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Искусственный интеллект в образовании: Изменение темпов обучения Год публикации: 2020 Автор: Steven Duggan Организация-автор: UNESCO Institute for Information Technologies in Education (IITE) Аналитическая записка «Искусственный интеллект в образовании: Изменение темпов обучения», опубликованная Институтом ЮНЕСКО по информационным технологиям в образовании (ИИТО ЮНЕСКО), открывает издание новой серии публикаций «Цифровая трансформация образования». В новой публикации представлены достижения в области технологий, включая данные, аналитику и персонализированное обучение, искусственный интеллект (ИИ), облачные вычисления и машинное обучение, а также рассматриваются многообещающие возможности ИИ для учащихся, педагогов, родителей, руководителей учебных заведений и администраторов системы образования. В публикации также обозначены этические аспекты и вызовы, связанные с применением ИИ. 
Empowering Learners in a Warming World: A Climate Change Inquiry Guide for Secondary Educators Год публикации: 2020 Автор: Ellen Field | Jennifer Stevens | Karen Acton Организация-автор: Learning for a Sustainable Future (LSF) The purpose of this guide is to present opportunities to evolve students’ understanding of the climate and climate change, assess the risks and opportunities to mitigate and adapt to the changing climate, unpack ethical dimensions, and honour emotions that are part of the process of coming to understand the complexity and urgency of the issue.Transformative teaching strategies used throughout this guide are important to tackling complex problems like climate change. These strategies often begin with the understanding and experiences that students bring with them. Educators, who themselves are grappling with climate change issues, take the role of facilitators and co-learners as the class works together to learn, critically reflect, and take action.Most importantly, this guide aims to engage students in contributing to solutions in their schools, communities and homes. It aims to connect educators to instructional strategies that allow for students’ perspectives and voice, currently available climate change science and research, teacher resources and activities, datasets, and action solutions. 
포스트휴먼 시대의 기후위기 대응 교육: 사례와 실천 방안 Год публикации: 2021 Автор: 엄수정 | 우라미 | 황순예 Организация-автор: 경기도교육연구원 본 연구는 포스트휴먼시대의 기후위기 대응 교육의 모습을 구체화하는데 목적이 있다. 본 연구에서는 포스트휴먼 생태주의를 이론적 기틀로 삼아 기후위기 대응을 위한 학교 교육 사례를 분석하고, 이를 토대로 실천 방안을 탐색하였다.본 저작물은 경기도교육연구원에서 2021년 작성하여 공공누리 제 4유형으로 개방한 ‘포스트휴먼 시대의 기후위기 대응 교육: 사례와 실천 방안 (엄수정, 우라미, 황순예)’ 를 이용하였으며 해당 저작물은 경기도교육연구원 (www.gie.re.kr)에서 무료로 다운받으실 수 있습니다. 
Learn, Protect, Respect, Empower: The Status of Comprehensive Sexuality Education in Asia and the Pacific; A Summary Review 2020 Год публикации: 2021 Организация-автор: United Nations Population Fund (UNFPA) | UNESCO | International Planned Parenthood Federation (IPPF) More than half of the world’s 1.8 billion young people aged 10–24 live in the Asia and Pacific region1 and a majority of them live in low and middle-income countries. In spite of their diverse socio-economic contexts, young people across this vast region commonly face limited access to sexual and reproductive health and rights (SRHR) information and services, including age-appropriate comprehensive sexuality education. Of the 13 million adolescent girls globally with an unmet need for contraception, approximately half live in Asia-Pacific, leading to an estimated 3.7 million births to adolescent girls in the region annually. In addition, around 82,000 young people are infected with HIV each year in the region. As adolescents transition through to adulthood, it is crucial that they are equipped with the necessary knowledge, attitudes and skills to support their health and wellbeing, regardless of age, sex, marital status, socioeconomic status, ethnicity, sexual orientation or gender identity. School-based and age-appropriate comprehensive sexuality education (CSE) is an effective means of reaching a large population of children and young people, particularly where rates of school participation are high. This overview of the status of in-school CSE in Asia and the Pacific provides a strong evidence base on the reach and impact of this across the region. Importantly, post COVID-19 we need to build back CSE programmes that are better and stronger to meet the social and emotional needs of our young people. 
