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What does social emotional learning really mean? 15 September 2023 22 July 2021, Justina Schlund (CASEL) In school systems around the world, there’s growing appreciation of the importance of social and emotional learning (SEL). But ask a few people to define SEL, and you’re likely to hear a few different responses.One of the most widely cited definitions is that of our nonprofit, the Collaborative for Academic, Social, and Emotional Learning (CASEL). At its core, SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.In schools, SEL can take many different forms, but often involves a focus on building positive relationships among students and adults, dedicated time to learn social and emotional skills, and weaving in opportunities for students to practice reflection and collaboration during academic subjects. SEL also provides schools with ways to work more closely with families and community partners to develop shared priorities and coordinate practices across different places where students live and learn.Here are five facts to help your community align around a clear understanding of SEL: 1. SEL is for everyone.Learning and practicing self-awareness, self-management, social awareness, relationship skills, and responsible decision-making creates a foundation for any goal you hope to achieve — whether it relates to school, career, family, or civic life. That’s why SEL is important for all students no matter their academic levels, ability types, behavior records, or home lives. In fact, SEL isn’t limited to students. It also helps adults examine their own feelings and thoughts, manage stress, collaborate with colleagues, navigate different perspectives, and make caring choices.Key takeaway: Take a systemic approach to SEL that actively involves all students and adults in learning and practicing social and emotional competencies. 2. SEL is grounded in science.A large body of research across multiple countries shows the impact of SEL on a wide range of outcomes that support students’ success and well-being. Focused on what we learn and how we learn, SEL draws from brain science and practical implementation to highlight how best to promote healthy development. Research has shown that we think and learn best when we have supportive relationships, feel a sense of security and belonging, and have opportunities to develop and practice our social, emotional, and cognitive skills across many different contexts. Key takeaway: Ensure SEL implementation stays true to the science by using evidence-based programs and continuous improvement processes. 3. SEL bolsters academic learning.One important outcome of SEL is that it increases students’ academic performance. SEL builds skills that boost academic achievement in core subject areas while creating the relationships and environments that are most conducive to learning. In fact, 93% of teachers want a greater focus on SEL in schools because they know that it improves students’ academic performance, classroom behaviors, and attitudes about school. Key takeaway: Look for indicators of SEL in classrooms and schools, including supportive classroom environments, SEL integrated into academic instruction, and explicit teaching of SEL. 4. SEL builds on strengths. SEL gives students opportunities to learn about, appreciate, and build on their unique talents, interests, perspectives, and experiences. While SEL helps reduce risky behaviors and improve mental health, it’s not intended to “control” children’s behaviors or diagnose problems. Instead, it’s meant to enhance the many social and emotional strengths that all students already possess. Key takeaway: Adopt strengths-based SEL practices and assessments, ensure discipline policies promote SEL, and use SEL to elevate student voice. 5. SEL extends across schools, homes, and communities.SEL is about students, educators, families, and communities working together to create learning experiences and environments that best promote social, emotional, and academic growth. Rather than the work solely of teachers or parents, this coordination ensures students have consistent opportunities to learn and practice SEL across all the places where they live and learn. This also means that SEL isn’t one-size-fits-all, but that school-family-community partnerships determine the shared vision, goals, and plans for SEL in their communities. Key takeaway: Partner with students, families, and community partners to develop SEL plans and continuously improve implementation. By aligning around a clear and consistent definition of SEL, we can bring together coalitions of students, schools, families, and communities to underscore why this work is so important. Together, we can create the learning opportunities and environments that all students deserve. https://medium.com/social-emotional-learning/in-school-systems-around-the-world-theres-growing-appreciation-of-the-importance-of-social-and-fc797d8aa84 
