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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. 
Evidence on the Gendered Impacts of Extended School Closures: A Systematic Review 발행 연도: 2022 단체 저자: UNESCO School closures to mitigate the spread of COVID-19 have affected nearly 1.6 billion learners across the globe. While the scale of these closures is unprecedented, in recent decades children in many contexts have been out of school for long periods due to other pandemics, disruptions and disasters such as floods, earthquake and conflicts – with marked gender effects.Building on the findings of 154 studies from every region of the world, this study investigates the evidence on the gendered impacts of extended school closures and periods out of school. Through a systematic review of the evidence, it highlights how these can deepen gendered exclusions and vulnerabilities – with the poorest children being the most affected.Undertaken by a team of leading academic experts on gender equality and education, Evidence on the gendered impacts of extended school closures: A systematic review aims to prevent and mitigate adverse outcomes arising from extended periods of time out of school, by ensuring that responses to current and future crises are informed by a solid understanding of their effects on children’s education, health, well-being and protection. 
Creating Change: Advocacy Toolkit for Education in Emergencies 발행 연도: 2021 저자: Eleanor Gall 단체 저자: Inter-agency Network for Education in Emergencies (INEE) The INEE Advocacy Toolkit aims to make it easier and faster for INEE members to find the tools they need to strengthen their vital work. It pulls together resources from across the education, humanitarian, and development sectors and presents them as clear, concise lists. The resources listed have been selected in response to a survey of INEE members’ needs, and in acknowledgement of the diverse emergency contexts in which INEE members work. While this resource is aimed primarily at INEE members working at a national level, we hope it will be helpful to any organization or individual who advocates for—or wants to advocate for —EiE at a local, regional, or global level. It is by no means an exhaustive list, but it does provide extensive options, ideas, and inspiration for impactful, sustainable, advocacy that can help to ensure a quality, safe, andrelevant education for all who live in emergency and crisis contexts. Creando un Cambio: Caja de Herramientas de Incidencia Política para la Educación en Situaciones de Emergencia 발행 연도: 2021 저자: Eleanor Gall 단체 저자: Inter-agency Network for Education in Emergencies (INEE) El objetivo de la Caja de Herramientas de Incidencia Política de la INEE es que la búsqueda de las herramientas necesarias para fortalecer el trabajo vital de sus miembros sea más fácil y rápido. La Caja de Herramientas reúne recursos para la educación para ser usados en contextos humanitarios y de desarrollo, y los presenta como listas claras y concisas. Los recursos listados se han seleccionado en respuesta a una encuesta de las necesidades de los miembros de la INEE, y en reconocimiento de los diversos contextos de emergencia en los cuales trabajan los miembros de la INEE. Si bien este recurso se encuentra dirigido en primer lugar a los miembros de la INEE que trabajan a nivel nacional, esperamos que sea de ayuda para cualquier organización o individuo que aboga por, o que quiera abogar por la EeE a nivel local, regional o global. De ninguna manera la caja de herramientas es una lista exhaustiva, pero sí proporciona extensas opciones, ideas e inspiraciones para una incidencia política de impacto y sostenible que pueda ayudar a asegurar la educación de calidad, segura y relevante para todos los que viven en contextos de emergencia y crisis. Créer le changement: Boîte à outils pour le plaidoyer pour l’éducation en situations d’urgence 발행 연도: 2021 저자: Eleanor Gall 단체 저자: Inter-agency Network for Education in Emergencies (INEE) La boîte à outils pour le plaidoyer de l’INEE a pour but que les membres de l’INEE trouvent facilement et rapidement les outils dont ils et elles ont besoin pour renforcer leur travail vital. Elle rassemble des ressources issues des secteurs de l’éducation, humanitaire et du développement et les présente de façon claire sous forme de listes concises. Les ressources figurant dans les listes ont été sélectionnées suite à une enquête sur les besoins des membres de l’INEE et après avoir pris conscience des différents contextes d’urgence dans lesquels les membres de l’INEE travaillent. 
International Forum on AI and the Futures of Education: Developing Competencies for the AI Era Synthesis Report; 7-8 December 2020 발행 연도: 2021 저자: Fengchun Miao | Wayne Holmes 단체 저자: UNESCO This synthesis report has been developed by the UNESCO Unit for Technology and Artificial Intelligence in Education within the Future of Learning and Innovation Team, drawing on the International Forum on AI and the Futures of Education held in Beijing and simultaneously online from 7 to 8 December 2020.The Forum underlined the importance of reviewing the very purpose of education, together with the opportunity for real transformation, and the role that AI might play. It is widely acknowledged that current educational practices and educational environment are very rigid, and that the future of education should be more flexible and responsive to changing circumstances and innovation. National education authorities should identify what skills young people need to enable them to live and thrive in the new realities of a constantly changing world, and what digital transformation makes possible in the national and international context. In short, new education models are needed to put students at the centre, to move away from a focus on memorizing content, to integrate the digital and the analogue, and to foster human cognitive, socioemotional and critical skills, all of which might – with foresight and careful attention – be enabled by AI and other digital technologies. 
Artificial Intelligence for Sustainable Development: Synthesis Report; Mobile Learning Week 2019 발행 연도: 2019 단체 저자: UNESCO During the five-day event for Mobile Learning Week 2019, UNESCO gathered participants from around the world to share experiences, initiatives and plan joint actions with a view to harnessing artificial intelligence (AI) to achieve Sustainable Development Goal (SDG) 4. The report stems from the work that the speakers presented and the insights that all the participants shared at the event. 
AI and Education: Guidance for Policy-Makers 발행 연도: 2021 저자: Fengchun Miao | Wayne Holmes | Ronghuai Huang | Hui Zhang 단체 저자: UNESCO Artificial intelligence (AI) is envisioned as a new tool to accelerate the progress towards the achievement of SDG 4. Policies and strategies for using AI in education are central to maximizing AI’s benefits and mitigating its potential risks. Fostering AI-ready policy-makers is the starting point of the policy development process.This publication offers guidance to policy-makers in understanding AI and responding to the challenges and opportunities in education presented by AI. Specifically, it introduces the essentials of AI such as its definition, techniques, technologies, capacities and limitations. It also delineates the emerging practices and benefit-risk assessment on leveraging AI to enhance education and learning, and to ensure inclusion and equity, as well as the reciprocal role of education in preparing humans to live and work with AI.The publication summarizes three approaches to the policy responses from existing practices: independent approach, integrated approach and thematic approach. In a further step, it proposes more detailed recommendations and examples for planning AI and education policies, aligned with the recommendations made in the 2019 Beijing Consensus on AI and Education. 人工智能与教育: 政策制定者指南 발행 연도: 2021 저자: Fengchun Miao | Wayne Holmes | Ronghuai Huang | Hui Zhang 단체 저자: UNESCO 该文件为政策制定者提供关于人工智能在教育领域内应用于发展的相关知识，包括其定义与技术一级对教学和教育的影响，并为政策制定者提供相关政策建议。 
Mainstreaming SDG4-Education 2030 in sector-wide policy and planning: technical guidelines for UNESCO field offices 발행 연도: 2016 단체 저자: UNESCO Mainstreaming SDG4-Education 2030 in sector-wide policy and planning offers technical guidelines for UNESCO field offices to ensure adequate technical support to national authorities. The guidelines take into account the different profiles of countries’ need and capacities, thus avoiding a one-size-fits-all approach. The document contains resources and pointers that can be combined and tailored to fit the particular context of each country. In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated in these guidelines. Field staff will adapt the guidelines provided here to the country they are serving to ensure that UNESCO plays its role as the leading United Nations agency in the field.