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Les effets de l’IA sur la vie professionnelle des femmes 발행 연도: 2022 저자: Clementine Collett | Gina Neff | Livia Gouvea Gomes 단체 저자: UNESCO | Inter-American Development Bank | Organisation for Economic Co-operation and Development (OECD) L'utilisation des technologies d'IA aura une incidence sur les opportunités de travail des femmes, ainsi que sur leur position, leur statut et leur traite,ent sur le lieu de travail. Partout dans le monde, les femmes dans la population active gagnent moins que les hommes, passent plus de temps à s'occuper des enfants et des personnes âgées sans être rémunérées, occupent moins de postes à responsabilités, sont moins présentes dans les domaines des sciences, de la technologie, de l'ingénierie et des mathématiques(STEM) et ont tendance à occuper des emplois plus précaires dans l'ensemble. En exploitant l'IA, les gouvernements, les institutions et les entreprises doivent réduire les inégalités femmes-hommes plutôt que les perpétuer ou de les exacerber. Ce rapport, rédigé par la BID, l'OCDE et l'UNESCO, présente les connaissances actuelles sur position, leur traitement et leur statut dans la population active. Pour ce faire, il explore à l'avenir. Il examine l'impact potentiel des technologies d'IA nouvelles et naissantes sur les cométences dont les employeurs auront besoin, sur la manière dont les femmes structurés grâce à un contrôle et une surveillance automatisée. Le rapport dresse la liste des opportunités et des défis que l'IA présente pour la vie professionnelle des femmes et souligne les complexités que présentent les différents contextes nationaux et régionaux pour comprendre l'impact de l'IA sur le travail des femmes. Le rapport note également que les recherches actuelles ne permettent pas de dresser un tableau complet ou précis de l'impact de l'IA sur la vie professionnelle des femmes et appelle à poursuivre les recherches et les analyses dans ce domaine. 
Enhancing TVET through Digital Transformation in Developing Countries 발행 연도: 2023 단체 저자: UNESCO Technological advancements and digitalization are profoundly reshaping our work and lifestyle, business models and operations, and government policy choices. Digital transformation in technical and vocational education and training (TVET) is the planned and structured introduction of automated and streamlined processes within institutions and national technical and vocational education and training (TVET) systems through digital technology, with the goal of enhancing their scope, scale, efficiency and effectiveness and ultimately, driving their more sustainable development. This document provides overall perspective and five country case studies on digital transformation in TVET. Most countries studied face similar enabling factors: the digital infrastructure available; legal and policy frameworks; focused institutional change to improve the acquisition of digital skills; and the promotion of equality and inclusivity. To understand how digital transformation in TVET is occurring, the report analyses it at four levels: technical and technological development; curriculum and qualifications; teaching and learning using technology; and its contribution to the sustainability and resilience of societies. 
Dialogue for Prevention 발행 연도: 2025 단체 저자: UNESCO In an era where geopolitical power struggles disrupt traditional peacebuilding, where identity and misinformation fuel divisions, and where trust in institutions is eroding, UNESCO’s Intercultural Dialogue for Conflict Transformation briefs series presents an adaptable, culturally grounded, and people-centred approach to peacebuilding. With 1.5 billion people living in contexts with low intercultural dialogue where global challenges such as absolute poverty, terrorism and forced displacement are more prevalent, this four-part series draws on firsthand experience, country case studies, and expert analysis to demonstrate the transformative potential of dialogue in fragile and conflict-sensitive settings. The Dialogue for Prevention brief, developed with the Auschwitz Institute for the Prevention of Genocide and Mass Atrocities, explores the powerful role intercultural dialogue can play in preventing large-scale identity-based violence, particularly in the upstream and downstream phases of conflict. Grounded in the idea that dialogue can bridge divides and foster mutual understanding, the brief argues that enabling environments for intercultural dialogue—marked by stability, inclusive governance, freedom of expression, horizontal equality, and social cohesion—also mitigate key risk factors for atrocity violence. Drawing on diverse examples from Cambodia, Colombia, Italy, and Kenya, it showcases creative, context specific applications of dialogue. Through practical guidance, the brief equips policymakers, practitioners and civil society seeking to embed dialogue into prevention strategies. 
