Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
874 Results found
Strengthening Independent Media, One Case at a Time: A Handbook for Media Vability; Preview of a Forthcoming IPDC Knowledge Resource Year of publication: 2021 Corporate author: UNESCO “Strengthening Independent Media, One Case at a Time: A Handbook for Media Viability” will include case studies of innovative ideas from a wide variety of news media companies, mostly in the developing world, that are succeeding in difficult times and have lessons to share with others who are struggling. The handbook project was announced during the 65th meeting of the Bureau of the Intergovernmental Council of the International Programme for the Development of Communication (IPDC).This brochure includes highlights of some of the cases to be included, from community media in South Africa to a pure-play digital success in Indonesia, to a fact-checking network in Brazil to a covid response in Pakistan, and much more. The Handbook will be published in September 2021 and will be available for free on the website of the IPDC. 
The Impact of the COVID-19 Pandemic on Education: International Evidence From the Responses to Educational Disruption Survey (REDS) Year of publication: 2022 Author: Sabine Meinck | Julian Fraillon | Rolf Strietholt Corporate author: UNESCO | International Association for the Evaluation of Educational Achievement (IEA) The COVID-19 pandemic disrupted education provision at an unprecedented scale, with education systems around the world being impacted by extended school closures and abrupt changes to normal school operations. The Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the health crisis, and how education stakeholders responded to the educational disruption across and within countries. The study aimed to provide a systemic, multi-perspective, and comparative picture of the situation at the secondary education level (grade eight) in 11 countries spanning Africa, Asia, Arab region, Europe, and Latin America. While many other efforts exist that collect and provide similar information, they are mostly derived from non-representative rapid surveys and lack internationally comparable information from schools, collected in a systematic and scientific manner. The REDS International Report presents unique data, collected from countries, schools, teachers, and students for the first time, in chapters that cover several themes on which data were collected which include student and teacher well-being, students’ academic progress during the school closures, and the measures countries have implemented to keep all children learning. Initial findings provide evidence for better orienting and tailoring policy responses to crisis and provide invaluable information on what may be required to accelerate education, recover from crisis, and to strengthen the resilience of education systems in the future. 
The Effects of AI on the Working Lives of Women Year of publication: 2022 Author: Clementine Collett | Gina Neff | Livia Gouvea Gomes Corporate author: UNESCO | Inter-American Development Bank | Organisation for Economic Co-operation and Development (OECD) The use of AI technologies will affect women’s opportunities for work, and their position, status and treatment in the workplace. Around the globe, women in the labour force earn less than men, spend more time undertaking unpaid child- and elder-care jobs, hold fewer senior positions, participate less in science, technology, engineering and mathematics (STEM) fields, and tend to hold more precarious jobs overall. In harnessing AI, governments, institutions and companies must narrow gender gaps rather than perpetuate or exacerbate them. This report, by the IDB, OECD and UNESCO, outlines current knowledge of the impact that AI systems have on women’s opportunities for work, and their position, treatment and status in the workforce. It does so by exploring how AI is used within and outside the workplace, and how it could be used in the future. It looks at the potential impact of new and emerging AI technologies on the skills that employers will require, on how women look for and are hired for jobs, and on how jobs are structured through automated monitoring and oversight. The report maps the opportunities and challenges that AI presents for the working lives of women and highlights the complexities that varying national and regional contexts present for understanding the impact of AI on the work of women. The report also notes that current research does not offer a complete or definite picture of how AI impacts the working lives of women and calls for further research and analysis in this area. Los efectos de la IA en la vida laboral de las mujeres Year of publication: 2022 Author: Clementine Collett | Gina Neff | Livia Gouvea Gomes Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) | Inter-American Development Bank | Organisation for Economic Co-operation and Development (OECD) El uso de tecnologías de IA afectará las oportunidades de las mujeres en el trabajo y su