Ресурсы
Изучайте широкий спектр ценных ресурсов ВГГ, чтобы углубить своё понимание и повысить эффективность исследований, просветительской деятельности, преподавания и обучения.
Найдено: 1,725
평화, 인권, 국제이해, 협력, 기본적 자유, 세계시민성, 지속가능발전을 위한 교육 권고 Год публикации: 2023 Организация-автор: 유네스코 이 권고는 ‘국제이해, 협력, 평화를 위한 교육과 인권, 기본적 자유에 관한 교육 권고(1974)’를 개정하여 2023년 제42차 유네스코 총회가 채택한 것이다. 
South-Eastern Europe regional synthesis: climate change, displacement and the right to education Год публикации: 2023 Организация-автор: UNESCO In 2021 alone, 23.7 million people were displaced in 137 countries and territories due to natural disasters, which the scientific community has recognized have become more frequent and intense due to climate change. Climate change and displacement is currently taking place in Europe, with particularly disastrous consequences in South-Eastern Europe due to regional specificities. Comparative country case studies were carried out in Bosnia and Herzegovina, the Republic of Moldova, and Serbia, as they exemplify clear, present patterns of climate displacement, to examine the impacts of climate change on the right to education in the region. The case studies show that climate change directly threatens education through the destruction of schools and property. It also indirectly puts learning in peril by leading people across borders where their legal residency nor right to education is ensured. This publication aims to guide policy-makers by providing recommendations on how to ensure the protection of the right to education in South-Eastern Europe in the face of climate change and displacement. It is one of four regional reports that will lead to the development of a global report providing global policy guidance. 
Central America and the Caribbean regional synthesis: climate change, displacement and the right to education Год публикации: 2023 Организация-автор: UNESCO From rising sea level to drought and increasingly frequent natural disasters - the effects of climate change are well-known today. However, its effect on human mobility is just coming to the forefront of the political discussion. In 2020 alone, 30.7 million people globally were displaced by natural disasters. Central America and the Caribbean region is prone to the effects of climate change and displacement due to its socioeconomic characteristics and geographic location. Country case studies were carried out in the Bahamas, Cuba, the Dominican Republic, Guatemala, and Jamaica to examine the impacts on the right to education in the region. The research shows that climate change directly threatens education through the destruction of schools and property. It also leads people across borders where their legal residency and right to education are not guaranteed. This report aims to guide policy-makers on how to ensure education is protected in the face of climate change and displacement. The report is one of four being developed and will contribute to UNESCO’s global initiative on climate change, displacement and the right to education. It will inform the development of a Global Report with policy recommendations. 
Consultation Paper on AI Regulation: Emerging Approaches Across the World Год публикации: 2024 Автор: Juan David Gutiérrez Организация-автор: UNESCO Since 2016, over thirty countries have passed laws explicitly mentioning AI, and in 2024, the discussion about AI bills in legislative bodies has increased globally. This policy brief aims to inform legislators about the different regulatory approaches to artificial intelligence (AI) being considered worldwide by legislative bodies. The brief explains nine emerging regulatory approaches, each illustrated with specific cases worldwide. The order in which the nine AI regulatory approaches are presented is deliberately structured to guide readers from less interventionist, light-touch regulatory measures to more coercive, demanding approaches. These regulatory approaches are not mutually exclusive and AI bills often combine two or more approaches:1. Principles-Based Approach2. Standards-Based Approach3. Agile and Experimentalist Approach4. Facilitating and Enabling Approach5. Adapting Existing Laws Approach6. Access to Information and Transparency Mandates Approach7. Risk-Based Approach8. Rights-Based Approach9. Liability Approach The policy brief suggests parliamentarians how they can address three key questions before adopting AI regulations:1. Why regulate? Determine whether regulation is needed to address public problems, fundamental and collective rights, or desirable futures.2. When to regulate? Reach a consensus on why regulation is needed, map available regulatory instruments, compare them with other policy instruments, and assess the feasibility of adopting the former.3. How to regulate? Identify a combination of AI regulatory approaches that are tailored to specific contexts. 
UNESCO and the Paris 2024 Olympic Games Год публикации: 2024 Организация-автор: UNESCO For the Olympic and Paralympic Games, UNESCO and The Associated Press are joining forces to ensure quality media coverage of Paris 2024. The Associated Press will set up on the premises and roof of the UNESCO headquarters building, facing the Eiffel Tower, to record and broadcast its television programmes. The Agency will provide spectators with unique media coverage of the Games and offer original content on the social impact of sport and sports policies, in collaboration with UNESCO. 
