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Indonesian Educators Working on GCED Curriculum Integration: Capacity-building Workshop to Develop GCED-integrated Teaching Modules for Indonesia 22 October 2023 3 August 2023 The GCED Capacity Building Workshop for Indonesian Teachers’ Professional Development: Curricular Integration was held in Seoul, Korea from 24 to 28 July and successfully concluded with inspiring presentations from Indonesian teachers and resourceful comments from APCEIU experts.Indonesia is one of the partner countries for the 3rd Round (2021-2023) of the GCED Curriculum Development and Integration Project (GCED CDI), which APCEIU has been carrying out since 2016, to facilitate the partner country to mainstream GCED through curricular integration.The GCED Capacity Building Workshop, organized by APCEIU in collaboration with the Directorate General of Teacher and Educational Personnel, Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia (DGTEP), aimed to enhance Indonesian Curriculum Development Committee (CDC) members’ understanding of GCED, capacity to integrate GCED into their teaching and curricula, and the draft teaching modules and lesson plans at primary school level. The workshop started with an opening ceremony, welcomed by APCEIU Director Mr. Hyun Mook Lim, and attended by fifteen Indonesian CDC members, including Ms. Nunuk Suryani, Director General of DGTEP, who gave the opening remarks. Mr. Gogot Suharwoto, Education attache of the Embassy of the Republic of Indonesia in Seoul, ROK also attended the ceremony on behalf of the Ambassador, delivering his congratulatory remarks. The Workshop mainly provided a series of GCED seminars and write-up sessions to enhance the CDC’s competences in designing GCED integrated teaching modules and to review and revise their draft modules. Held in S. Korea, the Workshop also provided Indonesian participants with opportunities to learn about GCED practices in S. Korea and to network with Korean teachers. Good practices of GCED presented by GCED lead teachers in Korea inspired Indonesian CDC members, while the joint sessions with 30 Korean teachers were a great opportunity to learn and discuss intercultural understanding and socio-emotional learning and to share their ideas on GCED integrated classes. Based on the seminars, discussions, and consultations provided through the workshop, especially through the write-shop sessions, the draft teaching modules and lesson plans prepared by the Indonesian CDC were discussed and reviewed. The final presentations of their revision plans clearly demonstrated the participants’ enhanced understanding of GCED and curriculum integration and their effective integration of what had been learned throughout the Workshop. At the end of the Workshop, DGTEP also expressed its commitment to introducing GCED as a key learning area to the literacy and numeracy education of Indonesia.By November this year, the Indonesian CDC will focus on the finalization and dissemination of the teaching modules and lesson plans, which will then be authorized by the MOECRT to be used nationwide in Indonesia. URL:https://www.unescoapceiu.org/post/4869 
Citizenship education is key to creating a lifelong learning culture that supports learning to live together 5 October 2023 2 October 2023 UNESCO ADG/ED and Special Advisor to the UN Secretary-General among high-level participants in UIL’s recent think-tank meeting on citizenship education The UNESCO Institute for Lifelong Learning (UIL), together with the UNESCO Asia-Pacific Centre of Education for International Understanding (UNESCO APCEIU), hosted a think-tank meeting on 31 August 2023 at its headquarters in Hamburg, Germany. Titled ‘Placing citizenship education within a lifelong learning perspective: From research to action’, the meeting welcomed 28 participants, both on-site and online, comprising representatives of international organizations and academia, individual experts and practitioners to engage in a thought-provoking debate on the merits of promoting citizenship education for advancing a new social contract for education. In her opening remarks, UNESCO Assistant Director-General for Education Ms Stefania Giannini reflected on the instrumental role citizenship education plays in ‘creating a lifelong learning culture that supports learning to live together.’ She emphasized the need to inspire citizens of all ages, and in all spaces, to not only become well-informed, critical thinkers but to actively engage in shaping a society that is democratic, peaceful, sustainable and just. She also referred to the current revision of the UNESCO’s 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms. Further remarks were provided by the UN Special Rapporteur on the right to education, Ms Farida Shaheed, who described citizenship education as a human right to be exercised throughout one’s life, and Special Adviser to the UN Secretary-General for the Transforming Education Summit Mr Leonardo Garnier Rímolo, who defined citizenship education as ‘not about providing the right answer but about learning how to search for the answer.’ Discussions covered a range of themes, including the conceptualization of citizenship education, its role within lifelong learning, the need to include it in adult learning and education curriculum, building the capacities of educators to facilitate citizenship education, and how digitalization impacts citizenship education and vice versa. Best practice examples of non-formal citizenship education initiatives were also shared to further highlight the interconnectedness of multiple forms of learning throughout life.Participants agreed on the centrality of citizenship education for reshaping the educational landscape and on the importance of promoting it more widely within adult learning and education. To this end, they called for concrete strategies to advance the development of citizenship education within families, classrooms, communities and among all relevant actors.An advocacy brief based on these discussions is in development and will be published by UIL in the coming weeks.Looking ahead, UIL plans to host additional think-tank meetings on citizenship education to explore strategies for its monitoring and evaluation, as well as its relationship to well-being. More information on these meetings will be shared in the coming months. https://www.uil.unesco.org/en/articles/citizenship-education-key-creating-lifelong-learning-culture-supports-learning-live-together 
Intangible heritage: a treasure to protect for future generations 4 October 2023 20 September 2023 "Living heritage connects communities, generations, and people", according to Tim Curtis, Head of the Living Heritage Entity and Secretary of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage (ICH), at an exceptional Campus at UNESCO House. Together with Lily Martinet, ICH Project Manager at the French Ministry of Culture, and Véronique Van de Voorde, ICH Expert, Director of the Musée de Folklore de Mouscron and Project Manager for the Direction des patrimoines culturels de la Fédération Wallonie-Bruxelles, some 750 young people from the Ile-de-France region gathered to discuss the subject, ahead of the European Heritage Days. After recalling that "heritage connects people, enables them to develop a sense of community and brings societies to life", Tim Curtis and Véronique Van de Voorde emphasized the role of young people in the preservation of ICH: "It is essential, because heritage is only alive if it can be passed on to future generations (...) And on the other hand, heritage must adapt to the evolutions of young people, so that they find an interest in it".The event was then punctuated by questions from the youngsters to the experts. Lily Martinet was able to answer Maya's question about intangible heritage as a tool to protect against excessive globalization: " Absolutely because we're talking here about very slow transmissions over generations. So we're talking about a completely different kind of time. Does heritage help to ensure world peace?, Gabriel"Yes, one of the best examples may be the inscription of the Ssireum, the traditional Korean wrestling, for which the ambassadors of the two Koreas had to meet and exchange." Tim CurtisRegarding the accessibility of heritage, Tim Curtis was able to explain to Nordi that there are "different levels of access, for example the baguette is something very easy, whereas certain skills require rarer techniques". Then, to Maëly's question as to whether the protection of ICH can be linked to the preservation of biodiversity: "Yes, for example, indigenous peoples have enormous knowledge of their environment, which has been passed down for generations". What are the limits or threats to heritage?, Eric"For example, if there's a problem with standards, a project that goes against sustainable development, mutual respect between communities or involves animal cruelty will be rejected." Véronique Van de Voorde"A project can also be refused if it is done solely with an economic perspective and could in the future lead to harmful mass tourism, for example." Lily MartinetTo conclude, several young participants were able to question the experts on the evolution of intangible heritage. According to Tim Curtis, the dynamic is very positive: "a few years ago, there was very little talk of it, but the Convention helped to bring it to light in 2003". Véronique Van de Voorde is similarly encouraged: "Inscribing an element on the heritage list ensures that it will be safeguarded in the future. This fascinating exchange continued on September 16 and 17, 2023, during the European Heritage Days at UNESCO headquarters.UNESCO would like to thank the ENGIE Foundation, partner of the UNESCO Campuses since 2014, and Sylvère-Henry Cissé, contributor and moderator of the event. https://www.unesco.org/en/articles/intangible-heritage-treasure-protect-future-generations 
