعلان طشقند والتزامات العمل لتحويل رعاية وتعليم الطفولة المبكرة، 16 نوفمبر 2022 سنة النشر: 2022 المؤلف المؤسسي: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) من 14 إلى 16 نوفمبر 2022، تم عقد المؤتمر العالمي الثاني لرعاية وتعليم الطفولة المبكرة في طشقند في أوزبكستان. اجتمع أكثر من 2600 مشارك في المؤتمر من 147 دولة عضو، بما فيها الوزراء وشركاء التنمية والممارسين والعلماء والمجتمع المدني والمنظمات الخاصة، لإعادة التأكيد على حق كل طفل في تنمية الطفولة المبكرة والرعاية والتعليم الجيد.يحدد إعلان طشقند والتزامات العمل لتحويل رعاية وتعليم الطفولة المبكرة المبادئ التوجيهية والاستراتيجيات اللازمة للتحول العاجل لرعاية وتعليم الطفولة المبكرة لتسريع تحقيق الهدف 4.2 من أهداف التنمية المستدامة، والإجراءات الملموسة للدول الأعضاء والمجتمع الدولي والمنظمات غير الحكومية واليونسكو التي يجب مراقبتها ومراجعتها وتقييمها بانتظام.