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Global Education Monitoring Report 2022: Gender Report; Deepening the Debate on Those Still Left Behind Année de publication: 2022 Auteur institutionnel: Global Education Monitoring Report Team | UNESCO The 2022 Gender Report presents fresh insights on progress towards gender parity in education with respect to access, attainment and learning. It showcases the results of new models that provide coherent estimates, combining multiple sources of information, on out-of-school and completion rates. It also reviews the results of learning assessments released over the past 18 months, which present an almost global picture of the gender gap in reading, mathematics and science achievement in lower and upper primary and lower secondary grades. They provide a baseline against which to assess the impact of COVID-19 on inequality when post-pandemic data start being released next year.A companion to the 2021/2 GEM Report, it emphasizes the role of non-state actors in influencing gender inequality in and through education. Non-state actors have filled in provision gaps left by the public education system. The 2022 Gender Report presents evidence on gender gaps in the share of students enrolled in private institutions by sex and what drives these gaps in the various regions. It also provides case studies on the privatization of childcare in high-income countries, the impact of non-state faith-based schools in Asia on gender norms and the role of women’s universities around the world.Some non-state actors have pushed the gender equality agenda forward, while others have undermined progress in order to maintain the status quo. Some have been at the front line for girls’ education in emergencies. Some have lobbied against comprehensive sexuality education. Some champion inclusion of marginalized girls, while others maintain discriminatory gender norms. Depending on the context, it is important not to make assumptions but to look carefully at the data and work together to eliminate all forces that prevent anyone on the basis of gender from fulfilling their potential through education. 
Where Do We Stand on Education for Sustainable Development and Global Citizenship Education: Findings of the 7th Consultation on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms Année de publication: 2022 Auteur institutionnel: UNESCO The Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms was adopted by the 18th session of UNESCO’s General Conference in November 1974. Every four years, Member States are invited to report on the measures they have taken to implement the Recommendation in all levels and types of education from pre-primary to tertiary, formal, non-formal and adult education. This document summarizes the results of the 7th consultation on the implementation of the 1974 Recommendation, covering the period 2017-2020. It also contains, for the first time, data for the global indicator adopted by the UN Statistical Commission and the UN General Assembly for the monitoring of Target 4.7 of Sustainable Development Goal for Education. 
COVID-19 Learning Losses: Rebuilding Quality Learning for All in the Middle East and North Africa Année de publication: 2021 Auteur: Hana Yoshimoto | Jeannette Vogelaar | Brenda Haiplik Auteur institutionnel: UNESCO | United Nations Children's Fund (UNICEF) | World Bank An entire generation of children in the Middle East and North Africa (MENA) is estimated to be affected by the education crisis determined by the COVID-19 pandemic, with potential impacts that are going beyond the immediate/short term and also well beyond the education domain itself, with consequences on children’s socialisation, mental well-being, and future perspective of being active members of their society, including in the labor market. More information on the impact of the crisis would help countries to put in place strategies to mitigate the impacts. Timely investment and action to prevent extreme impacts of this crisis on education are of paramount importance in MENA, which already tackling a learning crisis before the COVID-19 outbreak.This publication delineates the overall education status in MENA after the breakout of COVID-19 pandemic, by presenting the education responses in MENA, and assessing the potential learning loss through a simulation analysis, recommendations are provided on how to build back better and enhance access and quality learning for all. 
