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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. 
평화, 인권, 국제이해, 협력, 기본적 자유, 세계시민성, 지속가능발전을 위한 교육 권고: 해설서 Année de publication: 2024 Auteur institutionnel: 유네스코 '평화, 인권, 국제이해, 협력, 기본적 자유, 세계시민성, 지속가능발전을 위한 교육 권고'를 소개하고 교육에 관심이 있는 이해관계자들 대상으로 권고의 내용과 활용을 담은 해설서. 
Рекомендация об образовании в духе мира, прав человека и устойчивого развития. Пояснительная записка Année de publication: 2024 Auteur institutionnel: UNESCO Данная брошюра знакомит с обновленной Рекомендацией и кратко разъясняет, каким образом сформулированные в ней руководящие принципы могут быть применены на практике и в повседневной жизни различными субъектами деятельности в сфере образования. 
Revision Process of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms: Compilation of Member State Comments 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. As per Circular letter 4401, the preliminary report and the first draft of the revised 1974 Recommendation were transmitted to Member States for their written comments and observations. These written comments were taken into consideration by the Director-General when preparing the revised second draft of the Recommendation to be discussed at the Intergovernmental Special Committee Meeting (Category II), in view of its submission to the 42nd session of the General Conference in November 2023 and eventual adoption. 
UNESCO Futures of Education Report Explained by Members of the International Commission Année de publication: 2022 Auteur institutionnel: UNESCO Initiated by UNESCO, the International Commission on the Futures of Education has prepared a new report on how education can best shape the future of humanity and the planet. In this video, members of the Commission and its chair explain the main recommendations and defining features of their report, Reimagining our futures together: A new social contract for education. The report is part of UNESCO’s Futures of Education initiative which aims to rethink education and shape the future. The initiative is catalyzing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity. 
The Impact of Climate Displacement on the Right to Education Année de publication: 2020 Auteur institutionnel: UNESCO Ce rapport tente d'expliquer les conséquences du réchauffement climatique sur l'éducation des populations, vouées à se déplacer pour fuir la dégradation de leur environnement, ce qui empêche les enfants de suivre une scolarisation complète et de qualité. This report attempts to explain the consequences of global warming on the education of populations, who are forced to move to escape the degradation of their environment, preventing children from receiving a complete, quality education. Los efectos del desplazamiento climático sobre el derecho a la educación Année de publication: 2020 Auteur institutionnel: UNESCO Ce rapport tente d'expliquer les conséquences du réchauffement climatique sur l'éducation des populations, vouées à se déplacer pour fuir la dégradation de leur environnement, ce qui empêche les enfants de suivre une scolarisation complète et de qualité. This report attempts to explain the consequences of global warming on the education of populations, who are forced to move to escape the degradation of their environment, preventing children from receiving a complete, quality education. L’impact du déplacement climatique sur le droit à l’éducation Année de publication: 2020 Auteur institutionnel: UNESCO Ce rapport tente d'expliquer les conséquences du réchauffement climatique sur l'éducation des populations, vouées à se déplacer pour fuir la dégradation de leur environnement, ce qui empêche les enfants de suivre une scolarisation complète et de qualité. This report attempts to explain the consequences of global warming on the education of populations, who are forced to move to escape the degradation of their environment, preventing children from receiving a complete, quality education. 
AI and the Holocaust: Rewriting History?; The Impact of Artificial Intelligence on Understanding the Holocaust Année de publication: 2024 Auteur: Mykola Makhortykh | Heather Mann Auteur institutionnel: UNESCO The threats associated with AI on safeguarding the record of the Holocaust are manifold, including the potential for manipulation by malicious actors, the introduction of falsehoods or dissemination of biased information, and the gradual erosion of public trust in authentic records. This paper provides a warning of what is at stake for the preservation of historical truth in a digital era increasingly mediated by AI. It highlights five major concerns:1. AI automated content may invent facts about the Holocaust2. Falsifying historical evidence: Deepfake Technology3. AI models can be manipulated to spread hate speech4. Algorithmic bias can spread Holocaust denial5. Oversimplifying history While there are some benefits to be gained, such as enhanced engagement and interaction opportunities for learners, as well as more efficient data processing capabilities for researchers, to navigate these challenges and capitalize on the benefits, it’s essential for AI designers, policymakers, educators, and researchers to collaborate closely. Only AI systems equipped with robust safeguards and human rights assessments, coupled with an increased focus on developing digital literacy skills, can uphold the integrity of historical truth and ensure the responsible use of artificial intelligence.