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생명을 위협하는 탄소 불평등: 소수 엘리트 계층의 과도한 탄소 배출을 억제하면 모두를 위한 지속 가능한 지구를 만들 수 있는 이유: 요약본 Année de publication: 2024 Auteur: Mira Alestig | Nafkote Dabi | Abha Jeurkar | Alex Maitland | Max Lawson | Daniel Horen Greenford | Corey Lesk | Ashfaq Khalfan Auteur institutionnel: Oxfam International 기후붕괴를 막고 사회적 정의를 실현할 수 있는 유일한 방법은 불평등을 근본적으로 완화하는 것이다. 본 보고서에서는 세계에서 가장 부유한 사람들이 기후에 미치는 재앙적인 영향을 밝히고, 인류와 지구를 보호하기 위한 즉각적인 조치를 이행할 것을 제언한다. ‘슈퍼리치’로 불리는 전 세계 최상위 부유층은 우리가 아직 안전하게 배출할 수 있는 제한된 양의 이산화탄소, 다시 말 해 ‘탄소예산(carbon budget)’을 무분별하게 낭비하고 있다. 우리는 세계 상위 50대 억만장자들이 대형 요트, 개인 전용기, 투자 등을 통해 어떻게 기후위기를 가속화하고 있는지에 대한 새로운 증거를 공유하고자 한다. 옥스팜의 연구에 따르면, 전 세계 상위 1% 부유층의 탄소 배출로 인해 수조 달러의 경제적 손실과 막대한 규모의 농작물 손실, 그리고 통상적으로 예상되는 사망자 수준을 넘어서는 ‘초과 사망(excess death)’이 수백만 건 발생하고 있다. 지구 온도가 계속 상승하면서 빈곤하고 불안정한 삶을 살아가는 사람들의 생명과 생계가 위협받고 있다. 우리는 슈퍼리치들의 탄소 배출을 억제하고 환경오염을 유발하는 부유층이 비용을 치를 수 있도록 행동에 나서야 한다. 
권리보유자의 의미 있는 참여를 통한 인권실사 시작하기 Année de publication: 2024 Auteur: Caroline Brodeur Auteur institutionnel: 옥스팜 기업의 인권 경영, ESG 실천을 위해 ‘의미 있는’ 인권실사는 필수적이다. 하지만 ‘의미 있는’이 정확히 무엇을 말하는지는 비교적 불명확하다. 옥스팜은 오랜 기간 동안 인권 피해를 입은 공동체와 협력하면서 권리보유자들이 실사 과정이나 관련 프로젝트에서 그들의 삶에 영향을 미치는 기업 활동에 대해 발언권을 행사할 수 있도록 지원했다. 이를 통해 옥스팜은 권리보유자 참여는 이런 모습이어야 한다는 명확한 프레임워크를 발전시켜왔다. 이 문서는 기업이 의사결정 실무에 필수적으로 통합시켜야 할 권리보유자 관여에 대한 핵심 원칙들을 제시한다. 
