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Global Education Monitoring Report 2021/2: Non-state Actors in Education; Who Chooses? Who Loses? 발행 연도: 2021 단체 저자: UNESCO Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfill the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practiced by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. 全球教育监测报告摘要, 2021/2年: 教育领域的非国家行为体：谁能主动选择？谁将错失机会？ 발행 연도: 2021 단체 저자: 联合国教科文组织 (UNESCO) 本文件是2021/2022年全球教育检测报告的摘要，主要聚焦教育领域的非国家行为体，包括私人办学、宗教办学等力量，并探讨了与非国家行为体对教育的影响与存在问题。 
Guidelines for ICT in education policies and masterplans 발행 연도: 2022 저자: 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 단체 저자: 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. 
Challenging Systematic Prejudices: An Investigation into Bias Against Women and Girls in Large Language Models 발행 연도: 2024 저자: 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 단체 저자: 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 발행 연도: 2023 저자: Miriam Stankovich | Ivana Feldfeber | Yasmín Quiroga | Marianela Ciolfi Felice | Vukosi Marivate 단체 저자: 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. 
Global Citizenship Education in a Digital Age: Teacher Guidelines 발행 연도: 2024 단체 저자: UNESCO This book is an essential resource for teachers seeking to understand the critical role that digital citizenship education plays in promoting a more informed, engaged, and responsible global citizenry. While digital technologies have opened up new opportunities for life-long learning, they have also given rise to emerging concerns, notably in relation to the rise of disinformation and hate speech online. Aimed at building the capacities of teachers to prepare learners to act ethically and responsibly in physical and digital environments, these guidelines stress the importance of considering how Global Citizenship Education (GCED) and related knowledge, values, skills and attitudes can be fostered for teaching, learning and engaging for a more sustainable, inclusive, just and peaceful world. 
UNESCO Futures of Education Report Explained by Members of the International Commission 발행 연도: 2022 단체 저자: 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. 
United for SDG 4: The Global Education Coalition in Action 발행 연도: 2024 단체 저자: UNESCO The Global Education Coalition, launched by UNESCO, is a platform for collaboration and exchange to protect the right to education and serves as a transformative accelerator towards SDG 4. This progress report of the Coalition builds on documents published in September 2020, March 2021, and March 2023 and covers activity between March 2023 and March 2024. Four years in and moving into its fifth, the Coalition works together to ensure all learners are empowered equally in and through education. 
Global Education Monitoring Report 2023: Technology in Education; A Tool on Whose Terms? 발행 연도: 2023 단체 저자: UNESCO | Global Education Monitoring Report Team This report recommends that technology should be introduced into education on the basis of evidence showing that it would be appropriate, equitable, scalable and sustainable. In other words, its use should be in learners’ best interests and should complement face-to-face interaction with teachers. It should be seen as a tool to be used on these terms. Midway to the deadline, the 2023 Global Education Monitoring Report assesses the distance still to go to reach the 2030 education targets. Education is the key to unlocking the achievement of other development objectives, not least the goal of technological progress. 
AI and the Holocaust: Rewriting History?; The Impact of Artificial Intelligence on Understanding the Holocaust 발행 연도: 2024 저자: Mykola Makhortykh | Heather Mann 단체 저자: 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.