UNESCO Futures of Education Commission urges planning ahead against increased inequalities in the aftermath of the Covid-19 15 September 2023 16 April 2020 The COVID-19 health crisis has resulted in school and university closures affecting over 90% of the world’s students. Even more drastic disruptions loom on the horizon, according to an independent International Commission on the Futures of Education appointed by UNESCO Director-General Audrey Azoulay in September 2019. Even when schools reopen, the emerging economic recession threatens to exacerbate inequalities and could rollback progress made in expanding educational access and improving the quality of learning globally, the commission warned during an online meeting on 9 April. Chaired by the President of Ethiopia Sahle-Work Zewde, the International Commission for the Futures of education brings together thought leaders from the worlds of politics, academia, civil society, education, and business. The COVID-19 crisis has underscored the importance of the Commission’s mandate to reflect on how knowledge and learning need to be rethought in an increasingly uncertain and fragile world. During its special meeting dedicated to the COVID-19 crisis, the Commission issued a Joint Statement on how education needs to be protected and transformed for our shared future and common humanity.In her remarks to the Commission, UNESCO Director-General Audrey Azoulay noted that “We now see that online distance learning cannot be the sole solution, as it tends to exacerbate already existing inequalities that are partly levelled in school settings. This will be of interest for this Commission whose task is rethinking the future of education, including appropriate articulation between distance and classroom learning”.President Sahle-Work said, “At my age, I have seen a multitude of effects caused by various crises. But with the current global pandemic, I am not sure we have drawn the pivotal lessons from the past required to mitigate the ill-effects of the disruptions caused to our lives. COVID-19 does not discriminate and is redefining our reality. We should respond with humility, solidarity and empathy.”According to the Commission, as humanity looks for ways to transform the world for the better after the worst health crisis in a century, we must rethink social policies, including education, and address long-standing issues of structural inequality, poverty and exclusion. An impending global recession is likely to have drastic consequences for the funding of education and other public services as well as for individuals’ lives and livelihoods. During this time, global commitments to education must be maintained and resources directed to those who have been hardest hit socially, economically and educationally. The Commission urges that crises—in global health and education—be addressed through solidarity, empathy and appreciation for our common humanity.See Statement by the Futures of Education https://www.unesco.org/en/articles/unesco-futures-education-commission-urges-planning-ahead-against-increased-inequalities-aftermath?hub=701 
1 in 3 countries are not taking action to help students catch up on their learning post-COVID-19 school closures 15 September 2023 12 July 2021 A new UNESCO, UNICEF, World Bank and OECD Report documents education responses to COVID-19 in 142 countriesAround one in three countries where schools are or have been closed are not yet implementing remedial programmes post-COVID-19 school closures, according to a UNESCO, UNICEF, World Bank and OECD global “Survey on National Education Responses to COVID-19 School Closures”. At the same time, only one-third of countries are taking steps to measure learning losses in primary and lower second levels – mostly among high-income countries. "Measuring learning loss is a critical first step towards mitigating its consequences. It is vital that countries invest in assessing the magnitude of such losses to implement the appropriate remedial measures."- Silvia Montoya, Director of UNESCO Institute for Statistics - Fewer than a third of low- and middle-income countries reported that all students had returned to in-person schooling, heightening their risk of learning loss and drop-out. However, the majority of countries reported using at least one form of outreach to encourage students’ return to school, including community engagement, school-based tracking, modification to water, sanitation and hygiene services, financial incentives and review of access policies. "Remedial instruction is vital to help those children who have missed out on school to get back on track and reduce long-term learning losses. This requires an urgent effort to measure students’ learning levels today and collect good quality data to inform classroom practices, as envisioned under the UNICEF, UNESCO, and World Bank's Learning Data Compact."