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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. 
South-Eastern Europe regional synthesis: climate change, displacement and the right to education Year of publication: 2023 Corporate author: UNESCO In 2021 alone, 23.7 million people were displaced in 137 countries and territories due to natural disasters, which the scientific community has recognized have become more frequent and intense due to climate change. Climate change and displacement is currently taking place in Europe, with particularly disastrous consequences in South-Eastern Europe due to regional specificities. Comparative country case studies were carried out in Bosnia and Herzegovina, the Republic of Moldova, and Serbia, as they exemplify clear, present patterns of climate displacement, to examine the impacts of climate change on the right to education in the region. The case studies show that climate change directly threatens education through the destruction of schools and property. It also indirectly puts learning in peril by leading people across borders where their legal residency nor right to education is ensured. This publication aims to guide policy-makers by providing recommendations on how to ensure the protection of the right to education in South-Eastern Europe in the face of climate change and displacement. It is one of four regional reports that will lead to the development of a global report providing global policy guidance. 
Central America and the Caribbean regional synthesis: climate change, displacement and the right to education Year of publication: 2023 Corporate author: UNESCO From rising sea level to drought and increasingly frequent natural disasters - the effects of climate change are well-known today. However, its effect on human mobility is just coming to the forefront of the political discussion. In 2020 alone, 30.7 million people globally were displaced by natural disasters. Central America and the Caribbean region is prone to the effects of climate change and displacement due to its socioeconomic characteristics and geographic location. Country case studies were carried out in the Bahamas, Cuba, the Dominican Republic, Guatemala, and Jamaica to examine the impacts on the right to education in the region. The research shows that climate change directly threatens education through the destruction of schools and property. It also leads people across borders where their legal residency and right to education are not guaranteed. This report aims to guide policy-makers on how to ensure education is protected in the face of climate change and displacement. The report is one of four being developed and will contribute to UNESCO’s global initiative on climate change, displacement and the right to education. It will inform the development of a Global Report with policy recommendations. 
UNESCO World Heritage sites: key to biodiversity conservation Year of publication: 2023 Corporate author: UNESCO 
Marco de competencias para docentes en materia de IA Year of publication: 2025 Author: Fengchun Miao | Mutlu Cukurova Corporate author: UNESCO Orientación para docentes sobre el uso y el mal uso de la IA en la educaciónLa IA procesa enormes cantidades de información, genera nuevos contenidos y ayuda a la toma de decisiones mediante análisis predictivos. En el ámbito educativo, la IA ha transformado la relación tradicional docente-estudiante, creando una nueva dinámica docente-IA-estudiante. Este cambio exige replantear los roles de los docentes y las competencias que necesitan en la era de la IA. Sin embargo, son pocos los países que han definido estas competencias o desarrollado programas nacionales para capacitar a los docentes en IA, lo que deja a muchos educadores sin una orientación adecuada.El Marco de competencias en materia de IA para docentes aborda esta brecha al definir los conocimientos, habilidades y valores que los docentes deben dominar en la era de la IA. Desarrollada bajo los principios de protección de los derechos de los docentes, del fortalecimiento de la capacidad de acción humana y de la promoción de la sostenibilidad, la publicación describe 15 competencias que atraviesan cinco dimensiones: una forma de pensar centrada en el ser humano, la ética de la IA, los fundamentos y aplicaciones de la IA, la pedagogía de la IA, y la IA para el aprendizaje profesional. Estas competencias se clasifican en tres niveles de progresión: adquirir, profundizar y crear.Como una referencia global, esta herramienta orienta el desarrollo de marcos nacionales de competencias en IA, brinda insumos para los programas de formación docente y ayuda a diseñar parámetros de evaluación. También ofrece estrategias para que los docentes desarrollen conocimientos sobre IA, apliquen principios éticos y apuntalen su crecimiento profesional. 
Référentiel de compétences en IA pour les enseignants Year of publication: 2025 Author: Fengchun Miao | Mutlu Cukurova Corporate author: UNESCO Guider les enseignants à propos de l’usage judicieux ou problématique de l’IA en éducationL’intelligence artificielle (IA) traite une grande quantité d’informations, génère de nouveaux contenus et aide à la prise de décision grâce à des analyses prédictives. Dans le domaine de l’éducation, l’IA a transformé la relation traditionnelle entre l’enseignant et l’apprenant en un triptyque dynamique entre l’enseignant, l’IA et l’apprenant. Cette évolution exige de repenser le rôle des enseignants et les compétences dont ils ont besoin à l’ère de l’IA. Pourtant, peu de pays ont défini ces compétences ou élaboré des programmes nationaux pour former les enseignants à l’IA, ce qui prive de nombreux éducateurs d’un cadre adéquat.Le Référentiel de compétences en IA pour les enseignants comble cette lacune : il définit les connaissances, les habiletés et les valeurs que les enseignants doivent maîtriser à l’ère de l’IA. Élaborée dans le respect de la protection des droits des enseignants, de l’accroissement de l’agentivité humaine et de la promotion de la durabilité, la publication présente 15 compétences réparties en cinq composantes : une approche de l’IA centrée sur l’humain, l’éthique de l’IA, les fondements et les applications de l’IA, la pédagogie de l’IA et l’IA pour l’apprentissage professionnel. Ces compétences sont classées selon trois niveaux de progression : acquérir, approfondir, créer.En tant que référence internationale, cet outil sert de guide pour l’élaboration de référentiels nationaux de compétences en IA, apporte des informations sur les programmes de formation des enseignants et aide à définir des paramètres d’évaluation des apprentissages. Il fournit également aux enseignants des stratégies pour développer leurs connaissances en matière d’IA, respecter des principes éthiques et soutenir leur développement professionnel. 
