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[요약본] 세계 교육 현황 보고서 2021/2: 비국가 행위자의 교육 참여; 누가 선택을 하는가? 누가 손해를 보는가? Год публикации: 2022 Организация-автор: UNESCO 비국가 행위자는 학교 교육 제공을 넘어 다양한 교육단계 및 영향력 있는 영역에까지 그 역할을 확장하고 있다. 2021/2022 『세계 교육 현황 보고서』는 SDG4의 진행 상황을 검토하고 더불어 코로나19 팬데믹의 영향에 대한 새로운 증거를 포함하고 있다. 본 보고서는 정부가 모든 교육기관, 학생 및 교사를 하나의 시스템으로 인식해야 한다고 촉구하고 있다. 표준, 정보, 인센티브 및 책무성은 정부가 특권이나 착취로부터 눈을 돌리지 않으면서 모든 사람의 교육권을 보호, 존중, 이행하는 데 도움이 되어야 한다. 공적 자금을 지원받은 교육이 반드시 공교육일 필요는 없지만, 교육 과정과 학업 성취도, 교사 근무 여건의 불균형은 해결되어야 한다. 효율성과 혁신은 상업적인 비밀이 되어서는 안 되고, 오히려 모든 사람이 공유하고 실행해야 한다. 이를 달성하기 위해서는 공교육 정책 과정의 투명성과 청렴성을 유지해야 한다.이 보고서가 외치고 있는 구호인 “누가 선택을 하는가? 누가 손해를 보는가?”는 정책 입안자가 선택의 자유와 형평성 사이, 이니셔티브 장려와 표준 설정 사이, 수단과 요구가 다른 인구 집단 사이, 즉각적인 약속과 점진적으로 실현되어야 할 약속 사이, 교육부문과 다른 사회부문 사이에서의 기본적인 선택의 관점에서 비국가 행위자와의 관계에 대해 의문을 제기할 것을 요청한다. 
人工智能伦理问题建议书 Год публикации: 2022 Организация-автор: UNESCO 本建议书述及与人工智能领域有关且属于教科文组织职责范围之内的伦理问题。建议书以能指导社会负责任地应对人工智能技术对人类、社会、环境和生态系统产生的已知和未知影响并相互依存的价值观、原则和行动构成的不断发展的整体、全面和多元文化框架为基础，将人工智能伦理作为一种系统性规范考量，并为社会接受或拒绝人工智能技术提供依据。建议书将伦理视为对人工智能技术进行规范性评估和指导的动态基础，以人的尊严、福祉和防止损害为导向，并立足于科技伦理。 
International Forum on AI and Education: Steering AI To Empower Teachers and Transform Teaching, 5–6 December 2022; Analytical Report Год публикации: 2023 Автор: Fengchun Miao | Kelly Shiohira | Zaahedah Vally | Wayne Holmes Организация-автор: UNESCO | JET Education Services The International Forum on AI and Education has contributed ‘to peace and security by promoting collaboration among the nations through education, science and culture’ (UNESCO, 1945). The Forum has now become the world’s leading event promoting knowledge-sharing, the understanding of peoples, and the achievement of international agreements, in the fast-developing and increasingly impactful field of AI and education. The fourth edition of the International Forum on Artificial Intelligence and Education aimed to foster knowledge sharing specifically on how to steer the design and use of AI to empower teachers and to transform teaching methodologies within the broad framework of digital transformation of education. The Forum sought to bring together a range of expertise and experiences across the globe, and, in keeping with UNESCO priorities, a special focus was placed on Africa. A total of 16 national strategies were presented at the Forum by the various national ministers and representatives invited to attend. The national strategies shared during the Forum also unveiled the varying levels of preparedness and policy responses toward AI across different regions, a reminder that the pre-existing digital divide still underpins the system-wide uptake and integration of AI in education. Therefore, not all of the strategies were directly related to or containing AI because some areas that were represented at the conference are still at the nascent stages of AI Strategy development. The presentations of national initiatives and strategies related to AI from these countries shed light on the general awareness of policy-makers on the impact of AI in education and the commitment of national governments to fostering AI competencies among students and teachers. This report focus on the following key themes: national strategies on AI and education; critical reviews of roles of AI in the digital transformation of education; ethical principles and their implementation with a specific focus on gender equality; AI competencies for teachers, and notable algorithms or AI platforms and AI-informed pedagogies. The report concludes with considerations for the future based on the authors’ own analysis of the key role of human teachers, steering the human-centered approach, mainstreaming gender equity, designing education-specific AI models and innovative pedagogy, and ensuring human agency in defining problems and designing solutions.a 