posición, status y tratamiento en el ámbito laboral. Alrededor del mundo, en la fuerza laboral las mujeres ganan menos que los varones, dedican más tiempo a trabajo no remunerado cuidando a niños y ancianos, tienen menos puestos sénior, participan menos en los campos de ciencia, tecnología, ingeniería y matemáticas (STEM por sus siglas en inglés) y tienden, en general, a tener trabajos más precarios. Al utilizar la IA, los gobiernos, las instituciones y las empresas deberán achicar las brechas de género y no perpetuarlas o exacerbarlas. Este informe del BID, la OCDE y UNESCO resume el conocimiento actual respecto del impacto que tienen los sistemas de IA sobre las oportunidades laborales de las mujeres, y sobre su posición, tratamiento y estatus en la fuerza laboral. En esta línea, el informe explora cómo se usa la IA dentro y fuera del ámbito laboral y cómo podría ser usada en el futuro. Mira el impacto potencial de las tecnologías de IA nuevas y emergentes sobre las habilidades que requerirán los empleadores, la manera en que las mujeres buscan empleo y son contratadas y cómo se estructuran los empleos a través del monitoreo y la supervisión automatizados. El informe presenta un mapa de las oportunidades y los desafíos que presenta la IA para la vida laboral de las mujeres y pone de manifiesto las complejidades que los diversos contextos nacionales y regionales presentan para comprender el impacto de la IA sobre el trabajo de las mujeres. El informe también toma nota de que la investigación actual no ofrece una mirada completa o definitiva respecto de cómo impacta la IA sobre la vida laboral de las mujeres e insta a la realización de más investigación y análisis en este campo. Les effets de l’IA sur la vie professionnelle des femmes Year of publication: 2022 Author: Clementine Collett | Gina Neff | Livia Gouvea Gomes Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | Inter-American Development Bank | Organisation for Economic Co-operation and Development (OECD) L'utilisation des technologies d'IA aura une incidence sur les opportunités de travail des femmes, ainsi que sur leur position, leur statut et leur traite,ent sur le lieu de travail. Partout dans le monde, les femmes dans la population active gagnent moins que les hommes, passent plus de temps à s'occuper des enfants et des personnes âgées sans être rémunérées, occupent moins de postes à responsabilités, sont moins présentes dans les domaines des sciences, de la technologie, de l'ingénierie et des mathématiques(STEM) et ont tendance à occuper des emplois plus précaires dans l'ensemble. En exploitant l'IA, les gouvernements, les institutions et les entreprises doivent réduire les inégalités femmes-hommes plutôt que les perpétuer ou de les exacerber. Ce rapport, rédigé par la BID, l'OCDE et l'UNESCO, présente les connaissances actuelles sur position, leur traitement et leur statut dans la population active. Pour ce faire, il explore à l'avenir. Il examine l'impact potentiel des technologies d'IA nouvelles et naissantes sur les cométences dont les employeurs auront besoin, sur la manière dont les femmes structurés grâce à un contrôle et une surveillance automatisée. Le rapport dresse la liste des opportunités et des défis que l'IA présente pour la vie professionnelle des femmes et souligne les complexités que présentent les différents contextes nationaux et régionaux pour comprendre l'impact de l'IA sur le travail des femmes. Le rapport note également que les recherches actuelles ne permettent pas de dresser un tableau complet ou précis de l'impact de l'IA sur la vie professionnelle des femmes et appelle à poursuivre les recherches et les analyses dans ce domaine. 
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. 
Enhancing TVET through Digital Transformation in Developing Countries Year of publication: 2023 Corporate author: UNESCO Technological advancements and digitalization are profoundly reshaping our work and lifestyle, business models and operations, and government policy choices. Digital transformation in technical and vocational education and training (TVET) is the planned and structured introduction of automated and streamlined processes within institutions and national technical and vocational education and training (TVET) systems through digital technology, with the goal of enhancing their scope, scale, efficiency and effectiveness and ultimately, driving their more sustainable development. This document provides overall perspective and five country case studies on digital transformation in TVET. Most countries studied face similar enabling factors: the digital infrastructure available; legal and policy frameworks; focused institutional change to improve the acquisition of digital skills; and the promotion of equality and inclusivity. To understand how digital transformation in TVET is occurring, the report analyses it at four levels: technical and technological development; curriculum and qualifications; teaching and learning using technology; and its contribution to the sustainability and resilience of societies. 