The Impact of AI on Curriculum Systems: Towards an Orbit-Shifting Dialogue (In-Progress Reflection; no. 32, 2019) Année de publication: 2019 Auteur institutionnel: UNESCO International Bureau of Education (IBE) ‘Artificial Intelligence’ (AI) refers to the theory and development of computer systems able to perform tasks normally requiring human intelligence. In order to achieve transformational change in contemporary curriculum systems and learning environments, we need to engender an orbitshifting dialogue about the potential relationship between AI and education, in terms of both independent variables (threats), and dependent variables (opportunities). Through such a dialogue, we need to create foresight indicators that can predict the process of this relationship. It is, however, crucial that the relationship between AI and education is strong and directly proportionate. If the potential of the relationship is not exploited sufficiently, then underdeveloped education systems will lag behind and fail to achieve their potential for transformation, whether radical or incremental. Indeed, some may even become obsolete. The paper contends that in order to effectively contribute to the knowledge economy and to sustainable development in the age of the 4th Industrial Revolution (characterized by a fusion of cyber-physical technologies) modern educational systems need to overcome obstacles to innovation in order to maximize the potential for transformative change. To achieve this will require an ‘orbital shift’ in educational planning, practice and resourcing, to enable schools to respond more effectively to the rapidly changing needs of young people, society, the economy and environment in the third decade of the 21st century. Schools, educational institutions and environments, need to transform from being primarily spaces for teaching and taking exams, into spaces for innovation and personal learning, based on a culture of actively listening to the voices, choices, needs and goals of learners. Teachers need to become facilitators, coaches and mentors for learners. Schools need to create AI-enabled, flexible, collaborative working spaces. Visionary, energetic educational leaders need to communicate effectively with all stakeholders, including employers and parents, to inspire and manage change and smart decision-making to develop schools of the future. The aim of this reflection is to initiate an ‘orbit-shifting’ dialogue about the potential of AI applications to transform all components of the curriculum system to meet emergent 21st century educational goals. The conceptualization aims to explore the variable roles and impact of curriculum learning and assessment on these emerging educational goals. Theme 1 of the paper outlines the concepts and characteristics of a range of existing AI systems and their potential to enhance teaching learning and assessment. Theme 2 reflects on the potential to embrace AI systems across the curriculum system. Theme 3 proposes an action model to enable AI to have an ‘orbit shifting impact’ on all the components of the curriculum system (i.e. learners, teachers, learning environments, leadership and management, content, pedagogy and assessment) by enhancing opportunities for individualization, creativity and uniqueness. 
Connections that Matter: How the Quality of Governance Boosts Climate Action; A Systematic Scoping Review of the Literature Année de publication: 2024 Auteur institutionnel: United Nations Development Programme (UNDP) | German Institute of Development and Sustainability (IDOS) This report reflects the findings of a systematic literature review jointly undertaken by the UNDP Global Policy Centre for Governance and the German Institute of Development and Sustainability. The report offers aggregated empirical insight from across the globe about how inclusive, effective and accountable governance systems produces positive effects on climate action. The report aims to galvanize development actors and stakeholders to invest in SDG 16 and the strengthening of governance systems, and to better identify pathways that raise the ambition and effectiveness of climate action. 
[Executive Summary] Connections that Matter: How the Quality of Governance Boosts Climate Action Année de publication: 2024 Auteur institutionnel: United Nations Development Programme (UNDP) | German Institute of Development and Sustainability (IDOS) This is the executive summary of the Connections that Matter: How the Quality of Governance Boosts Climate Action prepared by the UNDP Global Policy Centre for Governance and the German Institute of Development and Sustainability. 
Minimum Standards for Education: Preparedness, Response, Recovery Année de publication: 2024 Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) Since 2004, the INEE Minimum Standards for Education: Preparedness, Response, Recovery (INEE MS) have provided a framework for inclusive and equitable quality education. The purpose of the handbook is:-To improve the quality of education preparedness, response, and recovery;-To increase access to safe and relevant learning opportunities;-To ensure that the actors who provide these services are held accountable The INEE MS are designed to be applicable to crisis response in many different situations, including emergencies caused by conflict, by natural hazards such as those induced by climate change, and slow- and rapid-onset crises in both rural and urban environments. 