Young People’s Participation and Civic Engagement Год публикации: 2020 Организация-автор: Generation Unlimited | Global Initiative on Decent Jobs for Youth The aim of this guide is to support the Generation Unlimited strategic priority to “Equip young people as problem-solvers and engaged members of society, helping to create a better world”, through providing evidence and guidance that has the potential to improve young people’s participation and civic engagement. This guide will identify successful strategies that can increase young people’s civic participation and boost the knowledge, skills, attitudes and values crucial for future civic engagement. It will identify structures that are likely to amplify young people’s voices in decision-making and benefit local communities. 
Introduction to Anti-Racist Curriculum Development: A Guide for Teachers in Scotland Год публикации: 2021 Организация-автор: Coalition for Racial Equality and Rights (CRER) This guide outlines why anti-racist approaches are important in curriculum development, and explores the barriers that have hampered race equality in education. It then goes on to explore three key components for developing anti-racist approaches to curriculum development: Decolonising the curriculum Building intercultural competence Reducing racism, prejudice and discrimination 
Youth of Central Asia, Challenges for Peacebuilding: A Comprehensive Research Review Год публикации: 2021 Автор: Laura Yerekesheva Организация-автор: UNESCO The estimations are that by 2030, the world will be home to 1.3 billion young people. This speaks about the importance of the youth for development in various parts of the globe, particularly in developing countries which constitute 90% of the global youth population. From comprehensive holistic perspective peace, peacebuilding and dialogue embrace all aspects and dimensions of life – inter-generational, social, economic, political, ethnic, religious, civic, ideological, cultural, and natural. The youth related issues are directly linked with the SDGs agenda. Central Asian states are also on the list of developing countries, with an increasing demographic share of the youth in the general population, meaning that the countries of the region are “young.” As of 2020, the total population of the four countries of Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan) was 68.46 million, of which youth comprised 16.55 million or 24,1%. What Challenges for Peacebuilding the Youth of Central Asia Face? This highlights the urgency required for elaborating and implementing special policies on youth development. For Central Asia, the peace and peacebuilding agenda is the development agenda, and vice versa, as neither is possible without the other, and these in turn are intrinsically linked with youth-related issues. This report provides a detailed overview of the existing challenges to the youth of the 4 countries of the region – Kazakhstan, Kyrgyzstan Tajikistan, Uzbekistan – structured around three main themes of peacebuilding: (1) an education and learning environment; (2) economic and social participation; and (3) civic engagement. Governments, international organizations, professionals and policymakers in the youth, peacebuilding and development sectors, academia and NGOs are invited to join forces to accelerate the achievement of youth development for a more just, sustainable and peaceful future. 
Global Citizenship and Liberation History in Secondary Curricula in Southern Africa: Summary Report on the Findings of a Desk Review Год публикации: 2021 Организация-автор: UNESCO Harare This report presents key findings of a desk study on the extent of integration of Global Citizenship Education (GCED) and Southern Africa Liberation History (SALH) educationin the secondary schools curricula in Angola, Democratic Republic of Congo, Eswatini, Lesotho, Malawi, Mauritius, Mozambique, Namibia, South Africa, Seychelles, United Republic of Tanzania, Zambia and Zimbabwe. Citoyenneté mondiale et histoire de la libération dans les programmes des établissements secondaires en Afrique australe: Rapport de synthèse sur les résultats d'une étude documentaire Год публикации: 2021 Организация-автор: UNESCO Harare This report presents key findings of a desk study on the extent of integration of Global Citizenship Education (GCED) and Southern Africa Liberation History (SALH) educationin the secondary schools curricula in Angola, Democratic Republic of Congo, Eswatini, Lesotho, Malawi, Mauritius, Mozambique, Namibia, South Africa, Seychelles, United Republic of Tanzania, Zambia and Zimbabwe. 
National Education Responses to COVID-19: The Situation of Latin America and the Caribbean Год публикации: 2021 Организация-автор: UNESCO The COVID-19 pandemic caused the greatest global, simultaneous interruption of education services in recent history. It has impacted over 90% of the worldwide student population from preschool to higher education.Latin American and Caribbean countries have engaged in enormous efforts to promote continuity of teaching and learning in this context. In spite of this, profound inequities persist in school systems that limit the capacity to reach the entire population.It is imperative to have information that contributes to guiding the actions that may mitigate or reverse the pandemic’s negative impacts on learning and educational inequities.This report presents a regional overview based on the results of the “Survey on National Education Responses to COVID-19,” which was implemented by UNESCO, UNICEF and the World Bank between May and October 2020.