Guidelines for ICT in education policies and masterplans Année de publication: 2022 Auteur: Fengchun Miao | Juan Enrique Hinostroza | Molly Lee | Shafika Isaacs | Dominic Orr | Fabio Senne | Ana-Laura Martinez | Ki-Sang Song | Alexander Uvarov | Wayne Holmes | Benjamin Vergel de Dios Auteur institutionnel: UNESCO Countries across the world have been leveraging information and communication technologies (ICTs) to advance education for decades. These initiatives are driven by public institutions and involve commercial technology companies, and have resulted in paradoxes such as increasing digital inequalities and uneven access to high-quality digital learning opportunities. The COVID-19 crisis further exacerbated this trend: At least one third of students globally did not have access to distance learning during the peak of the COVID-19 crisis in 2020.The publication aims to guide policy-makers to ensure that when adopting technology, human rights should be defended; inclusion, equity and gender equality should be at the heart of solutions; and innovations should be considered as a common good. Based on these principles, the publication presents a human-centred view on the potentials of technologies ranging from low-bandwidth technologies to emerging technologies including Artificial Intelligence and Web 3.0 or “metaverse”. It advocates for national policies to protect the digital well-being of teachers and students, to reduce and neutralize the digital emission footprint, and to avoid ‘techno-solutionism’.This publication proposes policy planning frameworks and an iterative roadmap to examine the digital readiness of local education systems, assess needs of learners and teachers, and plan well-resourced national ICT in education programmes. This is followed by a deep dive into examples of national masterplans on the use of ICT in different types of education. 
The General History of Africa: A UNESCO Flagship Programme for Operational Strategy Priority Africa Année de publication: 2024 Auteur institutionnel: UNESCO As part of UNESCO’s Operational Strategy for Priority Africa (2022 – 2029), the General History of Africa (GHA) Flagship Programme responds to the challenge of reconstructing Africa and its diaspora historical memory and conscience by revisiting Eurocentric and colonial biases in the representation of their history and societies. It aims to advance a common identity and pride in Africa’s heritage, progress towards greater justice and an inclusive and fair future through the reappropriation and production of knowledge on Africa and its diaspora history in a manner that could contribute to the transformation of education in Africa and beyond. The GHA is aligned with the African Union Agenda 2063, The Africa We Want, the Charter for African Cultural Renaissance, and the United Nations 2030 Agenda for Sustainable Development. 
Challenging Systematic Prejudices: An Investigation into Bias Against Women and Girls in Large Language Models Année de publication: 2024 Auteur: Daniel Van Niekerk | Maria Peréz Ortiz | John Shaw-Taylor | Davor Orlic | Ivana Drobnjak | Jackie Kay | Noah Siegel | Katherine Evans | Nyalleng Moorosi | Tina Eliassi-Rad | Leone Maria Tanczer | Wayne Holmes | Marc Peter Deisenroth | Isabel Straw | Maria Fasli | Rachel Adams | Nuria Oliver | Dunja Mladenić | Urvashi Aneja | Madeleine Janicky Auteur institutionnel: UNESCO | International Research Centre on Artificial Intelligence (IRCAI) This study explores biases in three significant large language models (LLMs): OpenAI’s GPT-2 and ChatGPT, along with Meta’s Llama 2, highlighting their role in both advanced decision-making systems and as user-facing conversational agents. Across multiple studies, the brief reveals how biases emerge in the text generated by LLMs, through gendered word associations, positive or negative regard for gendered subjects, or diversity in text generated by gender and culture. The research uncovers persistent social biases within these state-of-the-art language models, despite ongoing efforts to mitigate such issues. The findings underscore the critical need for continuous research and policy intervention to address the biases that exacerbate as these technologies are integrated across diverse societal and cultural landscapes. The emphasis on GPT-2 and Llama 2 being open-source foundational models is particularly noteworthy, as their widespread adoption underlines the urgent need for scalable, objective methods to assess and correct biases, ensuring fairness in AI systems globally. 
