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National Policy on Native Languages, Oral Tradition and Interculturality by 2040 Год публикации: 2021 Организация-автор: Ministry of Culture of Peru The Ministry of Culture, in coordination with the different sectors of the State, has carried out the process of updating the National Policy on Native Languages, Oral Tradition and Interculturality by 2040 (PNLOTI), which will be the main instrument of guidance and attention in subject of indigenous languages. Seeking to guarantee the participation of citizens in public decisions, the Ministry of Culture makes the PNLOTI proposal for 2040 available to them, with the aim that they can access it and learn about the 41 services declared in charge of the different sectors. In this way, the PNLOTI ensures the full exercise of the linguistic rights of the more than 4 million citizens who speak one of the 48 indigenous or native languages of the country. Política nacional de lenguas originarias, tradición oral e interculturalidad al 2040 Год публикации: 2021 Организация-автор: Ministry of Culture of Peru El Ministerio de Cultura, en coordinación con los diferentes sectores del Estado, han llevado a cabo el proceso de actualización de la Política Nacional de Lenguas Originarias, Tradición Oral e Interculturalidad al 2040 (PNLOTI), que será el principal instrumento de orientación y atención en materia de lenguas indígenas. Buscando garantizar la participación de la ciudadanía en las decisiones públicas, el Ministerio de Cultura pone a su disposición la propuesta de la PNLOTI al 2040, con el objetivo de que puedan acceder a él y conocer los 41 servicios declarados a cargo de los diferentes sectores. De esta manera, la PNLOTI asegura el ejercicio pleno de los derechos lingüísticos de los más de 4 millones de ciudadanos y ciudadanas hablantes de alguna de las 48 lenguas indígenas u originarias del país. 
[Summary] Accountability in Education: Meeting Our Commitments: Global Education Monitoring Report Summary, 2017/8 Год публикации: 2017 Организация-автор: UNESCO This summary of the 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.The report emphasizes that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasizes the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not. [Resumen] Rendir Cuentas en el Ámbito de la Educación: Cumplir Nuestros Compromisos, Resumen del Informe de Seguimiento de la Educación en el Mundo, 2017/8 Год публикации: 2017 Организация-автор: UNESCO El segundo Informe de Seguimiento de la Educación en el Mundo (el Informe GEM) presenta las pruebas más recientes de los progresos alcanzados en el mundo en cuanto a la consecución de las metas relativas a la educación de los Objetivos de Desarrollo Sostenible de las Naciones Unidas.Puesto que hay centenares de millones de personas que todavía no están escolarizadas y muchas que no adquieren unas competencias mínimas en la escuela, es evidente que los sistemas educativos no llevan camino de alcanzar los objetivos mundiales. Las personas marginadas son quienes sufren actualmente la mayoría de las consecuencias, pero también son las que más se beneficiarán si los encargados de formular políticas prestan suficiente atención a sus necesidades. Ante estos retos, junto con presupuestos muy ajustados y una mayor importancia concedida a obtener rendimiento del dinero en forma de resultados, los países están buscando soluciones, entre las cuales a menudo la rendición de cuentas ocupa el primer lugar.Este resumen del Informe GEM 2017/18 muestra todos los diversos enfoques de la rendición de cuentas en el ámbito de la educación. Abarca desde los países que no están acostumbrados al concepto, en los que no se cuestionan las violaciones del derecho a la educación, hasta aquellos en los que la rendición de cuentas se ha convertido en un fin en sí misma, en lugar de un medio para alcanzar una educación y un aprendizaje a lo largo de toda la vida para todos que sean inclusivos, equitativos y de gran calidad.En el informe se recalca que la educación es una responsabilidad compartida.Aunque son los gobiernos los principales responsables de ella, a todos los actores – las escuelas, los docentes, los padres, los estudiantes, las organizaciones internacionales, los prestatarios del sector privado, la sociedad civil y los medios de comunicación – les corresponde desempeñar un papel en la mejora de los sistemas educativos. El informe recalca la importancia de la transparencia y la disponibilidad de la información, pero exhorta a manejar con prudencia los datos. Explica por qué debemos evitar unos sistemas de rendición de cuentas que den una importancia desproporcionada a unos resultados definidos de manera demasiado restringida y a sanciones punitivas. En una época en la que existen y se emplean múltiples instrumentos para rendir cuentas, el informe demuestra palmariamente con pruebas empíricas cuáles funcionan y cuáles no dan buenos resultados. 
