Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
3,435 resultados encontrados
Kit de herramientas global sobre IA y el estado de derecho para el poder judicial Año de publicación: 2023 Autor: Miriam Stankovich | Ivana Feldfeber | Yasmín Quiroga | Marianela Ciolfi Felice | Vukosi Marivate Autor corporativo: UNESCO ¿Qué es la Inteligencia artificial (IA)? ¿Cómo funciona? Y lo que es más importante, ¿cómo se abre camino en el contexto judicial? Tecnologías como la IA han existido durante décadas, pero solo recientemente han comenzado a usarse en una variedad de entornos de justicia y aplicación de la ley. Si bien la IA tiene un inmenso potencial para el sistema de justicia, ya que ayuda a los jueces a tomar mejores decisiones, mejora la eficiencia, aumenta el acceso y ayuda a detectar y prevenir el delito, también existen algunas cuestiones importantes que las partes interesadas en la justicia deben tener en cuenta mientras se preparan para un futuro en el que la IA se utiliza cada vez más en los sistemas de justicia. En 2022, la UNESCO lanzó dos evaluaciones de necesidades. En primer lugar, a través de la Encuesta de evaluación de necesidades de inteligencia artificial de la UNESCO en África, el 90 % de los 32 países encuestados solicitaron apoyo para el desarrollo de capacidades para el poder judicial en materia de IA. Al mismo tiempo, una segunda encuesta mundialde actores judiciales en 100 países subrayó la necesidad de comprender mejor el uso de la IA en la administración de justicia y sus repercusiones jurídicas más amplias en las sociedades. El “Kit de herramientas mundial sobre la IA y el Estado de derecho” para el Poder Judicial responde a estas necesidades y proporciona a los actores judiciales (jueces, fiscales, fiscales estatales, abogados públicos, universidades de derecho e instituciones de formación judicial) el conocimiento y las herramientas necesarias para comprender los beneficios y riesgos de la IA en su trabajo. El kit de herramientas ayudará a los actores judiciales a mitigar los posibles riesgos de la IA para los derechos humanos al brindar orientación sobre las leyes, principios, normas y jurisprudencia internacional de derechos humanos relevantes que sustentan el uso ético de la IA. 
UNESCO and the Paris 2024 Olympic Games Año de publicación: 2024 Autor corporativo: 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 Año de publicación: 2022 Autor: Sarah Court | Eugene Jo | Richard Mackay | Mizuki Murai | Riki Therivel Autor corporativo: 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 Año de publicación: 2023 Autor: Sarah Court | Eugene Jo | Richard Mackay | Mizuki Murai | Riki Therivel Autor corporativo: 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. 
Building Strong Foundations: What to Teach for Foundational Education for Health and Well-being (Building Strong Foundations Brief; 2) Año de publicación: 2024 Autor corporativo: UNESCO | United Nations Children's Fund (UNICEF) In a rapidly changing world, establishing strong foundations for children is vital for their well-being and resilience. Quality education is central to this endeavour and is the key to lifelong health and success. Recognizing that children thrive in the classroom when they are in good health, it is crucial to learn about health and well-being early on in primary schools. The Building strong foundations briefs, developed jointly by UNESCO and UNICEF, provide evidence-based guidance to support primary school-aged children to thrive through foundational education for health and well-being. Drawing from extensive research and consultations with leading experts from various fields and across the world, these briefs serve as a roadmap for education stakeholders to equip learners with the requisite knowledge and skills to navigate their current and future health and well-being needs. The present document is the second of four briefs. It is a go-to resource to better understand what makes a primary school curriculum effective in supporting health, well-being and learning. The brief provides practical tips and insights on integrating core thematic concepts for health and well-being into the curriculum, including concrete examples of learning objectives for lower primary and upper primary curricula. Whether a seasoned curriculum designer, a passionate educator or an individual involved in primary school curriculum processes, this brief equips readers with the tools to design impactful curricula for transformative learning, health and well-being. 
