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43 resultados encontrados

Chile: Artificial Intelligence Readiness Assessment Report Año de publicación: 2023 Autor corporativo: 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)

UNESCO Women for Ethical AI: Outlook Study on Artificial Intelligence and Gender Año de publicación: 2024 Autor corporativo: UNESCO The gender chapter of the UNESCO Recommendation on the Ethics of AI is a concrete commitment by 194 Member States to advance gender equality in the AI ecosystem. To track progress in the implementation of the gender provisions of UNESCO’s Recommendation, and to assess the impacts of AI on gender equality, the UNESCO Women for Ethical AI (W4EAI) Platform has been established. This report advances the workstream through evidence-based insights in three critical areas: women’s participation in AI development and deployment, the inclusion of gender equality concerns in AI governance and the impact of AI on gender equality. It highlights the significant underrepresentation of women in AI, the lack of gender-disaggregated data, and the compounded challenges women face in the field. The report also addresses the neglect of gender dimensions in AI policy, the risks posed by AI systems to women, and the need for responsible and ethical AI governance to promote gender equality. Finally, it outlines actionable recommendations to enhance gender equality through and in AI, emphasizing the importance of comprehensive data collection, targeted interventions, and inclusive policy-making.

AI and the Future of Education: Disruptions, Dilemmas and Directions Año de publicación: 2025 Autor corporativo: UNESCO Artificial intelligence (AI) is reshaping the way we learn, teach and make sense of the world around us, but it is doing so unequally. While one-third of humanity remains offline, access to the most cutting-edge AI models is reserved for those with subscriptions, infrastructure and linguistic advantage.These disparities not only restrict who can use AI, but also determine whose knowledge, values and languages dominate the systems that increasingly influence education.This anthology explores the philosophical, ethical and pedagogical dilemmas posed by disruptive influence of AI in education. Bringing together insights from global thinkers, leaders and changemakers, the collection challenges assumptions, surfaces frictions, provokes contestation, and sparks audacious new visions for equitable human-machine co-creation.Covering themes from dismantling outdated assessment systems to cultivating an ethics of care, the 21 think pieces in this volume take a step towards building a global commons for dialogue and action, a shared space to think together, debate across differences, and reimagine inclusive education in the age of AI.Building on UNESCO’s Recommendation on the Ethics of AI, its Guidance on Generative AI in Education and Research and its twin AI competency frameworks for teachers and students, such a global commons can direct collective sense-making and bold reimagination around curricula, pedagogy, governance and policy with human rights, justice and inclusion at its core.

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