UNESCO World Heritage Sites often ‘last line of defence against extinction’ 27 September 2023 31 August 2023 / Climate and Environment Some of the world’s most iconic natural and cultural sites are also a haven for thousands of endangered species, the UN Educational Scientific and Cultural Organization (UNESCO) said on Thursday. Although properties protected under the World Heritage Convention make up less than one per cent of the Earth’s surface, they harbour more than 20 per cent of the planet’s biodiversity, new research by UNESCO and the International Union for Conservation of Nature (IUCN) has revealed.The UN agency has urged the 195 States party to the treaty to step up efforts to conserve them in the face of climate change and the threat of increased species loss.“These 1,157 sites are not only historically and culturally outstanding, they are also critical to the preservation of the diversity of life on Earth, maintaining essential ecosystem services, and addressing climate disruption,” said the UNESCO Director General, Audrey Azoulay. ‘Last line of defence’UNESCO World Heritage sites – ranging from the Great Barrier Reef in Australia to the Great Wall of China - contain more than 75,000 species of plants and trees, and over 30,000 species of mammals, birds, fishes, reptiles and amphibians.They are estimated to protect over 20,000 endangered species, including up to a third of all elephants, tigers and pandas, and at least one-tenth of great apes, lions and rhinos.For some species, such as Javan Rhinos, Pink Iguanas, Sumatran Orangutans and Mountain Gorillas, they are “the last line of defence against extinction”, the agency said.The World Heritage Convention confers the highest level of international protection to these locations, found across 167 countries. ‘The clock is ticking’The 1972 treaty has enabled successful conservation initiatives, such as those undertaken in the Kaziranga National Park in India and Chitwan National Park in Nepal, where the number of Greater one-horned Rhinos has doubled to some 4,000 since the mid-1980s.However, UNESCO stressed the urgent need to strengthen conservation measures, warning that “the clock is ticking for immediate action.”Every 1°C increase in global temperature could double the number of endangered species threatened by dangerous climate conditions. Protection and training“Given their role as vital biodiversity hotspots, UNESCO World Heritage sites must be protected at all costs by the States Parties of the Convention,” the agency said.UNESCO encouraged countries to prioritize World Heritage sites in their national biodiversity strategies and action plans, in line with a global agreement reached last year.The Kunming-Montreal Global Biodiversity Framework aims to halt and reverse nature loss through targets that include protecting 30 per cent of the planet’s lands, coastal areas and inland waters by the end of the decade.UNESCO said that all World Heritage site managers will be trained in climate change adaptation strategies by 2025, and all sites will have climate adaptation plans in place by 2029. https://news.un.org/en/story/2023/08/1140267 
HerAtlas: UNESCO's interactive tool helping advance girls’ right to education 27 September 2023 11 August 2023 On the occasion of Malala Day, as we reflect on the inspiring journey of this champion for girls’ and women’s right to education, it is crucial to acknowledge the ongoing global challenges in ensuring education for all, especially for girls. The Universal Declaration of Human Rights affirms that education is a fundamental right for every individual. However, the harsh reality is that millions of children around the world, including girls, are still deprived of this basic right.UNESCO launched HerAtlas in 2019—an innovative online tool that empowers global citizens, policy-makers, and education advocates as a monitoring mechanism to track and promote the right to education for girls and women. The tool presents data in an accessible manner, utilizing interactive maps, graphs, and indicators to monitor key aspects of education, such as free and compulsory education, protection against school related gender-based violence or the right to education of pregnant and parenting girls.Originally depicting the state of the art as of 2019, the tool is consistently updated to present evolving situations in countries across the globe. Noteworthy progress has already been underscored, including a decrease in the number of countries imposing restrictions on the right to education for pregnant, parenting, and married girls.The recent turn of events in Afghanistan have not only brought education, particularly for girls, into sharp focus, but have also underscored the imperative need for a tool like HerAtlas. It enables the documentation of improvement and setbacks, by comparing past and current legislation, shedding light on progress and regression in educational rights.The analysis of the information contained in HerAtlas is also available in a quantitative format, to have another reading of the information provided. Guaranteeing the right to education in the legal frameworkHerAtlas serves as a powerful advocacy tool, facilitating evidence-based decision-making and empowering stakeholders to address education disparities. By providing a comprehensive and real-time view of education, HerAtlas enables governments, civil society organizations, and individuals to identify gaps, implement targeted interventions, and drive legal reforms to ensure equitable access to education for all. https://www.unesco.org/en/articles/heratlas-unescos-interactive-tool-helping-advance-girls-right-education 