Why the World Needs Happy Schools: Global Report on Happiness In and For Learning Año de publicación: 2024 Autor corporativo: UNESCO Seeing a teacher smile. Hearing students laugh. Feeling a hug from a friend. Smelling fresh air. Tasting a nutritious school meal. These five senses can stimulate happiness at school and improve the learning experiences, outcomes and well-being of students. Through the ‘Happy Schools’ initiative, UNESCO is placing happiness at the core of the transformation of education. It encourages education systems to recognize happiness as both a means to and a goal of quality learning. The initiative is informed by a growing evidence base linking happiness with better learning, teaching, well-being and overall system resilience. This report presents the UNESCO global Happy Schools framework consisting of 4 pillars – people, process, place and principles – and 12 high-level criteria to guide the transformation of learning. It offers a holistic model for embedding happiness into education policies and cultivating it in schools through systemic changes. The report illustrates how the ‘Happy Schools’ initiative aims to create top-down and bottom-up transformation, encouraging governments to recognize happiness as a core objective of education. It supports the scaling of promising practices of joyful learning from the school to the policy level. 
Earth Network Project: Connecting UNESCO-Designated Sites With Experts to Boost Biodiversity Año de publicación: 2024 Autor corporativo: UNESCO The Earth Network project was launched in 2021 with the support of the Government of Italy. It brings together over 380 experts from more than 60 countries, encompassing diverse biodiversity-related fields that include land restoration, environmental management and environmental law. The specialists volunteer to put their unique skillsets and knowledge at the disposal of sites designated by UNESCO which request their assistance. The Earth Network covers all scientific domains and proudly combines different forms of knowledge: scientific, practitioner, local and indigenous. On the ground, these experts provide technical advice, collect data, build partnerships, and provide training tailored to the specific needs and priorities of each UNESCO-designated site. 
Transforming Education Towards SDG4: Report of a Global Survey on Country Actions to Transform Education; Highlights Año de publicación: 2024 Autor corporativo: UNESCO In 2022, the United Nations Transforming Education Summit responded decisively to mobilize action, ambition and solidarity as well as to elevate education to the top of the political agenda. This powerful mobilization led to 143 countries presenting national statements of commitment, demonstrating their political resolve to reimagine and transform their education systems. On the Summit’s fi rst anniversary, UNESCO invited its Member States to participate in the Survey on Country Actions to Transform Education and report on how they have translated their commitments into actions. This document presents highlights from the Transforming Education Towards SDG 4: Report of a global survey on country actions to transform education. It showcases transformative actions that countries have undertaken to accelerate progress towards SDG 4. The report emphasizes that education must adopt a holistic, lifelong and comprehensive approach that addresses the development and well-being of individual learners and society. Transforming education requires placing inclusion, equity and gender equality at the core of policies and interventions. It also requires more and better education fi nancing, and investments in the teaching profession. 
SDG-Education 2030 Steering Committee: Making Higher Education More Inclusive, July 2020 Año de publicación: 2020 Autor corporativo: UNESCO The rapid expansion of higher education in the past two decades, as well as the growing diversity of providers and technological models for delivering education, have made higher education accessible to more students globally. Yet significant barriers remain for many vulnerable groups, and women still lag behind in science, technology, engineering and mathematics. A better understanding of inequality as well as new paradigms, strategies and a renewed political will for ‘leaving no one behind’ are required. Structural equity policies at all levels throughout the education system, as well as extraordinary measures when needed, should ensure that students from any background with the potential to succeed are fully integrated with equal opportunities into higher education. This policy paper reviews the current literature and sets out findings and recommendations to increase and strengthen equity and inclusion in higher education in a lifelong learning perspective. It provides a conceptual framework for equity and inclusion, analyses the urgent need to improve funding and its efficiency, provides insight into the challenges for teaching and teachers, and recommends policy measures for establishing higher education systems that are more equitable and more inclusive. 
Global Inclusive Schools’ Forum Report: Celebrating Inclusion in Education, 14-15 March 2024 Año de publicación: 2024 Autor corporativo: UNESCO | International Forums of Inclusion Practitioners This report summarizes UNESCO’s Global Inclusive School’s Forum, co-organized with International Forums of Inclusion Practitioners (IFIP) at UNESCO Headquarters in Paris, France on 14-15 March 2024. The forum convened practitioners from different regions around the world to share experiences and highlight promising and innovative practices to be channeled to policy-makers and key stakeholders. The forum further encouraged synergies between practitioners, schools and communities at local, regional and global levels for greater impact.