- Jaime Saavedra, Global Director for Education, World Bank - The Survey documents how countries are monitoring and mitigating learning losses, addressing the challenge of reopening schools and deploying distance learning strategies. In total, 142 countries responded to the Survey that covers the period from February to May 2021 and spans pre-primary, primary, lower secondary and upper secondary. "Remote learning has been a lifeline for many children around the world during school closures. But for the most vulnerable, even this was out of reach. It is urgent that we get every child back into the classroom now. But we cannot stop there; reopening better means implementing remedial programmes to help students get back on track, and ensuring that we prioritize girls and vulnerable children in all our efforts."- Robert Jenkins, UNICEF Global Chief of Education - Key findings from the Survey include: Countries have responded with a variety of measures to mitigate potential learning losses from school closures: around 40 per cent of countries extended the academic year and a similar proportion of countries prioritized certain curriculum areas. However, more than half of the countries reported that no adjustments have been or will be made. Many countries improved health and safety standards at examination centres, still, 28 per cent of countries cancelled examinations in lower secondary and 18 per cent of countries did so in upper secondary education. Reviewing or revising access policies was uncommon, especially for girls – a cause for concern as adolescent girls are at the highest risk of not returning to school in low- and lower-middle-income countries. Low-income countries are lagging in the implementation of even the most basic measures to ensure a return to school. For instance, only less than 10 per cent reported having sufficient soap, clean water, sanitation and hygiene facilities and masks, compared to 96 per cent of high-income countries. The Survey also sheds light on the deployment and effectiveness of distance learning and related support more than one year into the pandemic. Results show that: Most countries took multiple actions to provide remote learning: Radio and TV broadcasts were more popular among low-income countries, while high-income countries provided online learning platforms. However, over a third of low- and lower-middle-income countries reported that less than half of primary school students were reached. Ensuring take-up and engagement requires remote learning strategies suited to the context, parental engagement, support from and to teachers, and ensuring girls and other marginalized children are not left behind. It also requires generating rigorous data on the effectiveness of remote learning. While 73 per cent of countries assessed the effectiveness of at least one distance learning strategy, there is still a need for better evidence on effectiveness in the most difficult contexts. "There is a critical need to produce more and better evidence on remote learning effectiveness, particularly in the most difficult contexts, and to support the development of digital learning policies."- Andreas Schleicher, Director, OECD Education and Skills - In 2020, schools worldwide were fully closed across all four education levels for 79 teaching days on average, representing roughly 40 per cent of total instructional days averaged across OECD and G20 countries. The figures ranged from 53 days in high-income countries to 115 days in lower-middle-income countries.Demand for funds is rising, in competition with other sectors, while governments’ revenues are falling. Nevertheless, 49 per cent of countries increased their education budget in 2020 relative to 2019, while 43 per cent maintained their budget constant. Funding is set to increase in 2021, as more than 60 per cent of countries plan to increase their education budget compared to 2020.These findings reinforce the importance of reopening schools, remedial learning and more effective remote learning systems that can better withstand future crises and reach all students. Moreover, it shows that the measurement of learning losses due to COVID-19 related to school closures is a critical effort for most countries and development partners, highlighted by the recent partnership of UNESCO, UNICEF and the World Bank around the Learning Data Compact. The Survey is in line with the Mission: Recovering Education 2021 by which the World Bank, UNESCO, and UNICEF are partnering to support countries as they take all actions possible to plan, prioritize, and ensure that all learners are back in school; that schools take all measures to reopen safely; that students receive effective remedial learning and comprehensive services to help recover learning losses and improve overall welfare; and their teachers are prepared and supported to meet their learning needs.The Survey will be launched during the Ministerial segment of the Global Education Meeting on 13 July. Notes to editors:This is the third Survey on National Education Responses to COVID-19 School Closures, in which the UNESCO Institute for Statistics (UIS) and OECD sought information from Ministry of Education officials. The Survey was conducted in collaboration with UNICEF, the World Bank and UNESCO’s Global Education Monitoring Report, with financial support from the Global Partnership for Education. https://www.unesco.org/en/articles/1-3-countries-are-not-taking-action-help-students-catch-their-learning-post-covid-19-school-closures?hub=701 
