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Stratégie de communication: Orientations de l’UNESCO pour la communication relative à l’égalité des genres dans et par l’éducation Année de publication: 2022 Auteur institutionnel: UNESCO Selon l’Institut de statistique de l’UNESCO, 259 millions d’enfants et de jeunes ne sont pas scolarisés, dont 127 millions de filles et 132 millions de garçons. Les deux tiers des 750 millions d’adultes analphabètes à travers le monde sont des femmes. Cet écart entre les genres reste l’un des défis les plus persistants à relever en matière d’alphabétisme des adultes et d’éducation. La pandémie de la COVID-19 a exacerbé les difficultés préexistantes, perturbant l’éducation de plus de 1,5 milliard d’apprenants. L’UNESCO estime que près de 24 millions d’enfants et de jeunes, dont plus de 11 millions de filles et 13 millions de garçons, pourraient être déscolarisés en raison des répercussions économiques de la pandémie. Aujourd’hui, nous avons plus que jamais l’occasion de reconstruire l’égalité. Cette stratégie de communication est conçue pour orienter la communication relative à l’égalité des genres dans et par l’éducation. Bien que préparée avec des considérations pour le personnel du Secteur de l’éducation de l’UNESCO au siège, dans les bureaux hors siège, régionaux et multi-pays et instituts, ainsi que pour les partenaires de mise en œuvre, un public plus large de points focaux pour le genre, de partenaires, d’États membres et d’autres ayant un intérêt et un engagement pour l’égalité des genres dans et par l’éducation peuvent également trouver cette stratégie particulièrement utile. 
Peace Education in the 21st Century: An Essential Strategy for Building Lasting Peace Année de publication: 2024 Auteur institutionnel: UNESCO This report provides an overview of the importance of peace education, highlighting the challenges and opportunities for using it in efforts to bring about lasting global peace. It reviews key research and is heavily inspired by the discussions held in the context of the revision process of the 1974 Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms. More specifically, this report draws from the following notes developed by UNESCO in 2022: “Current understandings, and threats to lasting peace”, “New understandings of education’s contributions to peace”, and “The role of non-state actors in the promotion of peace through education”. 
Human Rights Education: Key Success Factors Année de publication: 2023 Auteur institutionnel: UNESCO This study, commissioned by the UNESCO in cooperation with the United Nations Office of the High Commissioner for Human Rights (OHCHR), examines the impact of human rights education (HRE) pedagogies and good practices worldwide, with a specific focus on the primary and secondary levels in formal education. Using a data-driven approach that includes a literature review and surveys and interviews with informants, the study identifies key success factors for impactful HRE and provides recommendations for future research and practice. The study finds that HRE can have a positive impact on learners’ knowledge and understanding of human rights, as well as their attitudes and behaviours related to human rights. It is an essential resource for education stakeholders looking to promote HRE at all levels of society and through a lifelong learning lens. 
Revision Process of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms: Comments from Observers to the Plenary Meetings of the International Expert Group (IEG) Année de publication: 2023 Auteur institutionnel: UNESCO Adopted in 1974, the Recommendation concerning education for international understanding, co-operation and peace and education relating to human rights and fundamental freedoms is considered a landmark legal instrument that brings together for the first time peace, international understanding, human rights, fundamental freedoms and education. In line with the Resolution adopted at UNESCO’s General Conference at its 41st Session in November 2021 (41C/Resolution 17), UNESCO launched the revision of the Recommendation and convened an International Expert Group (IEG) to advise the Organization on the changes. The work of the IEG took place between May and June 2022. Though the meetings of the IEG were technical in nature (category VI), in order to ensure an open and transparent process, the Permanent Delegations were invited to listen-in to the deliberations of the IEG online, as observers, along with a select number of non-governmental organizations, intergovernmental organizations, and United Nations entities. At the end of each plenary meeting, observers to the IEG plenary meetings could submit written comments. This document compiles the comments received from observers during this process and submitted to the IEG members for their consideration. 
Transforming Education Together: The Global Education Coalition in Action Année de publication: 2023 Auteur institutionnel: UNESCO The Global Education Coalition, launched by UNESCO, is a platform for col-laboration and exchange to protect the right to education during this unprec-edented disruption and beyond. This is the fourth progress report of the Coalition and builds on the inaugural document released in September 2020 and the first annual report published in March 2021. This document covers activity between November 2021 and March 2023. 