Chile: Artificial Intelligence Readiness Assessment Report Year of publication: 2023 Corporate author: UNESCO The Readiness Assessment Methodology (RAM) is a diagnostic tool intended to assist Member States in upholding their commitment to the Recommendation by helping them understand how prepared they are to implement AI ethically and responsibly for all their citizens. The RAM questionnaire forms the basis for the first section of this readiness assessment report, providing a comprehensive but detailed overview of laws, institutions, and the cultural, social, and human capital landscape shaping AI. This is then complemented in the second section by a summary of concerns and priorities raised during a national multistakeholder consultation that was conducted in 2023. Finally, the third section presents a roadmap and recommendations for building capacities across national institutions, laws and policies, and human capital, to achieve a responsible AI ecosystem aligned with the UNESCO Recommendation. As the very first country to complete the RAM and the country report, Chile is blazing the trail not only for Latin America but the world. We applaud the initiative the Chilean government has taken to update its AI strategy putting ethics and governance front and centre, and thank them for inviting UNESCO to assist in this endeavour. The report presented here reveals a complex and rapidly-changing landscape. In the legal and regulatory dimension, the 2021 National Artificial Intelligence Policy (NAIP) represents a substantive and wide-ranging commitment to developing AI. One of the key recommendations of this report is to fully integrate the UNESCO Recommendation into the NAIP’s axis of Ethics, Regulation, and Socioeconomic Impacts. Notably, the RAM reveals the pressing need to update legislation around data protection and cybersecurity to meet the challenges of AI. It also highlights several areas the Chilean government is actively working to develop. [...] Overall, this report presents a fundamentally optimistic vision that we at UNESCO share: that ethical governance and responsible regulation of AI is entirely consistent with innovation and economic growth, and is essential for ensuring a technological ecosystem that benefits the public good. In drawing a clear line from the RAM data through to the multistakeholder consultations and the recommendations, Chile has a clear roadmap for how to get there. (This text has been extracted from the Foreword of the publication) 
Solidarity as the Future of Education: Perspectives From the Ibero-American Experience of Service-Learning Year of publication: 2024 Author: Elena Massat Corporate author: UNESCO | Latin American Center for Service-Learning (CLAYSS) With this work we have proposed to put into dialogue the recent UNESCO document “Reimagining our futures together. A new social contract for education. Report of the international commission on the futures of education” with the theory and practice of service-learning in Ibero-America. We would like to show how UNESCO's proposal for education for the future can already be verified as a practice in many educational institutions in the region, which develop solidarity service-learning projects even in the most vulnerable contexts. In these experiences, solidarity ceases to be just learning content, to become an educational process, a pedagogy to learn to solve complex problems of reality, and to use the SDGs as a “curriculum” for the education of the future (UNESCO, 2022:54). These practices are deeply innovative, as the experts who comment on them point out, and we hope that they can be inspiring for many other educational institutions. La solidaridad como futuro de la educación: Perspectivas desde la experiencia iberoamericana del aprendizaje-servicio Year of publication: 2024 Author: Elena Massat Corporate author: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) | Latin American Center for Service-Learning (CLAYSS) Con esta obra nos hemos propuesto poner en diálogo el reciente documento de la UNESCO “Reimaginar juntos nuestros futuros. Un nuevo contrato social para la educación. Informe de la comisión internacional sobre los futuros de la educación.” con la teoría y práctica del aprendizaje-servicio en Iberoamérica. Quisiéramos evidenciar de qué manera la propuesta de educación para el futuro de UNESCO se puede ya verificar como práctica en muchas instituciones educativas de la región, que desarrollan proyectos de aprendizaje-servicio solidario aún en los contextos de mayor vulnerabilidad. En estas experiencias, la solidaridad deja de ser sólo contenido de aprendizaje, para transformarse en proceso educativo, en pedagogía para aprender a solucionar problemas complejos de la realidad, y usar a los ODS como “currículo” de la educación del futuro (UNESCO, 2022:54). Estas prácticas son profundamente innovadoras, como lo señalan los expertos que las comentan, y esperamos que puedan ser inspiradoras para muchas otras instituciones educativas.