Keeping Girls in the picture: UNESCO joins hands with Prada to promote Girls’ ICT-STEM Education in Kenya 14 September 2023 5 September 2023 From 14-16 August 2023, over 200 girls from two counties in Kenya attended ICT-STEM bootcamps. With the aim of placing them on track to take up studies and careers in STEM, the students were mentored by female role models and introduced to artificial intelligence, coding, robotics, 3D printing, and other foundational 21st century digital skills. The bootcamps were part of the “Keeping Girls in the Picture” campaign, led by UNESCO in partnership with the Ministry of Education and funded by Prada. Over 40 teachers were also trained on Gender Transformative STEM and Digital Skills Education.Over three days, 220 girls from 20 secondary Schools in Kajiado and Kwale Counties of Kenya coded their own robots, developed their own mobile apps, and 3D-printed their own design projects. Guided by trainers from STEM Impact Centre Kenya, students worked in teams to build and present their ICT projects. For many, it was their first interaction with coding or engineering. The Bootcamps were hosted by Moi Isinya Girls High School in Kajiado County and Waa Girls Secondary School in Kwale County.The objectives of the Bootcamps were: To introduce learners to the fundamentals of artificial intelligence, creative coding and robotics, 3D printing and mobile app development. To increase exposure of learners to STEM careers opportunities for experiential learning and inspiration through mentorship and access to female role models. To promote the psychosocial outcomes and advocacy on gender responsiveness and self-efficacy in relation to the participation in STEM related subjects. Learners also enjoyed the opportunity to engage with women leaders in STEM and ICT on the last day of the bootcamp, as part of the programme’s objectives to foster STEM-ICT mentorship and access to female role models in a field that remains male-dominated. "We've learned a lot, especially how to develop our own mobile app. Personally, I've learned a lot even though I don't do [computing], but at least now, I won't be blank when I'm given a computer! ... I'm expecting to learn more, even after I go home. I will be able to teach other students what I learned after this programme."- StudentMoi Girls Isinya High School - As the girls cracked the code, teachers from Kajiado and Kwale also attended training sessions aimed at strengthening the capacity of the education system to provide gender-responsive/transformative STEM and digital education. Educators experimented with UNESCO’s Quality gender-responsive STEM education manual, discussed how to mitigate factors that would inhibit girls from pursuing STEM-ICT subjects in schools, and explored how ICT integration in classrooms could enhance STEM learning. “Keeping Girls in the Picture” is a campaign under the Gender Flagship of UNESCO’s Global Education Coalition, which aims to safeguard progress made on girls’ education, ensure girls’ learning continuity during school closures, and promote girls’ safe return to school. The Global Education Coalition—with over 200 members—was launched in 2020 as a platform for collaboration to address the impacts of the COVID-19 pandemic on the lives and education of 1.5 billion learners in more than 190 countries—especially girls. Since then, the “Keeping Girls in the Picture” campaign has produced a variety of advocacy tools, including toolkits, social media packs, guidelines, and films to promote public awareness and multi-stakeholder cooperation on research-based policies to prevent widening gender inequalities in education. As a continuation of these efforts, the bootcamps aim to encourage and empower girls to pursue studies and careers in science, technology, engineering, and mathematics (STEM) and Information and Communications Technology (ICT) fields. In attendance to open the programme in Kajiado were the Chief Guest, Ms. Elizabeth Otieno, Deputy Director, Directorate of Policy Partnership and East Africa Community Affairs, Ministry of Education; Ms. Cicilia Koyieyio, representing the County Director of Education-Kajiado, and Mr. Solomon Leseewa, the County Director, Teachers Service Commission. UNESCO was represented by Ms. Scheherazade Feddal, Education Programme Specialist, UNESCO Multi-sectoral Regional Office for Eastern Africa. "Science, Technology, Engineering, and Mathematics (STEM) are the driving forces behind innovation, progress, and the solutions to some of the world's most pressing challenges. It's imperative that we ensure that everyone, regardless of gender, has a seat at this transformative table."