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Son Atlas: Outil de plaidoyer interactif sur le droit à l’éducation des filles et des femmes Año de publicación: 2023 Autor corporativo: UNESCO De nombreuses filles et femmes ne peuvent pas exercer leur droit à l'éducation en raison des inégalités entre les genres et des pratiques discriminatoires. La pauvreté, les mariages précoces et les violences basées sur le genre ne sont que quelques-unes des nombreuses raisons qui expliquent le pourcentage élevé d'analphabétisme et de décrochage scolaire chez les filles et les femmes dans le monde. Le renforcement du droit des filles et des femmes pour une éducation de qualité est essentiel pour éliminer la discrimination et parvenir à l'égalité des droits entre les genres. Ceci ne peut être réalisé sans des cadres juridiques nationaux solides, basés sur les droits, sensibles au genre et inclusifs. C'est là qu'intervient SonAtlas. SonAtlas est un outil en ligne, le premier du genre, qui cartographie le droit à l'éducation des filles et des femmes. Il vise à améliorer les connaissances du public et à surveiller le statut des constitutions, législations et réglementations nationales relatives aux droits à l'éducation des filles et des femmes, afin d'encourager les pays à agir, à renforcer leurs lois et leurs politiques et à entraîner un changement à long terme. Des changements concrets sont déjà visibles. En 2019, 4 % des pays restreignaient explicitement le droit à l'éducation des filles mariées, enceintes et jeunes mères. Ce chiffre a chuté à 2 % en 2022, au profit de millions de filles qui peuvent désormais aller à l'école en toute légalité lorsqu'elles se marient ou sont enceintes ou jeunes mères. 
Protect Her Rights, Strengthen Your Laws: Her Atlas; Status Report on Girls’ and Women’s Right to Education Año de publicación: 2022 Autor corporativo: UNESCO UNESCO’s Her Education, our future initiative, Her Atlas was launched in 2019 with the aim to enhance public knowledge and monitor the status of national constitutions, legislation and regulations related to girls’ and women’s education rights in order to encourage countries to take actions to improve their legal frameworks. Three years after its launch, the research phase has been completed: overall, the legal frameworks of 196 countries have been thoroughly analyzed to evaluate the level of protection of girls’ and women’s right to education around the world. In an interactive world map format, Her Atlas uses a color-coded scoring system to monitor 12 indicators of legal progress towards gender equality in the right to education. This report marks the completion of the first research phase and intends to highlight some key trends outlined by the research work, and to emphasize examples of legal provisions regarding some aspects of girls’ and women’s right to education guaranteed by States’ domestic laws. 
Leave No One Behind: Gender Equality in Transforming Education Summit National Commitments Año de publicación: 2023 Autor corporativo: UNESCO The Transforming Education Summit was convened in response to a global crisis in education – one of equity and inclusion, quality and relevance. This paper applies a gender lens to the national statements of commitments made by countries during the Summit. It considers the scope of commitments to gender equality and gender- transformative education, common gender themes and considerations emerging across commitments, and notable gaps. It aims to inform future actions by the Global Platform to Drive Leadership and Accountability for Gender Equality and Girls’ and Women’s Empowerment in and through Education, and support to country action to transform education systems to advance gender equality. 
#HerEducationOurFuture: Innovation and Technology for Gender Equality; the Latest Facts on Gender Equality in Education Año de publicación: 2023 Autor corporativo: UNESCO | Global Education Monitoring Report Team Gender gaps persist in innovation and technology Innovation and technology can be instrumental in achieving gender equality and the empowerment of girls and women. Achieving this requires girls and women to be involved in the fields of technology and innovation and their rights in online spaces to be protected. #SuEducaciónNuestroFuturo: Innovación y tecnología para la igualdad de género: últimos datos sobre la igualdad de género en la educación Año de publicación: 2023 Autor corporativo: UNESCO | Global Education Monitoring Report Team La brecha de género persiste en la innovación y la tecnología La innovación y la tecnología pueden ser decisivas a la hora de lograr la igualdad de género y empoderar a las niñas y las mujeres. Para lograrlo, es necesario que las niñas y las mujeres participen en los ámbitos de la tecnología y la innovación y que se protejan sus derechos en los espacios en línea. #SonÉducationNotreAvenir: l’innovation et la technologie au service de l’égalité des genres: derniers développements sur l’égalité des genres dans l’éducation Año de publicación: 2023 Autor corporativo: UNESCO | Global Education Monitoring Report Team Les inégalités entre les genres persistent dans les domaines de l’innovation et de la technologie L’innovation et la technologie peuvent jouer un rôle essentiel en faveur de l’égalité des genres et de l’autonomisation des filles et des femmes. Pour que ces objectifs soient atteints, il faut que les filles et les femmes participent dans les domaines de la technologie et de l’innovation, mais aussi que leurs droits dans les espaces en ligne soient protégés. 