CILAC Forum Addresses Challenges and Opportunities in STEM Education and Gender Equity in Its New Colloquium 27 September 2023 21 August 2023 (Last update:30 August 2023)By Mariana Álvarez This event focuses on the challenges and opportunities presented by the region in two fundamental areas: STEM education and gender equity. The Open Forum for Science in Latin America and the Caribbean (CILAC) is gearing up to host a regional colloquium that will delve into crucial issues within the scientific and educational realms. This event focuses on the challenges and opportunities presented by the region in two fundamental areas: STEM education and gender equity.The upcoming CILAC colloquium will take place on August 23rd, at 5:00 PM (Argentina, Uruguay, and Brazil time) and 3:00 PM (Peru, Colombia, and Mexico time). The live stream will be available through the YouTube channel @forocilac.Since its inception, the #ScienceInMotion series by CILAC has managed to gather over 25,000 individuals in its previous colloquium sessions. This series has solidified itself as an ever-evolving space for the exchange of ideas and knowledge, fostering dialogue about scientific and technological advancements.The colloquium will use the recent UNESCO publication titled "Reducing the Gender Gap in STEM in Latin America: Moving into Action?" as its starting point. This report will serve as the foundation upon which the discussions of the event will be built.The central discussion of the colloquium will revolve around the need to promote active participation of women in the field of science and technology, traditionally dominated by men. The dialogue will span from identifying persistent barriers to strategies for reducing the gender gap in STEM disciplines. https://www.unesco.org/en/articles/cilac-forum-addresses-challenges-and-opportunities-stem-education-and-gender-equity-its-new 
Newly appointed Minister Bah: member of the UNESCO Girls' and Women's Education Prize jury 27 September 2023 25 August 2023 (Last update:28 August 2023) The new Minister of Information and Civic Education of Sierra Leone is Chernor Bah. His appointment by President Julius Maada Bio marks his advocacy achievements for girls and youth.Minister Bah is one of the five jury members of the UNESCO Girls' and Women's Education Prize. His work paves the way for gender equality in Sierra Leone. “Serving as a jury member of the UNESCO Prize for Girls and Women’s Education was a remarkable experience. It reinforced my commitment to advancing gender equality and education. The insights gained will enrich my perspective as Minister of Information and Civic Education. It will help me design and put in place policies. Policies that will foster an inclusive and equitable world for all in Sierra Leone,” he said. An activist dedicated to the defense of young people Minister Bah's previous work focused on young people, especially the most disadvantaged. He started when he was an adolescent, after the civil war in Sierra Leone.At the age of 15, he founded the "Childrens' Forum Network". The Network ensured that young people's voices were heard in post-war reconstruction efforts. He has led several youth-related initiatives. His global efforts include work with UNFPA and the Population Council.In 2012, he co-founded "A World at School" with the former British Prime Minister, Gordon Brown. He is also at the head of "Purposeful", the feminist hub of Sierra Leone. The hub works towards young women’s empowerment. From civic practitioner to politician "As a civic practitioner I bring to the role of Minister both grassroots and international experience. My work includes addressing the aftermath of the Ebola crisis, advocacy for girls’ education, and much NGO effort. I have a deep understanding of the challenges faced by our citizens. This will allow me to develop policies that resonate with the needs of our communities and promote civic engagement. I am dedicated to fostering a more informed, engaged, and united Sierra Leone. Combining my expertise in communication, education, and civic participation,” said Minister Bah. This election marks a new turning point in Minister Bah’s career. “My appointment is a tremendous honour and a profound responsibility. It is a significant step in my lifelong journey advocating for the rights of girls, young people, and marginalized communities. I will create an environment where information is accessible to all and civic education is a priority. To allow every citizen, especially girls and young people, to actively participate in shaping the future of our nation.” In his new functions Minister Bah prepares to face many challenges. Until 2020, visibly pregnant girls were banned from attending school in Sierra Leone. As a direct result, they found themselves on the margins of the community. The ban was lifted in 2021 thanks to the National Policy on Radical Inclusion in Schools. "Purposeful" was a partner in the development of the policy by the Ministry of Basic and Senior Secondary Education. In April 2023, a new law was enacted on basic and higher secondary education which incorporated elements of the 2021 text. Despite these efforts, many girls who are pregnant, living in poverty or in rural areas, are still at risk of being excluded from school. “While there has been progress, critical areas within girls’ and young people’s education still need urgent attention. Radical education must be accessible to all, regardless of gender or socioeconomic status. Addressing gender-based violence, early marriage, and cultural barriers hindering girls' education is paramount. Additionally, the curriculum must include digital literacy and skills for the modern world. This will prepare our youth for the challenges of the 21st century. By prioritising these we can empower our girls and young people to become active contributors to our nation's development.” URL:https://www.unesco.org/en/articles/newly-appointed-minister-bah-member-unesco-girls-and-womens-education-prize-jury 