Gender Bias, Citizen Participation, and AI (Policy Research Working Papers; Planet; RRR; 11046) Год публикации: 2025 Автор: Jose Antonio Cuesta Leiva | Natalia Gisel Pecorari Организация-автор: World Bank This paper investigates the role of gender bias in artificial intelligence–driven analyses of citizen participation, using data from the 2023 Latinobarómetro Survey. The paper proposes that gender bias—whether societal, data driven, or algorithmic—significantly affects civic engagement. Using machine learning, particularly decision trees, the analysis explores how self-reported societal bias (machismo norms) interacts with personal characteristics and circumstances to shape civic participation. The findings show that individuals with reportedly low levels of gender bias, who express political interest, have high levels of education, and align with left-wing views, are more likely to participate. The paper also explores different strategies to mitigate gender bias in both the data and the algorithms, demonstrating that gender bias remains a persistent factor even after applying corrective measures. Notably, lower machismo thresholds are required for participation in more egalitarian societies, with men needing to exhibit especially low machismo levels. Ultimately, the findings emphasize the importance of integrated strategies to tackle gender bias and increase participation, offering a framework for future studies to expand on nonlinear and complex social dynamics. 
2024기후서비스현황: 5년경과보고서 (2019–2024) Год публикации: 2024 Организация-автор: World Meteorological Organization (WMO) 2018년 유엔기후변화협약 (UNFCCC) 제24차 당사국 총회에서 파리협정 당사국 회의를 주재하는 총회 (COP)는 WMO가 기후서비스를 위한 글로벌 프레임워크 (GFCS)를 통해 기후 서비스 현황을 정기적으로 보고할 것을 촉구했습니다.WMO는 UNFCCC COP의 국가 적응 요구 사항에 대한 추가 정보 요청에 따라 2019년부터 기후 서비스 현황에 대한 연례 보고서를 발간했습니다.2 제공된 정보는 국가, 자금 기관 및 개발 파트너가 기후서비스 격차와 요구사항을 해결하는 데 필요한 단계를 식별하고, 보다 효과적인 투자를 알리고, 적응 및 개발 결과를 개선하는 데 도움이 됩니다. 2024년판 보고서는 기후 서비스의 현재 상태를 설명하는 동시에 지난 5년 동안 이루어진 진전을 조사하고 평가합니다. 이 보고서는 기후 문제에 대한 기후 정책 대응과 기후 서비스 가치 사슬 전반에 걸쳐 국가 기상 및 수문 서비스 (NMHSs)가 이룬 진전을 살펴봅니다. 올해의 에디션에는 13개국이 기후서비스를 성공적으로 사용하여 국가, 지역 또는 글로벌 수준에서 사회 경제적 혜택을 제공한 방법에 대한 심층적인 조사도 포함됩니다. 이 분석은 지난 5년 동안 여러 부문에 걸쳐 개발된 113개의 사례 연구를 기반으로 하며, 주요 지원 요소를 조사하고, 기후 서비스가 창출하는 가치를 보여줍니다. 
Learning at Risk: the Impact of Climate Displacement on the Right to Education; Global Report Год публикации: 2023 Организация-автор: UNESCO How climate displacement the impacts the right to education The growing impacts of climate change and displacement on education can no longer be ignored. The increasing number of people displaced due to climate change faces unique vulnerabilities, especially in terms of access to education. This challenge is not only attributed to the often limited political and legal recognition of these displaced persons, but also stems from the global community’s lack of awareness of the diverse obstacles they encounter in seeking access to education. This global report, which concludes the “Initiative on the impact of climate change and displacement on the right to education”, aims to provide guidance to policy-makers worldwide on how to better respect, protect and fulfil the right to education of climate-displaced people. It provides an overview of climate-induced barriers to education, and global policy guidance on how to ensure the protection of the right to education of these populations. The report will inform UNESCO’s Initiative on “The evolving right to education within a lifelong learning perspective” which is investigating how the right to education, as enshrined in international normative instruments, could be strengthened to meet modern needs in our rapidly changing societies. [Резюме] Подотчетность в образовании: выполнение обязательств. Резюме всемирного доклада по мониторингу образования Год публикации: 2017 Организация-автор: UNESCO Во второй публикации из серии Всемирного доклада по мониторингу образования (ВДМО) за 2017 год был продолжен анализ прогресса в достижении цели в области устойчивого развития, касающейся образования (ЦУР 4) и выполнения десяти предусмотренных в рамках этой цели задач. Кроме этого, задач, связанных с образованием и включенных в Повестку дня в области устойчивого развития.Наряду с этим в документе рассматриваются аспекты, касающиеся подотчетности в сфере образования, в частности, анализируются возможности повышения всеми вовлеченными сторонами эффективности, действенности и справедливости предоставляемых образовательных услуг. Доклад включает обзор различных механизмов, используемых для обеспечения подотчетности правительств, школ, учителей, родителей, международных организаций и частных структур в интересах всеохватности, справедливости и качества образования.На основе оценки эффективности подходов, существующих в вопросах подотчетности, и анализа внешних факторов, которые могут влиять на эту эффективность, в ВДМО 2017/18 гг. были сформулированы конкретные рекомендации, направленные на укрепление систем образования. 