International Forum on AI and Education: Ensuring AI as a Common Good To Transform Education, 7–8 December 2021; Synthesis Report Год публикации: 2022 Организация-автор: UNESCO The ‘International Forum on AI and the Futures of Education: Ensuring AI as a Common Good to Transform Education’ was co-organized by UNESCO, the Ministry of Education of the People’s Republic of China, and the National Commission of the People’s Republic of China for UNESCO. Building on the previous ‘AI and the Futures of Education’ forums, held in 2019 and 2020, this 2021 forum set out to explore the importance and role of digital humanism in AI and education. With people and governments worldwide becoming increasingly aware of both the potential and the challenges of AI and education, the forum engaged participants in dialogue about how AI governance and innovation can be enhanced for the common good. Forum participants included government ministers and other high-level ministry officials from Member States, together with representatives of international organizations, NGOs and academic institutions.This synthesis report has been developed by drawing from the International Forum on AI and the Futures of Education held in Beijing and simultaneously online from 7 to 8 December 2021. 
Education in a Post-COVID World: Additional Considerations (In-Progress Reflection; No.43, 2021) Год публикации: 2021 Автор: Renato Opertti Организация-автор: UNESCO International Bureau of Education (IBE) This discussion document analyses some implications of the ideas proposed in the seminal UNESCO document “Education in a post-COVID world: Nine ideas for public action” (2020). Based on the work of the International Commission on the Futures of Education, the documents’ contributors included prominent figures with a wide range of professional and policy experience who hail from various regions of the world. The set of nine interconnected ideas illuminates the way forward toward the transformation of education and education systems and a reimagined future seen through a progressive lens. On one hand, it reaffirms basic principles, understandings, and commitments with regard to education as a global common good and universal human right; it also articulates the need to both reinvent multilateralism for a new global order and, crucially, to mobilize ideas and funding for transforming education. On the other hand, the document advocates for a comprehensive educational agenda, including the following critical issues: (i) visualizing educators as decision-makers in educational systems; (ii) appreciating students as active actors with rights; (iii) recognizing the value and specificity of the school space; (iv) addressing the dilemmas around technology’s ability to serve as an equalizer of opportunities; and (v) revisiting educational content for the sustainability of younger generations. Educación en un mundo post-COVID: consideraciones adicionales (Reflexiones en Progreso; No.43, 2021) Год публикации: 2021 Автор: Renato Opertti Организация-автор: UNESCO International Bureau of Education (IBE) Este documento de discusión analiza algunas implicaciones de las ideas propuestas en el documento seminal “Educación en un mundo post-COVID: Nueve ideas para la acción pública” (2020) producido por la Comisión Internacional sobre el Futuro de la Educación. Entre los colaboradores del informe se encuentran destacadas figuras con una amplia experiencia profesional y política procedentes de diversas regiones del mundo. El conjunto de nueve ideas interconectadas ilumina el camino a seguir hacia la transformación de la educación y los sistemas educativos y hacia un futuro reinventado visto a través de una lente progresista. Por un lado, reafirma los principios, entendimientos y compromisos básicos con respecto a la educación como bien común global y derecho humano universal. También, articula la necesidad tanto de reinventar el multilateralismo para un nuevo orden global como, fundamentalmente, de movilizar ideas y financiación para transformar la educación. Por otro lado, el documento aboga por una agenda educativa integral que incluya los siguientes aspectos críticos: (i) visualizar a los educadores como tomadores de decisiones en los sistemas educativos; (ii) valorar a los estudiantes como agentes activos con derechos; (iii) reconocer el valor y la especificidad del espacio escolar; (iv) abordar los dilemas en torno a la capacidad de la tecnología para servir como igualadora de oportunidades; y (v) revisar los contenidos educativos para la sostenibilidad de las generaciones más jóvenes. 