6th Project Steering Committee for Better Life for Out-of-School Girls in the Philippines 27 September 2023 5 September 2023 (Last update:7 September 2023) On 30 August 2023, UNESCO Multisectoral Regional Office in Jakarta organized the 6th Project Steering Committee (PSC) Meeting for the Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the Philippines Project, funded by the Korea International Cooperation Agency (KOICA). The PSC is a high-level technical advisory team overseeing the project’s implementation and achievements in accordance with the objectives of the UNESCO-DepEd-KOICA cooperation.The three Co-Chairs of the PSC, the Director of UNESCO Jakarta, Ms. Maki Katsuno-Hayashikawa; the Assistant Secretary for Curriculum and Teaching-Education Assessment and Alternative Learning System (ALS) of the Philippine DepEd, Asec G.H. S. Ambat; and the Country Director of the KOICA Philippine Office, Mr. Kim Eunsub participated in the meeting, which was also attended by PSC members and observers from DepEd and KOICA, and the UNESCO team.Identified needs requiring responses and actions were highlighted during the meeting with specific actions to be undertaken and agreements.Ms. Maki Katsuno-Hayashikawa expressed her sincere appreciation to DepEd and KOICA for their unwavering support to the project, emphasizing that outputs and objectives were achieved through fruitful collaboration. Asec. G.H. Ambat recognized UNESCO’s important contribution in the implementation of the ALS programme of DepEd in the Philippines, and KOICA highlighted the project’s great achievement despite various challenges: the completion of the Girls Education Centre’s construction. https://www.unesco.org/en/articles/6th-project-steering-committee-better-life-out-school-girls-philippines 
UNESCO Cairo Office and UNESCO Institute for Lifelong Learning launch Women, Family & Community Project 27 September 2023 8 September 2023 (Last update:11 September 2023) Ahead of International Literacy Day 2023, the UNESCO Cairo Office, in collaboration with the UNESCO Institute for Lifelong Learning, launched the Women, Family & Community (WFC) project in Egypt. From 2023 to 2025, the WFC project will benefit 500 illiterate women from the Aswan, Giza and Damietta governorates. A teaching and learning package that responds directly to the needs and realities of these women will empower them, their families, and their communities by equipping them with knowledge and skills essential to thrive in their communities. The WFC learning package offers a broad, holistic curriculum with modules on social and emotional learning, family and intergenerational literacy and learning, civic education, community development, and global citizenship education. Acknowledging the significance of a gender-sensitive approach in climate action, the WFC curriculum places notable emphasis on education for sustainable development, with a particular focus on environmental and climate education. In addition, with the aim of promoting the economic empowerment of disadvantaged women in rural areas, the project will address financial literacy and entrepreneurship. The initiative is aligned with UNESCO’s revised Framework for Culture and Arts Education, introducing technical and vocational education and training programmes to safeguard intangible cultural heritage and foster cultural and creative industries. A contribution to implementing the Marrakech Framework for ActionThe WFC project will support Egypt in implementing the Marrakech Framework of Action, adopted at the Seventh International Conference on Adult Education (CONFINTEA VII). By addressing the unique needs and challenges faced by vulnerable women in Egypt, the project contributes to promoting gender equality and women’s empowerment, as demanded by Sustainable Development Goal 5, and equitable quality education and lifelong learning opportunities for all, as enshrined in Sustainable Development Goal 4. https://www.unesco.org/en/articles/unesco-cairo-office-and-unesco-institute-lifelong-learning-launch-women-family-community-project 