Bridging the Gap: Holistic Education Policy to Foster Opportunities for Girls in Rural Pakistan Año de publicación: 2023 Autor: Hina Saleem Autor corporativo: Center for Universal Education at Brookings Seven out of ten girls in rural Sindh are excluded from schooling. This happens for a myriad of reasons and occurs both in the presence and absence of operational school buildings. When schools are present, the challenges that children—especially girls—face due to their economic and social context often go unaddressed; children who are able to enroll in school often find their learning affected by classroom design and practices and experiences that mirror the exclusion they experience outside of school. At the broader level, this exclusion is reflected in limited representation of the needs and aspirations of sizable rural populations in Pakistan’s formal education system and the pathways beyond it. This policy brief presents findings from on-the-ground research in rural settlements in Sindh province that explores the disparities between boys and girls in enrollment and continuation of schooling in addition to overall inadequate education outcomes. It also provides policy recommendations to support all children and particularly girls in meeting their education needs and aspirations. Education policy must respond to these challenges of unmet education needs and aspirations by taking a holistic, welfare-based approach that supports children to overcome the effects of exclusionary conditions to meet their education needs. However, the benefits of such an approach can only be realized if teaching practices and learning experiences are contextualized, build a connection with local knowledge, question root causes of exclusion and support and prepare all children in negotiating pathways beyond education. 
Artificial Intelligence Needs Assessment Survey in Africa Año de publicación: 2021 Autor: Prateek Sibal | Bhanu Neupane Autor corporativo: UNESCO There are encouraging signs of AI innovation and development across Africa, from community run AI classes over weekends, AI training bootcamps for students and young researchers to the establishment of private sector and government driven innovation hubs across the continent. Even as there is an enormous potential for AI development, there are also legacy challenges in terms of infrastructure availability as well as human and institutional capacity gaps to develop and govern AI to optimise benefits and minimise harms. Building upon the recommendations of UNESCO report Steering AI and Advanced ICTs for Knowledge Societies, the findings of this survey aim to bridge the information gap concerning the strategic priorities, policy measures, developmental challenges, human and institutional capacity needs, and legal frameworks concerning AI in African countries. Évaluation des besoins en intelligence artificielle en Afrique Año de publicación: 2021 Autor: Prateek Sibal | Bhanu Neupane Autor corporativo: UNESCO Le continent africain enregistre des signes encourageants en matière d’innovation et de développement dans le domaine de l’intelligence artificielle (IA) : cours dans des structures de quartier le week-end, formations intensives pour étudiants et jeunes chercheurs, création de pôles d’innovation transnationaux publics ou privés… Cependant, malgré un fort potentiel de développement, des défis subsistent quant à la disponibilité des infrastructures. De même, le développement et la gestion de l’IA dans le but d’optimiser les avantages et de minimiser les dommages se heurtent à des problèmes de compétences humaines et institutionnelles. Les conclusions de cette enquête, qui s’appuient sur les recommandations du rapport de l’UNESCO Piloter l’IA et les TIC avancées pour les sociétés du savoir visent à pallier le déficit d’informations sur les priorités stratégiques, les mesures politiques, les défis relatifs au développement, les cadres juridiques et les besoins de compétences humaines et institutionnelles en matière d’IA dans les pays africains. 
Communication Strategy: UNESCO Guidance on Communicating on Gender Equality in and through Education Año de publicación: 2022 Autor corporativo: UNESCO About 259 million children and youth are out of school according to the UNESCO Institute for Statistics, including 127 million girls and 132 million boys. Twothirds of the 750 million non-literate adults around the world are women. This gender disparity remains one of the persistent challenges in adult literacy and education. The COVID-19 pandemic has exacerbated existing challenges, disrupting the education of over 1.5 billion learners. UNESCO estimates that close to 24 million children and youth, including over 11 million girls and 13 million boys, may drop out of school due to the pandemic’s economic impact. A window of opportunity is now more than ever open to build back equal. This communication strategy is designed to provide strategic guidance on communicating on gender equality in and through education. While prepared for UNESCO Education Sector staff, including those at Headquarters, in Field/Regional/Cluster Offices and in Institutes as well as for implementing partners, a broader audience of gender focal points, partners, Member States and others with an interest in and commitment to gender equality in and through education may also find this strategy particularly useful.