Dialogue for Social Cohesion 발행 연도: 2025 저자: Isaure Vicarini | Euan Mackway-Jones 단체 저자: UNESCO In an era where geopolitical power struggles disrupt traditional peacebuilding, where identity and misinformation fuel divisions, and where trust in institutions is eroding, UNESCO’s Intercultural Dialogue for Conflict Transformation briefs series presents an adaptable, culturally grounded, and people-centred approach to peacebuilding. With 89% of conflicts worldwide occurring in countries with limited capacity for intercultural dialogue, this four-part series draws on firsthand experience, country case studies, and expert analysis to demonstrate the transformative potential of dialogue in fragile and conflict-sensitive settings. The Dialogue for Social Cohesion brief—developed in collaboration with the Berghof Foundation and Search for Common Ground—bridges theory and practice to explore the horizontal (community-to-community) and vertical (citizen-to-state) dimensions of social cohesion and highlights how inclusive dialogue can support both. Case studies from Afghanistan, Germany, Somalia, and South Sudan illustrate how dialogue—whether through theatre, education, local governance, or environmental peacebuilding—can cultivate mutual understanding and trust, bridge identity-based divides, and restore, step by step, the social fabric in fractured societies. Through actionable recommendations, this brief equips practitioners, policymakers, and civil society with the essential guidance needed to tailor and embed dialogue in their respective contexts, helping to ensure that peace processes are inclusive, locally driven, and enduring. 
Mainstreaming the General History of Africa into Education Systems: The Curriculum Pathway 발행 연도: 2025 단체 저자: UNESCO Education about the history of Africa in formal, non-formal and informal learning settings continues to be dominated by Eurocentric perspectives, which has led to imbalanced representation of Africa’s history and preconceptions.This publication is a tool to support countries in challenging the skewed perspectives on how African history is taught and how Africa is perceived. It aims to bring to the foreground Africa’s history, cultures and heritage through the curriculum to strengthen knowledge, skills, values and attitudes that contribute towards addressing long-standing hegemonic, colonial thinking and connected racial bias, while forging a united, prosperous and peaceful Africa and world.Stemming from the decolonial vision and content of the volumes of the General History of Africa, the publication proposes guiding principles and approaches for designing and implementing the General History of Africa into the curriculum. It puts forth curriculum outlines for basic and secondary education to offer renewed and broader perspectives on the history of Africa and its diasporas, and their contributions to humanity.The curriculum outlines are structured around nine thematic Learning Units, arranged chronologically from the origins of humanity and civilizations to Africa’s most recent history. 
Can African Countries Afford Their National SDG 4 Benchmarks? 발행 연도: 2024 단체 저자: UNESCO | Global Education Monitoring Report Team This brief paper follows the broad methodological approach of the two previous SDG 4 costing exercises and their main assumptions (UNESCO, 2015a; UNESCO, 2020). It introduces the SDG 4 benchmarking process and how to estimate the cost of achieving these targets set by countries, largely based on their sector plans. Finally, it presents the revised assumptions of the model and the key findings. Despite lowering ambition, there is still an average national financing gap of USD 78 billion per year in the 44 low- and lower-middle-income countries in Africa. 
Hydro Resilience: Citizen and Open Science for Climate Adaptation 발행 연도: 2024 단체 저자: UNESCO Human-induced climate change is affecting weather and climate extremes worldwide and causing changes in the atmosphere, ocean, cryosphere and biosphere leading to widespread adverse impacts on people and nature. These conditions have exposed people to reduced water security and negatively affected food security and ecosystem services. Despite advances in climate and water sciences, there is still a significant gap between information availability and its uptake by stakeholders. Although there is abundant data and information available on the potential impacts of climate change, there is a lack of expert knowledge on the user side, which limits the development and implementation of effective adaptation strategies at the local level. There is also an opportunity to bring communities more on board to manage their climate risk through citizen engagement and to ensure that vulnerable communities can benefit from climate science foresight. To address these challenges, a new project was developed called ‘Hydro Resilience: Citizen and Open Science for Climate Adaptation’ to pilot citizen and open science applications for climate risk management and to support water management under climate change uncertainty. 
Assessment for Advocacy to Transform Communities, Programmes and Policies in the Global South 발행 연도: 2024 단체 저자: UNESCO | Global Education Monitoring Report Team | PAL Network This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024 Spotlight Report on basic education completion and foundational learning in Africa. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2024 Spotlight Report on basic education completion and foundational learning in Africa”.