Global Toolkit on AI and the Rule of Law for the Judiciary Année de publication: 2023 Auteur: Miriam Stankovich | Ivana Feldfeber | Yasmín Quiroga | Marianela Ciolfi Felice | Vukosi Marivate Auteur institutionnel: UNESCO What is Artificial Intelligence (AI)? How does it work? And more importantly, how does it find its way into the judicial context? Technologies such as AI have been around for decades, but only recently have they begun to be used in a variety of justice and law enforcement settings. While AI has immense potential for the justice system, helping judges make better decisions, improving efficiency, increasing access, and helping to detect and prevent crime, there are also some important issues that justice stakeholders should consider as they prepare for a future in which AI is increasingly used in justice systems.In 2022, UNESCO launched two needs assessments. First, through UNESCO’s Artificial Intelligence Needs Assessment Survey in Africa, 90% of the 32 countries surveyed requested capacity building support for the Judiciary on AI. At the same time, a second global survey of judicial actors in 100 countries underlined the need for better understanding the use of AI in the administration of justice and its wider legal implications on societies.The “Global Toolkit on AI and the Rule of Law” for the Judiciary responds to these needs and provides judicial actors (judges, prosecutors, state attorneys, public lawyers, law universities and judicial training institutions) with the knowledge and tools necessary to understand the benefits and risks of AI in their work. The toolkit will assist judicial actors in mitigating the potential human rights risks of AI by providing guidance on the relevant international human rights laws, principles, rules and emerging jurisprudence that underpin the ethical use of AI. 
Empowering Students for Just Societies: A Handbook to Teach Integrity in Secondary Schools Année de publication: 2024 Auteur institutionnel: UNESCO | UN. Office on Drugs and Crime (UNODC) The importance of education lies in its power to shape the values of upcoming generations and equip them with the knowledge to make informed decisions. Contemporary challenges, including corruption must be addressed through education, transparency, accountability and the rule of law, among other efforts. This joint publication by UNODC and UNESCO is a response to this important issue. It is aimed at educators who are striving to inspire and prepare future generations to actively contribute to societies grounded in integrity, ethics and respect for the rule of law. The handbook builds on the first two launched in 2019. This publication highlights the transformative power of education in strengthening the knowledge, skills, attitudes and values necessary for addressing global challenges, especially those that stem from a lack of integrity, like corruption. It underlines the crucial role education plays in nurturing critical thinking, empathy, ethical behaviour, and a commitment to justice and equality among people. The handbook presents a catalogue of educational activities, lesson plans and outside the classroom resources designed to empower youth to reject corrupt practices and become agents of change, promoting integrity and upholding democratic values. 
Climate Change and Sustainability in Science and Social Science Secondary School Curricula Année de publication: 2024 Auteur: Marcia McKenzie | Aaron Benavot Auteur institutionnel: UNESCO There is an urgent need to transform the way climate change and sustainability are taught in classrooms and at schools. Learners must grasp the environmental impacts of climate change, how climate change relates to their own context and what actions can be undertaken and contribute to making societies more sustainable, equitable, just and climate-resilient. The findings presented in this publication indicate that accelerated efforts are needed. In a study of over 530 Grade 9 science and social science curricula from 85 countries worldwide, we found that 69 per cent of curricula contained no references to climate change, while 66 per cent had no references to sustainability. Furthermore, while 69 per cent of surveyed teachers from eight of the countries studied reported that environment, sustainability and climate change topics were included in the science and social science curricula in their schools only 50 per cent included them in their teaching. While there is a notable inclusion of environment, sustainability and climate change in science and social science curricula across countries, the depth of focus of this inclusion varies widely. Cognitive learning prevails over social and emotional or action-oriented learning. Climate change and sustainability in school practices must be strengthened, with teachers playing a key role in enhancing integration through teaching methods and materials. 
Science, Technology and Innovation Policy Instruments for the Sustainable Development Goals: A Global Outlook Année de publication: 2024 Auteur: Galindo Moreno | Manuel Ricardo Auteur institutionnel: UNESCO This publication explores the design, implementation and impact of science, technology and innovation (STI) policy instruments across regions, revealing diverse policy priorities and support strategies. Data from the UNESCO Global Observatory of Science, Technology and Innovation Policy Instruments (GO-SPIN) platform shows that STI policy instruments are closely linked to the SDGs, particularly with SDG 9 (industry, innovation and infrastructure), SDG 8 (decent work and economic growth) and SDG 4 (quality education). Over three-quarters of these policy instruments target these goals. This publication advocates for the use of evidence in designing policies and policy instruments and underscores the importance of continuous monitoring of their implementation. Additionally, it recommends diversifying funding sources, enhancing program management, fostering communication with stakeholders, and applying policy instruments to promote transformative learning.