International Forum on AI and Education: Steering AI To Empower Teachers and Transform Teaching, 5–6 December 2022; Analytical Report Année de publication: 2023 Auteur: Fengchun Miao | Kelly Shiohira | Zaahedah Vally | Wayne Holmes Auteur institutionnel: UNESCO | JET Education Services The International Forum on AI and Education has contributed ‘to peace and security by promoting collaboration among the nations through education, science and culture’ (UNESCO, 1945). The Forum has now become the world’s leading event promoting knowledge-sharing, the understanding of peoples, and the achievement of international agreements, in the fast-developing and increasingly impactful field of AI and education. The fourth edition of the International Forum on Artificial Intelligence and Education aimed to foster knowledge sharing specifically on how to steer the design and use of AI to empower teachers and to transform teaching methodologies within the broad framework of digital transformation of education. The Forum sought to bring together a range of expertise and experiences across the globe, and, in keeping with UNESCO priorities, a special focus was placed on Africa. A total of 16 national strategies were presented at the Forum by the various national ministers and representatives invited to attend. The national strategies shared during the Forum also unveiled the varying levels of preparedness and policy responses toward AI across different regions, a reminder that the pre-existing digital divide still underpins the system-wide uptake and integration of AI in education. Therefore, not all of the strategies were directly related to or containing AI because some areas that were represented at the conference are still at the nascent stages of AI Strategy development. The presentations of national initiatives and strategies related to AI from these countries shed light on the general awareness of policy-makers on the impact of AI in education and the commitment of national governments to fostering AI competencies among students and teachers. This report focus on the following key themes: national strategies on AI and education; critical reviews of roles of AI in the digital transformation of education; ethical principles and their implementation with a specific focus on gender equality; AI competencies for teachers, and notable algorithms or AI platforms and AI-informed pedagogies. The report concludes with considerations for the future based on the authors’ own analysis of the key role of human teachers, steering the human-centered approach, mainstreaming gender equity, designing education-specific AI models and innovative pedagogy, and ensuring human agency in defining problems and designing solutions.a 
International Forum on AI and Education: Ensuring AI as a Common Good To Transform Education, 7–8 December 2021; Synthesis Report Année de publication: 2022 Auteur institutionnel: UNESCO The ‘International Forum on AI and the Futures of Education: Ensuring AI as a Common Good to Transform Education’ was co-organized by UNESCO, the Ministry of Education of the People’s Republic of China, and the National Commission of the People’s Republic of China for UNESCO. Building on the previous ‘AI and the Futures of Education’ forums, held in 2019 and 2020, this 2021 forum set out to explore the importance and role of digital humanism in AI and education. With people and governments worldwide becoming increasingly aware of both the potential and the challenges of AI and education, the forum engaged participants in dialogue about how AI governance and innovation can be enhanced for the common good. Forum participants included government ministers and other high-level ministry officials from Member States, together with representatives of international organizations, NGOs and academic institutions.This synthesis report has been developed by drawing from the International Forum on AI and the Futures of Education held in Beijing and simultaneously online from 7 to 8 December 2021. 
التربية والتعليم والتعلم والمعرفة في عالم ما بعد كوفيد- 19 : تسع أفكار للعمل العام Année de publication: 2020 Auteur institutionnel: UNESCO ستكون للقرارات التي یجري اتخاذھا الآن في سیاق جائحة فیروس كورونا (كوفید-19 (عواقب طویلة الأجل على مستقبل التربیة والتعلیم. وتقدم اللجنة الدولیة المعنیة بمستقبل التربیة والتعلیم في ھذا التقریر تسع أفكار رئیسیة لمواجھة الأزمة الناجمة عن جائحة كوفید-19 وعواقبھا، مع التمسك بالمبادئ الأساسیة ومواطن القوة ُ ُظم التعلیم. ویجب إیلاء ً غیر مسبوق في الاقتصادات والمجتمعات وكذلك في ن المعروفة بینما نواجھ اضطرابا التفاعل بین البشر ورفاھھم الأولویة عند العمل على وضع تصور جدید للتربیة والتعلیم وتحدیثھما، ویجب أن ُفسح یتزامن ذلك مع الالتزام بالتضامن على الصعید العالمي ورفض استمرار أوجھ ومستویات التفاوت التي أ المجال لبروزھا في عالمنا المعاصر. Education in a Post-COVID World: Nine Ideas for Public Action Année de publication: 2020 Auteur institutionnel: UNESCO Decisions made today in the context of the COVID-19 pandemic will have longterm consequences for the futures of education. In this report the International Commission on the Futures of Education presents nine key ideas for navigating through the COVID-19 crisis and its aftermath, contending that we must build on core principles and known strengths as we face unprecedented disruption to economies, societies and education systems. In the renewal and reimaging of education human interaction and wellbeing must be given priority. This must also be accompanied by a commitment to global solidarity that does not accept the levels of inequality that have been permitted to emerge in the contemporary world La educación en un mundo tras la COVID: Nueve ideas para la acción pública Année de publication: 2020 Auteur institutionnel: UNESCO Las decisiones que se tomen en este momento en el contexto de la pandemia de COVID-19 tendrán consecuencias a largo plazo para los futuros de la educación. En este informe, la Comisión internacional sobre Los futuros de la educación presenta nueve ideas clave para sortear la crisis de la COVID-19 y sus secuelas, partiendo de la premisa de que debemos basarnos en los principios básicos y en los puntos fuertes con los que ya contamos al enfrentarnos a una perturbación sin precedentes de las economías, las sociedades y los sistemas de educación. En la renovación y el replanteamiento de la educación se debe otorgar prioridad a la interacción y el bienestar humanos. Esto ha de ir también acompañado de un compromiso con una solidaridad mundial que no acepte los niveles de desigualdad que se ha dejado surgir en el mundo contemporáneo.