Consultation Paper on AI Regulation: Emerging Approaches Across the World Year of publication: 2024 Author: Juan David Gutiérrez Corporate author: UNESCO Since 2016, over thirty countries have passed laws explicitly mentioning AI, and in 2024, the discussion about AI bills in legislative bodies has increased globally. This policy brief aims to inform legislators about the different regulatory approaches to artificial intelligence (AI) being considered worldwide by legislative bodies. The brief explains nine emerging regulatory approaches, each illustrated with specific cases worldwide. The order in which the nine AI regulatory approaches are presented is deliberately structured to guide readers from less interventionist, light-touch regulatory measures to more coercive, demanding approaches. These regulatory approaches are not mutually exclusive and AI bills often combine two or more approaches:1. Principles-Based Approach2. Standards-Based Approach3. Agile and Experimentalist Approach4. Facilitating and Enabling Approach5. Adapting Existing Laws Approach6. Access to Information and Transparency Mandates Approach7. Risk-Based Approach8. Rights-Based Approach9. Liability Approach The policy brief suggests parliamentarians how they can address three key questions before adopting AI regulations:1. Why regulate? Determine whether regulation is needed to address public problems, fundamental and collective rights, or desirable futures.2. When to regulate? Reach a consensus on why regulation is needed, map available regulatory instruments, compare them with other policy instruments, and assess the feasibility of adopting the former.3. How to regulate? Identify a combination of AI regulatory approaches that are tailored to specific contexts. 
UNESCO and the Paris 2024 Olympic Games Year of publication: 2024 Corporate author: UNESCO For the Olympic and Paralympic Games, UNESCO and The Associated Press are joining forces to ensure quality media coverage of Paris 2024. The Associated Press will set up on the premises and roof of the UNESCO headquarters building, facing the Eiffel Tower, to record and broadcast its television programmes. The Agency will provide spectators with unique media coverage of the Games and offer original content on the social impact of sport and sports policies, in collaboration with UNESCO. 
Guidance and Toolkit for Impact Assessments in a World Heritage Context Year of publication: 2022 Author: Sarah Court | Eugene Jo | Richard Mackay | Mizuki Murai | Riki Therivel Corporate author: UNESCO | International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM) | International Council on Monuments and Sites (ICOMOS) | International Union for Conservation of Nature (IUCN) | Korea R. Cultural Heritage Administration As the World Heritage Convention celebrates its 50th anniversary in 2022, over 1100 sites around the world are recognized as World Heritage - places that are so valuable to humanity that there conservation has been deemed our collective responsibility. Yet many of these exceptional places face increasing pressure from diverse types of development projects within and around the sites. Assessing the impacts of such projects – before deciding to proceed with their implementation – is essential to both prevent damage to World Heritage and identify sustainable options.The Guidance and Toolkit for Impact Assessments in a World Heritage Context is the go-to reference that explains the process for achieving these goals. Offering practical tips and tools including checklists and a glossary, it provides a framework for conducting impact assessments for cultural and natural heritage sites.Developed by UNESCO and the Advisory Bodies to the World Heritage Committee, ICCROM, ICOMOS and IUCN, this Guidance and Toolkit fosters cross-sectoral, multidisciplinary collaboration to identify solutions for both protecting World Heritage sites and supporting good quality and appropriate development . States Parties to the World Heritage Convention, heritage managers, decision-makers, planners and developers are invited to use it to help realise our collective commitment to passing on our precious heritage to future generations. 세계유산 영향평가 지침서 Year of publication: 2023 Author: Sarah Court | Eugene Jo | Richard Mackay | Mizuki Murai | Riki Therivel Corporate author: 유네스코 | International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM) | International Council on Monuments and Sites (ICOMOS) | International Union for Conservation of Nature (IUCN) | Korea R. Cultural Heritage Administration 2022년 '세계유산협약'이 탄생 50주년을 맞았다. 그동안 전 세계적으로 1,100건이 넘는 곳이 세계유산으로 공인되어 그 가치를 보존하는 것이 인류 전체의 의무로 인식되고 있다. 그러나 많은 세계유산이 유산 안팎의 다양한 개발행위로 인해 위협받고 있다. 그러한 개발행위로 인한 유산의 훼손을 예방하고 지속가능한 대안을 찾기 위해서는 개발행위를 실행하기로 결정하기에 앞서 유산에 미칠 영향을 평가해야한다. 이러한 목적을 위해 편리하게 활용할 수 있도록 나온 안내서가 바로 본 '세계유산 영향평가 지침서(이하 '지침서')이다. 지침서는 실무에 바로 쓸 수 있도록 용어정의, 점검목록 등을 제안하며 문화유산과 자연유산의 영향평가에 모두 사용할 수 있다. UNESCO와 세계유산위원회의 자문기구인 ICCROM, ICOMOS와 ICUN이 개발한 이 지침서는 다양한 분야를 넘나드는 학제적 협력을 통해 세계유산보호와 고품질의 적절한 개발이라는 일석이조의 목적을 달성하는 대안을 찾기 위한 안내서이다. 세계유산협약의 당사국, 유산관리자, 계획정책 당국과 개발 사업자까지 본 지침서를 활용하여, 인류의 공동 사명인 소중한 유산을 후세에 전승하는데 기여해 주길 바란다.