Generative AI and the Future of Education Année de publication: 2023 Auteur institutionnel: UNESCO. Assistant Director-General for Education, 2018- (Giannini, Stefania) The digital revolution has brought about significant changes in how we live, learn, and interact, with multiple waves of technological advancements. The current AI revolution represents a new and profound shift, particularly through AI's ability to simulate human language and conversation. This development challenges our understanding of language, intelligence, and the role of technology in education and society.As AI begins to generate human-like responses and knowledge, it raises fundamental questions about its impact on education, societal values, and our concept of humanity. Education systems are now grappling with how to integrate and regulate AI, which has been rapidly introduced into classrooms without sufficient oversight. The author emphasizes the importance of carefully considering the risks and ethical implications of AI, particularly in its potential to manipulate and shape knowledge systems. There is a need for balanced development, where AI technology is aligned with human values, and education remains a deeply human-centered process.UNESCO is working with countries to develop strategies for the safe use of AI in education, emphasizing the need for a cautious approach and robust regulatory frameworks. The overarching message is that while AI offers immense possibilities, it must be integrated thoughtfully to ensure it enhances education and society without undermining human agency, equity, or the foundational values of learning. La IA generativa y el futuro de la educació Année de publication: 2023 Auteur institutionnel: UNESCO. Assistant Director-General for Education, 2018- (Giannini, Stefania) La revolución digital ha traído cambios significativos en cómo vivimos, aprendemos e interactuamos, con múltiples olas de avances tecnológicos. La actual revolución de la inteligencia artificial representa un cambio nuevo y profundo, particularmente a través de la capacidad de la IA para simular el lenguaje humano y la conversación. Este desarrollo desafía nuestra comprensión del lenguaje, la inteligencia y el papel de la tecnología en la educación y la sociedad. A medida que la IA comienza a generar respuestas y conocimientos similares a los humanos, surgen preguntas fundamentales sobre su impacto en la educación, los valores sociales y nuestro concepto de humanidad. Los sistemas educativos ahora están lidiando con la forma de integrar y regular la IA, que ha sido introducida rápidamente en las aulas sin una supervisión adecuada. El autor enfatiza la importancia de considerar cuidadosamente los riesgos y las implicaciones éticas de la IA, particularmente en su potencial para manipular y moldear los sistemas de conocimiento. Existe una necesidad de un desarrollo equilibrado, donde la tecnología de la IA esté alineada con los valores humanos y la educación siga siendo un proceso profundamente centrado en el ser humano. UNESCO está trabajando con los países para desarrollar estrategias para el uso seguro de la IA en la educación, enfatizando la necesidad de un enfoque cauteloso y marcos regulatorios robustos. El mensaje general es que, si bien la IA ofrece inmensas posibilidades, debe integrarse de manera reflexiva para asegurar que mejore la educación y la sociedad sin socavar la agencia humana, la equidad o los valores fundamentales del aprendizaje. L’IA générative et le futur de l’éducation Année de publication: 2023 Auteur institutionnel: UNESCO. Assistant Director-General for Education, 2018- (Giannini, Stefania) La révolution numérique a apporté des changements significatifs dans nos modes de vie, d'apprentissage et d'interaction, avec plusieurs vagues de progrès technologiques. La révolution actuelle de l'IA représente un nouveau tournant profond, notamment grâce à la capacité de l'IA à simuler le langage et la conversation humaine. Ce développement remet en question notre compréhension du langage, de l'intelligence et du rôle de la technologie dans l'éducation et la société.Alors que l'IA commence à générer des réponses et des connaissances semblables à celles des humains, cela soulève des questions fondamentales quant à son impact sur l'éducation, les valeurs sociétales et notre conception de l'humanité. Les systèmes éducatifs se retrouvent désormais face au défi d'intégrer et de réguler l'IA, qui a été introduite rapidement dans les salles de classe sans une supervision suffisante. L'auteur insiste sur l'importance de prendre en compte les risques et les implications éthiques de l'IA, en particulier son potentiel à manipuler et à influencer les systèmes de connaissance. Il est nécessaire d'adopter un développement équilibré, où la technologie de l'IA est en phase avec les valeurs humaines, et où l'éducation reste un processus profondément centré sur l'humain.L'UNESCO travaille avec les pays pour élaborer des stratégies visant à utiliser l'IA en toute sécurité dans l'éducation, en insistant sur la nécessité d'une approche prudente et de cadres réglementaires solides. Le message principal est que, bien que l'IA offre d'immenses possibilités, elle doit être intégrée de manière réfléchie afin de garantir qu'elle améliore l'éducation et la société sans compromettre l'autonomie humaine, l'équité ou les valeurs fondamentales de l'apprentissage. 
Indigenous Languages: One Year After the Launch of the Decade by UNESCO Année de publication: 2024 Auteur institutionnel: Radio France International (RFI) One year on from the launch of the great cause dedicated to protecting the world's indigenous languages: what action has been taken? Are some languages more endangered than others?