- Scheherazade FeddalEducation Programme Specialist, UNESCO Multi-sectoral Regional Office for Eastern Africa - Achieving the 2030 Agenda for Sustainable Development requires transformative thinking and action to leverage the potential for STEM and ICT to transform and improve people’s lives. There is a growing demand for professionals with STEM and ICT skills in Africa, where the so-called fourth industrial revolution is expected to create a wide range of new jobs in these fields. Against this backdrop, girls’ access to, and engagement in ICT and STEM is more crucial now than ever. However, despite being a field strongly associated with advancement, women and girls remain particularly under-represented in STEM and ICT careers. Globally, girls are still less likely than boys to have digital skills, according to the International Telecommunication Union Facts and Figures 2022. A report from the UNESCO Institute for Statistics (2019) found women comprised only 29.3 per cent of scientific researchers in the world. Female participation and leadership in ICT-STEM fields is critical to advance continental, regional and national development efforts. “Keeping girls in the picture” goes beyond keeping girls in school. It also means reducing the gender digital divide by empowering girls’ participation and achievement in STEM-ICT fields, so that they too may become active agents in a more equal, green, and tech-driven future. For more information about UNESCO-Prada’s #KeepingGirlsinthePicture campaign and the Global Education Coalition, visit: Keeping girls in the picture | UNESCO https://www.unesco.org/en/articles/keeping-girls-picture-unesco-joins-hands-prada-promote-girls-ict-stem-education-kenya?hub=701 
Global Forum against Racism and Discrimination: UNESCO paves way for Post-COVID Recovery 14 September 2023 21 November 2022 UNESCO will hold the second Global Forum against Racism and Discrimination, in Mexico City, Mexico, from 28 to 29 November 2022. Building on the first edition, this Forum will focus on the Post COVID world, and the cost-of-living crisis, to directly address the adverse impact that racism and discrimination have had on the most vulnerable populations, including migrants, women, adolescents and girls, people of African descent and of Asian origin, and others. Now is the moment to catalyze action on prioritizing the fight against racism on the international agenda. UNESCO is mobilizing key stakeholders to uphold commitments against racism and discrimination within an unusually challenging geopolitical and social context. Today, our societies are confronting multiple challenges. They have not yet recovered from the impact of the pandemic, and the war in Ukraine, the cost-of-living crisis, and the looming recession in many economies are putting additional pressures on vulnerable communities. Racial minorities and discriminated groups are frequently those that experience the worst effects of crises. At this global forum, participants will seek ways of combining the solutions to the current crises, while at the same time focusing on the need to uproot the systemic, structural, and institutional racism that continues to pervade societies across the world.UNESCO will use the forum to encourage its Member States to upgrade their legislative frameworks, institutional capacities and financial resources to the fight against racism. Prominent champions against racism will take the floor, best practices will be identified and partnerships among participants will be fostered.The Forum is led by high-level representatives of the Mexican Government and by Gabriela Ramos, UNESCO’s Assistant Director-General for Social and Human Sciences, who oversees this agenda for the Organization. She will be accompanied by well-known champions against racism: Xueli Abbing, UNESCO Goodwill Ambassador; Kailash Satyarthi, Nobel Peace Laureate 2014; Darren Walker, President of the Ford Foundation; Martin Luther King III; Elisabeth Moreno, former Minister Delegate for Gender Equality, Diversity and Equal Opportunities of France; Tenoch Huerta, Mexican actor; and writers from around the globe including Evelina Cabrera (Argentina), Tania de Montaigne (France), and rapper "Webster” (Canada). Activists from civil society will also present their ideas and initiatives, including those which support indigenous populations in Latin America.During the Forum, Canada, the United States of America, and Mexico will discuss the opportunity to build a North American Partnership for Racial Equity. UNESCO will work with these countries in advocating for multistakeholder partnerships, as part of its Roadmap against Racism and Discrimination. High-level representatives present at this occasion will be Ahmed Hussen, Minister of Housing and Diversity and Inclusion of Canada; Peter Flegel, Executive Director, Federal Anti-Racism Secretariat, Canadian Heritage; Desirée Cormier Smith, Special Representative for Racial Equity and Justice, U.S. Department of State; and Aureny Aguirre Sunza, Ambassador, Ministry of Foreign Affairs of Mexico.The new “Writers against Racism” initiative will also be launched, aiming to shine a light on the resurgence of racism, and to change mindsets, attitudes and behaviours and inspire action, both on an individual level and a global scale. In addition, the artwork against discrimination of painter Krytzia Dabdoub will be unveiled, and the “Tree of Peace” of Hedva Ser will be plantedThe Forum will also provide a platform for high-level representatives from governments, mayors from the International Coalition of