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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) Year of publication: 2023 Corporate author: 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. 
Report of the Global Conference on Promoting Literacy for a World in Transition: Building the Foundation for Sustainable and Peaceful Societies Year of publication: 2024 Corporate author: 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. 
United for SDG 4: The Global Education Coalition in Action Year of publication: 2024 Corporate author: UNESCO The Global Education Coalition, launched by UNESCO, is a platform for collaboration and exchange to protect the right to education and serves as a transformative accelerator towards SDG 4. This progress report of the Coalition builds on documents published in September 2020, March 2021, and March 2023 and covers activity between March 2023 and March 2024. Four years in and moving into its fifth, the Coalition works together to ensure all learners are empowered equally in and through education. 
Global Education Monitoring Report 2023: Technology in Education; A Tool on Whose Terms? Year of publication: 2023 Corporate author: UNESCO | Global Education Monitoring Report Team This report recommends that technology should be introduced into education on the basis of evidence showing that it would be appropriate, equitable, scalable and sustainable. In other words, its use should be in learners’ best interests and should complement face-to-face interaction with teachers. It should be seen as a tool to be used on these terms. Midway to the deadline, the 2023 Global Education Monitoring Report assesses the distance still to go to reach the 2030 education targets. Education is the key to unlocking the achievement of other development objectives, not least the goal of technological progress. 
Guidelines for ICT in education policies and masterplans Year of publication: 2022 Author: Fengchun Miao | Juan Enrique Hinostroza | Molly Lee | Shafika Isaacs | Dominic Orr | Fabio Senne | Ana-Laura Martinez | Ki-Sang Song | Alexander Uvarov | Wayne Holmes | Benjamin Vergel de Dios Corporate author: UNESCO Countries across the world have been leveraging information and communication technologies (ICTs) to advance education for decades. These initiatives are driven by public institutions and involve commercial technology companies, and have resulted in paradoxes such as increasing digital inequalities and uneven access to high-quality digital learning opportunities. The COVID-19 crisis further exacerbated this trend: At least one third of students globally did not have access to distance learning during the peak of the COVID-19 crisis in 2020.The publication aims to guide policy-makers to ensure that when adopting technology, human rights should be defended; inclusion, equity and gender equality should be at the heart of solutions; and innovations should be considered as a common good. Based on these principles, the publication presents a human-centred view on the potentials of technologies ranging from low-bandwidth technologies to emerging technologies including Artificial Intelligence and Web 3.0 or “metaverse”. It advocates for national policies to protect the digital well-being of teachers and students, to reduce and neutralize the digital emission footprint, and to avoid ‘techno-solutionism’.This publication proposes policy planning frameworks and an iterative roadmap to examine the digital readiness of local education systems, assess needs of learners and teachers, and plan well-resourced national ICT in education programmes. This is followed by a deep dive into examples of national masterplans on the use of ICT in different types of education. 教育信息化政策和总体规划论纲 Year of publication: 2022 Author: Fengchun Miao | Juan Enrique Hinostroza | Molly Lee | Shafika Isaacs | Dominic Orr | Fabio Senne | Ana-Laura Martinez | Ki-Sang Song | Alexander Uvarov | Wayne Holmes | Benjamin Vergel de Dios Corporate author: UNESCO 几十年来，全球各国都在尝试利用信息与通信技术（Information and Communication Technologies，ICTs）促进教育发展。这些由公共 机构推动并涉及商业技术公司的行动计划却产生了诸如数字不平等 进一步加剧以及高质量数字学习机会不均衡等矛盾。新冠疫情危机 加剧了这一趋势：在2020年新冠疫情危机最严峻的时期，全球至少 三分之一的学生无法获得远程教育。本出版物旨在引导政策制定者在采用技术时提供人 权保障；将包容、公平和性别平等视为解决方案的 核心；将技术创新视为共同利益。 基于以上原则， 本出版物采用以人为本的视角， 审视从低带宽技术到人工智能和互联网3.0或“元宇宙”等新兴技术的潜能。本出版物倡导国家政策应保护教师和学生的数字健康， 减少和中和数字碳排放足迹，并避免“技术解决方案主义”。本出版物提出了一个教育信息化政策规划框架以及 迭接式政策规划路线图，以引导对各地教育系统的数字化准备状态 的评估、对学习者和教师的需求分析，进而规划有充足的配套资源 支持的国家教育信息化方案。随后，本出版物还深入剖析了在教育 的不同领域实施教育信息化的国家总体规划的典型范例。 
Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development Year of publication: 2023 Corporate author: UNESCO Building more peaceful, just, and sustainable societies starts with education. It influences all aspects of our daily lives and our overall prospects while being impacted by our health and environment. In the global landscape of worsening climate change, democratic backsliding, persistent inequalities, rising discrimination, hate speech, violence and conflict, it can be a tool to address and prevent these problems in the future. And it can also be a long-term investment with increasing returns if shaped and deployed effectively. The new UNESCO Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, which is commonly referred to as the Recommendation on Education for Peace, Human Rights and Sustainable Development is a landmark guidance document that defines what needs to evolve in and through education to accomplish these goals. 평화, 인권, 국제이해, 협력, 기본적 자유, 세계시민성, 지속가능발전을 위한 교육 권고 Year of publication: 2023 Corporate author: 유네스코 이 권고는 ‘국제이해, 협력, 평화를 위한 교육과 인권, 기본적 자유에 관한 교육 권고(1974)’를 개정하여 2023년 제42차 유네스코 총회가 채택한 것이다.