Guardians of the Pacific: A Teacher’s Guide to Celebrating, Preserving, and Promoting World Heritage Год публикации: 2024 Автор: Karena Menzie-Ballantyne | Nanise J. Young Okotai | Adi Meretui Tuvou Ratunabuabua Организация-автор: APCEIU Guardians of the Pacific: A Teacher’s Guide to Celebrating, Preserving, and Promoting World Heritage is an APCEIU initiative dedicated to advancing Global Citizenship Education (GCED) worldwide. Anchored in the principles of the Sustainable Development Goals (SDGs) and UNESCO World Heritage, the guide places a special emphasis on the rich and diverse heritage of the Pacific region. This Guide reflects GCED’s integrative approach, which encompasses three interconnected dimensions of learning: cognitive, socio-emotional, and behavioral. It encourages critical thinking about heritage and sustainability, fosters empathy by deepening understanding of the Pacific's unique cultural and natural environments, and inspires meaningful actions to protect and preserve local heritage. Tailored for educators working with students in upper primary (grades 4–6) and lower secondary (grades 7–9), the Guide provides step-by-step instructions and practical resources for incorporating Pacific World Heritage into classroom lessons and extracurricular activities. It is a valuable tool for nurturing awareness, appreciation, and stewardship of the Pacific region’s irreplaceable heritage in schools worldwide. <Table of Contents>ForewordHow to Use This GuideSection 1. Learning Framework Rationale Section 2. What Makes a Place Special?Section 3. The 2030 Agenda, Five Pillars and SDGsSection 4. Protecting People: Levuka Historical Port Town (Cultural Site)Section 5. Preserving the Planet: Phoenix Islands Protected Area (Natural Site)Section 6. Ensuring Prosperity: Rock Islands Southern Lagoon (Mixed Site)Section 7. Promoting Peace: Bikini Atoll Nuclear Test Site (Cultural Site)Section 8. Partnerships to Protect the Environment: East Rennell (Natural Site)Section 9. Taking Action to Promote and Protect a Special PlaceReferences WorksheetsPhoto Cards 
Asia-Pacific Education 2030: SDG 4 Midterm Review Год публикации: 2024 Организация-автор: UNESCO Institute for Statistics (UIS) | UNESCO Bangkok This publication marks the conclusion of the collaborative national midterm reviews of SDG 4 achievement in the Asia-Pacific. More importantly, it represents the beginning of the final sprint to the 2030 finish line. It also serves as a comprehensive analytical and policymaking tool for all stakeholders in the region to reflect and be better prepared for the second half of the journey. At the midway point of implementing the Education 2030 Agenda, we are observing both challenges and progress in achieving Sustainable Development Goal 4 (SDG 4) in the Asia-Pacific. The region, overall, has made advances in reaching the globally and regionally most important targets under SDG 4, yet it is still far from delivering the common commitment of the Education 2030 Agenda, to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Eight years into implementation, the Asia-Pacific has shown progress, especially in improving access to lower levels of basic education, as well as expanding early childhood education (ECE). Across most subregions of Asia and the Pacific, over 95% of primary school students complete primary education within the expected timeframe, while more than 80% of children one year before the official primary entry age are enrolled in organized early childhood education. However, participation in education is only one part of the puzzle, and the quality of learning, evidenced by limited data for the Asia-Pacific region on learning outcomes, remains concerning. More than half of students in Eastern and South-Eastern Asia do not reach the minimum proficiency level in mathematics at the end of lower secondary education. Overall and from a regional perspective, with priorities having accelerated in ECE, primary education reaching universal participation, and higher education being consistently regarded as prestigious to accomplish, secondary education is currently the weakest link apart from the chronically undervalued technical vocational education and training path. Fulfilling our commitment to the Education 2030 Agenda and leaving no one behind is not an easy endeavour and we need everyone on board in this unprecedented, yet necessary feat. This publication is meant to facilitate taking stock of the current situation and accelerate focused advances on the most relevant education topics for the Asia-Pacific region.