Inclusive and Sustainable Cities – ICCAR, public policy experts, academia, scientists, civil society actors, NGOs, artists and creatives, the private sector and media to exchange on the way forward.The Forum will set the venue to release the latest research on racism and discrimination by UNESCO; the unveiling of a scanning exercise on good practices and a toolkit to counter this problem, and the launching of the work on “Changing MENtalities”, to engage boys and men in countering social norms and stereotypes that harm women, but that also produce toxic environment for men.An Outcome Document that will reflect the common vision of Forum participants and call for action will be adopted at the end of the Forum. The outcome of the Forum will inform UNESCO’s action against racism. https://www.unesco.org/en/articles/global-forum-against-racism-and-discrimination-unesco-paves-way-post-covid-recovery?hub=701 
Artificial Intelligence: UNESCO calls on all Governments to implement Global Ethical Framework without delay 14 September 2023 30 March 2023 Following calls by over 1000 tech workers this week for a pause in the training of the most powerful AI systems, including Chat GPT, UNESCO calls on countries to fully implement its Recommendation on the Ethics of Artificial Intelligence immediately. This global normative framework, adopted unanimously by the 193 Member States of the Organization, provides all the necessary safeguards."The world needs stronger ethical rules for artificial intelligence: this is the challenge of our time. UNESCO’s Recommendation on the ethics of AI sets the appropriate normative framework. Our Member States all endorsed this Recommendation in November 2021. It is high time to implement the strategies and regulations at national level. We have to walk the talk and ensure we deliver on the Recommendation’s objectives"- Audrey AzoulayUNESCO's Director-General - UNESCO’s Recommendation on the Ethics of Artificial Intelligence is the first global framework for the ethical use of artificial intelligence. It guides countries on how to maximize the benefits of AI and reduce the risks it entails. To this end, it contains values and principles, but also detailed policy recommendations in all relevant areas.UNESCO is concerned by many of the ethical issues raised by these innovations, in particular discrimination and stereotyping, including the issue of gender inequality, but also the fight against disinformation, the right to privacy, the protection of personal data, and human and environmental rights.Industry self-regulation is clearly not sufficient to avoid these ethical harms, which is why the Recommendation provides the tools to ensure that AI developments abide by the rule of law, avoiding harm, and ensuring that when harm is done, accountability and redressal mechanisms are at hand for those affected.UNESCO’s Recommendation places a Readiness Assessment tool at the core of its guidance to Member States. This tool enables countries to ascertain the competencies and skills required in the workforce to ensure robust regulation of the artificial intelligence sector. It also provides that the States report regularly on their progress and their practices in the field of artificial intelligence, in particular by submitting a periodic report every four years.To this date, more than 40 countries in all regions of the world are already working with UNESCO to develop AI checks and balances at the national level, building on the Recommendation. UNESCO calls on all countries to join the movement it is leading to build an ethical AI. A progress report will be presented at the UNESCO Global Forum on the Ethics of Artificial Intelligence in Slovenia in December 2023. https://www.unesco.org/en/articles/artificial-intelligence-unesco-calls-all-governments-implement-global-ethical-framework-without?hub=701 
UNESCO to support more than 50 countries in designing an Ethical AI Policy this year 14 September 2023 17 July 2023 This month, UNESCO published its AI Readiness Assessment Methodology, a diagnostic tool to support governments in ensuring Artificial Intelligence is developed and deployed ethically, in line with its Recommendation on the Ethics of Artificial Intelligence, adopted unanimously by its Member States in November 2021. UNESCO worked with a high-level group of AI experts from all regions of the world to develop the Readiness Assessment Methodology (RAM) in 2022. The tool is a comprehensive assessment that tests the adequacy and pertinence of existing national laws and policies to frame the technological development positively, and gauges the technical capacities of public servants and institutions. Pinpointing a precise plan of actionThe RAM provides an assessment of a country’s legal, social, cultural, scientific, educational, technical and infrastructural AI capacities. It also indicates whether a country’s AI systems align with the values, principles and policy areas set out in UNESCO’s Recommendation. It is conducted by national experts, hired by UNESCO, who have a strong understanding of the national context. The end product of the RAM will be a comprehensive report, enabling experts and policy makers to pinpoint what institutional and regulatory changes are needed to take advantage of these technologies while protecting against its shortfalls.These changes may involve costly capacity-building efforts, and UNESCO is committed to using its networks and expertise to support countries, particularly through its “AI Experts without Borders” network, launched in June 2023. This network will assist countries in developing policies, using international benchmarks as a reference. 