UNESCO cooperates with Francophone countries to plan AI and education policies 27 September 2023 7 April 2023 (Last update:20 April 2023) On 23 March 2023, UNESCO and the KIX Africa 21 Hub brought together approximately 400 participants from 60 countries for the online launch of the French version of the UNESCO publication “AI and education: Guidance for policy-makers”. The event convened policy-makers of 15 Francophone countries and facilitated knowledge sharing and policy debates on how AI can be leveraged to accelerate the achievement of SDG 4. It was organized during the 2023 edition of the French Language and Francophonie Week, seeking to promote linguistic and cultural diversities in the digitalization process.The publication “AI and education: Guidance for policy-makers” is a key tool to empower policy-makers to become AI-ready. Developed in line with the 2019 Beijing Consensus on Artificial Intelligence and Education, it upholds UNESCO's humanistic vision for the ethical use of AI. The growing urgency posed by AI technologies, like ChatGPT, has reinforced the relevance of this publication, which has become one of UNESCO's most downloaded publications, providing strong validation of the importance of this topic.In her opening address, UNESCO Assistant Director-General for Education Stefania Giannini emphasized the urgency for policy-makers to examine how regulations and policies should adapt to the emerging and uncharted challenges posed by AI on ethical and pedagogical issues. She highlighted the importance of adopting a human-centred approach to ensure that the development of AI enhances human capacities without undermining them. Ms Giannini presented UNESCO’s work on AI in education and the larger portfolio of policy guidance on digital learning provided by the organization to Member States, as well as the UN initiative Gateways to Public Digital Learning launched at the Transforming Education Summit in 2022, which aims to expand access to quality digital learning content for all. The challenges and opportunities of AI in educationThe launch of the Guidance was followed by high-level discussions on the role of AI in education, the challenges and opportunities it presents, and the need for ethical policies to govern it. The Secretary General of the CONFEMEN, the Director of IFEF and the Director of Projects of AUF highlighted the promises and challenges held by AI to train the citizens of tomorrow. The Coordinator of the KIX Africa 21 Hub offered a brief overview of the Hub and its programmes, while UNESCO’s Chief of the Unit for Technology and AI in Education presented an overview of the Guidance for policy-makers.During a high-level panel discussion, representatives from five countries, including Ministers of Education from Côte d'Ivoire, the Democratic Republic of Congo and Guinea-Bissau, and representatives from Cabo Verde and Burundi, discussed their country's national strategies or initiatives for leveraging AI to achieve SDG 4. The panel also addressed issues of governance of AI in education and developing the capacity to ensure AI is used for the common good. Other themes presented the discussion included country approaches, efforts to regulate data usage, the role of the IFADEM project in digitalizing education, facilitating access to digital technologies for students, plans for inclusion of AI in education, and challenges in energy production, bandwidth, equipment and data security.A second technical panel analysed the action plans of countries to operationalize and implement the national strategies on AI with a focus on ensuring quality and equity. It also examined the national measures being taken to tackle the challenges posed by AI in terms of ethics, accountability and trust. Interventions included representatives of Cabo Verde, Cameroon and Côte d’Ivoire and experts from Tunisia and France.UNESCO has supported more than 70 Member States in developing national policies on digital learning through provision of guidance and capacity development workshops. “AI and education: guidance for policy-makers” is an integral part of UNESCO’s portfolio for supporting digital learning policies which include other recent guidelines on policy planning, including the Guidelines on the Development of Open Educational Resources Policies, Guidelines for ICT in education policies and masterplans and Education and blockchain.The launch event of the French version was organized by the UNESCO Unit for Technology and AI in Education, and the Multisectoral Regional Office of UNESCO in Dakar, in collaboration with the KIX Africa 21 Hub and its managing consortium, namely Institut de la Francophonie pour l'éducation et la formation (IFEF), the Conférence des ministres de l'Education des Etats et gouvernements de la Francophonie (CONFEMEN), and the Agence universitaire de la Francophonie (AUF).This launch event is part of a series of launch events organized by UNESCO for multiple-language versions of the Guidance, following the launches of the Arabic and Spanish versions.The Arabic version of the publication was launched in March 2022 with nearly 500 attendees, in cooperation with the Regional Centre for Educational Planning, the Minister of Education of the United Arab Emirates, and Gulf region representatives. In April 2022, the Spanish version of the publication was launched in partnership with the UNESCO Regional Bureau for Education in Latin America and the Caribbean in Santiago and UNESCO category 2 centre Cetic.br (the Regional Center for Studies on the Development of the Information Society) with over 300 participants from more than 40 countries in attendance. https://www.unesco.org/en/articles/unesco-cooperates-francophone-countries-plan-ai-and-education-policies