SDG-Education 2030 Steering Committee: Making Higher Education More Inclusive, July 2020 Год публикации: 2020 Организация-автор: UNESCO The rapid expansion of higher education in the past two decades, as well as the growing diversity of providers and technological models for delivering education, have made higher education accessible to more students globally. Yet significant barriers remain for many vulnerable groups, and women still lag behind in science, technology, engineering and mathematics. A better understanding of inequality as well as new paradigms, strategies and a renewed political will for ‘leaving no one behind’ are required. Structural equity policies at all levels throughout the education system, as well as extraordinary measures when needed, should ensure that students from any background with the potential to succeed are fully integrated with equal opportunities into higher education. This policy paper reviews the current literature and sets out findings and recommendations to increase and strengthen equity and inclusion in higher education in a lifelong learning perspective. It provides a conceptual framework for equity and inclusion, analyses the urgent need to improve funding and its efficiency, provides insight into the challenges for teaching and teachers, and recommends policy measures for establishing higher education systems that are more equitable and more inclusive. 
Multilingualism and Language Diversity for Inclusion in Education: Brief on Inclusion in Education Год публикации: 2024 Автор: Piet Van Avermart Организация-автор: UNESCO Language is a fundamental factor for inclusion in education. From a monolingual point of view, acquiring the language of instruction has long been regarded as the key to inclusion. However, multilingualism can be a valuable resource for all: inclusive school policies and multilingual practices recognize and foster linguistic diversity, benefit learning and create cohesion. 
Including Education in the Pact for the Future: An SDG 4 Youth & Student Network Contribution Год публикации: 2024 Автор: Laeek Siddiqui | Juliette Gudknecht | Daniela Moreno Farfán | Azkha Mikdhar Организация-автор: SDG 4 Youth & Student Network | UNESCO Inclusion is the promise towards a fair and equitable education for all. It is critical to ensuring that every youth and student succeeds. Highlighted by UNESCO in the 2020 Global Education Monitoring Report, striving towards inclusive education is non-negotiable, as education is a human right. With the current challenges of our world highlighted in the 2030 Agenda, specifically in the areas of poverty, armed conflict and digital transformation, inclusion must be an essential imperative in all policies. The Summit of the Future (SOTF) convenes on the 22 to 23 of September at the United Nations Headquarters in New York, United States. One of its outcomes, if inter-governmentally agreed-upon, would be the Pact for the Future. The Pact is action-oriented, including a chapeau followed by 5 chapters: 1) sustainable development and financing for development; 2) international peace and security; 3) science, technology and innovation and digital cooperation; 4) youth and future generations; and 5) transforming global governance. Along with the Pact are two annexures: the Global Digital Compact and the Declaration on Future Generations. This document introduces the advocacy of the SDG 4 Youth & Student Network – a network hosted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as the Global Education Cooperation Mechanisms Inter-Agency Secretariat – for inclusive and equitable education at the SOTF, to uphold peace, sustainable development, youth and future generations. It is essential to #IncludeEducation in the Pact and the outcomes of the SOTF for our #InclusiveFuture, to ensure that no one is left behind. It brings attention to how education is essential to global cooperation and empowering future generations, calling upon you to join us in supporting inclusive education systems, with the Global Education Meeting convened by UNESCO side by side with the G20 meeting on 31 October and 1 November 2024 in Fortaleza, Brazil. 
Guidelines for the governance of digital platforms: safeguarding freedom of expression and access to information through a multi-stakeholder approach Год публикации: 2023 Организация-автор: UNESCO Guidelines for an Internet for TrustSafeguarding freedom of expression and the right to information while dealing with dis- and misinformation, hate speech, and conspiracy theories requires a multistakeholder approach. This is the reason why UNESCO, the leading UN agency for the promotion and protection of freedom of expression and to information, is launching Guidelines for the Governance of Digital Platforms. The Guidelines outline a set of duties, responsibilities and roles for States, digital platforms, intergovernmental organizations, civil society, media, academia, the technical community and other stakeholders to enable the environment where freedom of expression and information are in the core of digital platforms governance processes. The Guidelines were produced through a multi-stakeholder consultation that gathered more than 10,000 comments from 134 countries. These global-scale consultations fostered inclusive participation, ensuring a diversity of voices to be heard, including those from groups in situation of marginalization and vulnerability. Cultivating an Internet of Trust is a shared responsibility among all stakeholders. It calls upon us all to sustain an enabling environment for freedom of expression and the right to information. 
Solidarity as the Future of Education: Perspectives From the Ibero-American Experience of Service-Learning Год публикации: 2024 Автор: Elena Massat Организация-автор: UNESCO | Latin American Center for Service-Learning (CLAYSS) With this work we have proposed to put into dialogue the recent UNESCO document “Reimagining our futures together. A new social contract for education. Report of the international commission on the futures of education” with the theory and practice of service-learning in Ibero-America. We would like to show how UNESCO's proposal for education for the future can already be verified as a practice in many educational institutions in the region, which develop solidarity service-learning projects even in the most vulnerable contexts. In these experiences, solidarity ceases to be just learning content, to become an educational process, a pedagogy to learn to solve complex problems of reality, and to use the SDGs as a “curriculum” for the education of the future (UNESCO, 2022:54). These practices are deeply innovative, as the experts who comment on them point out, and we hope that they can be inspiring for many other educational institutions.