50 countries implementing in 2023“Countries are at different stages of readiness to implement the UNESCO’s Ethics of AI Recommendation, and there is “no one size fits all” approach. They also have different societal preferences, risk thresholds and innovation landscapes. UNESCO's tool takes these specificities into account while bringing an international perspective, so we can learn together on how effectively we can address the AI challenges” said Gabriela Ramos, Assistant Director General for Social and Human Sciences at UNESCO.50 countries are engaged with UNESCO in the implementation of RAM this year, including Antigua & Barbuda, Barbados, Brazil, Botswana, Chad, Chile, Costa Rica, Cuba, Democratic Republic of Congo, the Dominican Republic, Gabon, India, Kenya, Malawi, the Maldives, Mauritius, Mexico, Morocco, Mozambique, Namibia, Rwanda, São Tomé and Príncipe Senegal, South Africa, Timor Leste, Uruguay, and Zimbabwe. National analyzes that will feed the international dialogueThe UNESCO’s RAM is implemented with the support of the European Commission, the Government of Japan, the Patrick McGovern Foundation, and the Development Bank in Latin America (La Corporación Andina de Fomento- CAF)Country reports, based on the RAM diagnostic assessment will be published on UNESCO’s AI Ethical Observatory to be unveiled in the coming weeks and launched with the Alan Turing Institute (UK). It will be an online transparency portal for the latest data and analysis on the ethical development and use of AI around the world, and a platform for best practice sharing.A report synthesizing the lessons learnt in the preparation of the RAM will be published in the upcoming weeks. Its results will deliver insights that will then inform the Global Forum on the Ethics of Artificial Intelligence, to take place in Slovenia in early 2024. https://www.unesco.org/en/articles/unesco-support-more-50-countries-designing-ethical-ai-policy-year?hub=701 
Artificial intelligence: Partnership between UNESCO and the EU to speed up the implementation of ethical rules 14 September 2023 27 June 2023UNESCO and the European Commission have just signed an agreement to accelerate global implementation of the UNESCO Recommendation on the ethics of artificial intelligence adopted in November 2021 by the 193 Member States of the Organization. A budget of €4 million will be dedicated to supporting the least developed countries in the establishment of their national legislation. At a moment where concerns over generative AI are growing, the partnership between UNESCO and the European Commission will help low-income countries to develop their strategies and regulations at the national level. The European Commission will provide funding of €4 million.Among the actions made possible by this Agreement, UNESCO will establish and operationalize a global facility of experts, “AI Ethics Experts without Borders” (AIEB), to provide on-demand support and tailored policy advice to enhance the capacity of Member States’ institutions to implement the Recommendation.UNESCO will deliver an annual “Global Forum on the Ethics of AI” as a platform for structured learning and sharing of global best practices among AI stakeholders worldwide. UNESCO will also develop a toolkit for judicial operators on AI. About the RecommendationThe UNESCO Recommendation is the first universal normative framework for the ethics of artificial intelligence. It was adopted unanimously by the 193 Member States of UNESCO in November 2021. It is based on the promotion and protection human rights, human dignity, and environmental sustainability. It advances principles such as accountability, and the rule of law, and includes concrete policy chapters that call for better data governance, inclusivity and gender equality. https://www.unesco.org/en/articles/artificial-intelligence-partnership-between-unesco-and-eu-speed-implementation-ethical-rules?hub=701 