守护每个儿童的希望 Год публикации: 2023 Автор: 联合国儿童基金会驻华办事处 联合国儿童基金会和中国政府在中国建立了长期合作伙伴关系，在其他伙伴国家也已开始合作，携手促进世界各地儿童权利保护工作。双方不仅在中国通过连续实施九个国别方案开展合作，自2018年以来，双方还通过南南合作，共同援助中低收入国家最弱势的儿童群体。本案例研究汇编详细介绍了通过全球发展和南南合作基金资助的17个项目，联合国儿童基金会和15个非洲国家的政府如何为儿童的生活带来改变，凸显了中国与联合国儿童基金会在儿童事业方面取得的合作成果。我们希望通过分享相关案例促进学习交流，为合作伙伴和其他相关人士提供参考借鉴，从而为每个孩子的生存和赋权点亮新的希望。 
人工智能为儿童 Год публикации: 2023 在芬兰政府的支持下，联合国儿童基金会于2020年发布了《人工智能为儿童——政策指南》，并于2021年发布2.0版本，鼓励商界在各自领域进行试点，并公开分享研究结果。这是两份描述联合国儿童基金会《人工智能为儿童——政策指南》的应用情况、展现其应用结果的案例研究。研究由中国传媒大学（CUC）在中国网络社会组织联合会（CFIS）的指导下和联合国儿童基金会驻华办事处的支持下开展，由埃莱奥诺·鲍威尔斯（Eleonore Pauwels）执笔，说明了如何将指南中所述的、“以儿童为中心”的原则嵌入人工智能系统相关产品的开发、设计和推广的全过程中。 相关人工智能系统产品由企业生产，并为企业所有。联合国儿童基金会未参与该过程的任一阶段。本项目提及特定公司并不意味着联合国儿童基金会认可该公司的政策和做法。 联合国儿童基金会鼓励开源学习平台的设计、制作和传播。 
儿童多维匮乏 Год публикации: 2023 Автор: 联合国儿童基金会驻华办事处 应对儿童多维匮乏是发达国家和发展中国家共同面临的紧迫任务。全球范围内，在气候危机、冲突加剧和2019冠状病毒病（COVID-19）疫情的冲击下，儿童及其家庭的福祉受到严重影响。中国在减贫和促进共同富裕方面取得了成果，但儿童多维匮乏仍需进一步改善，在农村地区尤为如此。要应对儿童面临的多维匮乏问题，需要更好地监测和报告，通过优先的和有针对性的政策应对相关问题，为儿童各个方面的需求提供支持。此外，还需加强主要利益相关者和关键影响者之间的伙伴关系。 
2022-2030年全面的学校安全框架 Автор: 全球教育部门减灾和韧性全球联盟 2022-2030年全面的学校安全框架（Comprehensive School Safety Framework, 以下简称“框架”）支持教育领域的政策制定者、规划人员、学校管理者及其合作伙伴促进教育领域对儿童的权利保护、可持续发展和韧性提升。针对教育和儿童保护领域的所有相关人员、体系和项目，本框架提供了全面的韧性提升和安全管理方法，涵盖全灾种与全风险。框架为在教育领域提升入学率、把控教育质量及制定管理战略提供支持。