UNESCO: Governments must quickly regulate Generative AI in schools 14 September 2023 7 September 2023 As pupils in part of the world return to school after the summer break, UNESCO is calling on governments to implement appropriate regulations and teacher training, to ensure a human-centred approach to using Generative AI in education. To this end, UNESCO publishes the first-ever global Guidance on Generative AI in Education and Research, designed to address the disruptions caused by Generative AI technologies."Generative AI can be a tremendous opportunity for human development, but it can also cause harm and prejudice. It cannot be integrated into education without public engagement, and the necessary safeguards and regulations from governments. This UNESCO Guidance will help policymakers and teachers best navigate the potential of AI for the primary interest of learners."- Audrey Azoulay UNESCO Director-General -The first sections of the UNESCO Guidance explain what Generative AI is and how it works. The following sections elaborate on the controversies around Generative AI and their implications for education, in particular how it is worsening digital data divides. Indeed, current ChatGPT models are trained on data from online users which reflect the values and dominant social norms of the Global North. An age limit of 13The UNESCO Guidance then sets out seven key steps for governments should take to regulate Generative AI and establish policy frameworks for its ethical use in education and research, including through the adoption of global, regional or national data protection and privacy standards. It also sets an age limit of 13 for the use of AI tools in the classroom and calls for teacher training on this subject.Building on UNESCO’s 2021 Recommendation on the Ethics of Artificial Intelligence and the 2019 Beijing Consensus on Artificial Intelligence in Education, the guidance promotes human agency, inclusion, equity, gender equality and cultural and linguistic diversity. The Guidance also responds to the concerns expressed at the first global ministerial roundtable on generative AI convened by UNESCO in May 2023. Launch on 7 SeptemberThe guidance will be released at UNESCO headquarters during UNESCO’s Digital Learning Week which gathers over 1000 participants to discuss the themes of public digital learning platforms and generative AI in education, among others. Speakers include: Stuart Russel, Professor of Computer Science, University of California, Berkeley, USA Yoshua Bengio, Professor in the Department of Computer Science and Operations Research at the Université of Montreal and the Founder and Scientific Director of Mila – Québec Artificial Intelligence Institute, 2018 A.M. Turing Award laureate Yann LeCun, Vice President and Chief AI Scientist at Meta Daniel Andler, Mathematician and Philosopher, Member of the Académie des sciences morales et politiques and Professor Emeritus, Sorbonne Université, France Lack of governance of Gen AI in the classroomGenerative AI hit public awareness in November 2022 with the launch of ChatGPT, which became the fastest growing app in history. With the power to generate outputs such as text, images, videos, music and software codes, Generative AI tools have far-reaching implications for education and research. Yet the education sector is largely unprepared for the ethical and pedagogical integration of these rapidly evolving tools. A recent UNESCO global survey of over 450 schools and universities showed that less than 10% of them had institutional policies and/or formal guidance concerning the use of generative AI applications, largely due to the absence of national regulations. In June 2023, UNESCO warned that the use of Generative AI in schools was being rolled out at too a rapid pace, with a worrying lack of public scrutiny, checks, or regulations. The Organization released a paper revealing that publishing a new textbook requires more authorizations than the use of Generative AI tools in the classroom. https://www.unesco.org/en/articles/unesco-governments-must-quickly-regulate-generative-ai-schools?hub=701 
Strengthening social cohesion through socio-emotional learning in the Maldives 14 September 2023 3 February 2022 The first phase of the workshop focused on equipping the youth leaders to be future agents of change by teaching them how to facilitate various methodologies for supporting dialogue and social cohesion within communities, such as UNESCO’s Story Circles approach and a novel scenario-based peace education technique. Discussion on the concepts of conflict and challenges to social cohesion followed, helping the community leaders to explore the nuanced risk factors, root causes, and vulnerabilities which can drive conflict, and what is needed to strengthen social cohesion and dialogue as effective preventative strategies. Given the increase in global levels of social tension and divisive communication in current times, driven significantly by challenges related to the COVID-19 pandemic, there is a strong need within the region to build the capacities of youth leaders to champion social cohesion and promote intercultural dialogue as tools for socio-emotional resilience which can help sustain cohesion and peace. Following the Training of Trainers session, the youth leaders will be supported to utilize the approaches within their own communities and contexts. Benefitting from access to a platform for good practice sharing and a series of peer-support sessions, UNESCO will help the 50 youth leaders to engage over 1,000 community beneficiaries across the Maldives, strengthening socio-emotional resilience for cohesion and peace throughout the country. https://www.unesco.org/en/articles/strengthening-social-cohesion-through-socio-emotional-learning-maldives