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CCREAD: Inspiring Sustainability Education Project Improves Lives in Cameroon 出版年份: 2017 作者: Shifu Ngalla 机构作者: UNESCO This article is about sustainability education project in Cameroon. In Cameroon, 36% of young women and men who graduate from the eight state universities and from over 50 private institutions every year find themselves unemployed. Some describe themselves as the “lost generation”. But one young graduate, who experienced hardship as a child, is using Education for Sustainable Development (ESD) to provide capacity, sense of focus and hope to the socially and economically challenged. CCREAD: Un Estimulante Proyecto Sobre Educación para la Sostenibilidad Mejora la Vida en el Camerún 出版年份: 2017 作者: Shifu Ngalla 机构作者: UNESCO Este es un artículo acerca de proyecto sobre el educación para la sostenibilidad en Camerún.En el Camerún, 36% de las mujeres y de los hombres jóvenes que se gradúan anualmente en alguna de las ocho universidades estatales o en alguna de las 50 instituciones privadas se encuentran sin empleo. Algunos se describen a sí mismos como la “generación perdida”. Pero un joven diplomado que experimentó dificultades cuando era niño está utilizando la educación para el desarrollo sostenible (EDS) como un medio para proporcionar capacidades, centrar mejor las prioridades y dar esperanza a las personas social y económicamente desfavorecidas. CCREAD: Un Projet d’éducation au Développement Durable Améliore des Vies au Cameroun 出版年份: 2017 作者: Shifu Ngalla 机构作者: UNESCO Ceci est un article sur le projet d'éducation à la durabilité au Cameroun.Chaque année au Cameroun, 36% des jeunes femmes et hommes qui obtiennent leur diplôme dans l’une des huit universités d’État et dans plus de 50 institutions privées se retrouvent sans-emploi. Certains d'entre eux se décrivent comme une « génération perdue ». Cependant, un jeune diplômé qui a vécu une expérience douloureuse pendant son enfance utilise l’Éducation au Développement Durable (EDD) afin de former et redonner de l’espoir aux jeunes défavorisés au niveau social et économique. 
Chile: Artificial Intelligence Readiness Assessment Report 出版年份: 2023 机构作者: UNESCO The Readiness Assessment Methodology (RAM) is a diagnostic tool intended to assist Member States in upholding their commitment to the Recommendation by helping them understand how prepared they are to implement AI ethically and responsibly for all their citizens. The RAM questionnaire forms the basis for the first section of this readiness assessment report, providing a comprehensive but detailed overview of laws, institutions, and the cultural, social, and human capital landscape shaping AI. This is then complemented in the second section by a summary of concerns and priorities raised during a national multistakeholder consultation that was conducted in 2023. Finally, the third section presents a roadmap and recommendations for building capacities across national institutions, laws and policies, and human capital, to achieve a responsible AI ecosystem aligned with the UNESCO Recommendation. As the very first country to complete the RAM and the country report, Chile is blazing the trail not only for Latin America but the world. We applaud the initiative the Chilean government has taken to update its AI strategy putting ethics and governance front and centre, and thank them for inviting UNESCO to assist in this endeavour. The report presented here reveals a complex and rapidly-changing landscape. In the legal and regulatory dimension, the 2021 National Artificial Intelligence Policy (NAIP) represents a substantive and wide-ranging commitment to developing AI. One of the key recommendations of this report is to fully integrate the UNESCO Recommendation into the NAIP’s axis of Ethics, Regulation, and Socioeconomic Impacts. Notably, the RAM reveals the pressing need to update legislation around data protection and cybersecurity to meet the challenges of AI. It also highlights several areas the Chilean government is actively working to develop. [...] Overall, this report presents a fundamentally optimistic vision that we at UNESCO share: that ethical governance and responsible regulation of AI is entirely consistent with innovation and economic growth, and is essential for ensuring a technological ecosystem that benefits the public good. In drawing a clear line from the RAM data through to the multistakeholder consultations and the recommendations, Chile has a clear roadmap for how to get there. (This text has been extracted from the Foreword of the publication) 
High Level Ministerial Dialogue on Education for Peace 出版年份: 2023 机构作者: UNESCO This High-level event brought together voices from around the world to discuss what quality and relevant education needs to look like today to bring about real and lasting peace. 
We Need to Talk: Measuring Intercultural Dialogue for Peace and Inclusion 出版年份: 2022 机构作者: UNESCO | Institute for Economics and Peace An analysis into the power of intercultural dialogue and the new UNESCO Framework for Enabling Intercultural Dialogue, We Need to Talk presents the first evidence of the link between intercultural dialogue and peace, conflict prevention and non-fragility, and human rights. Using data covering over 160 countries in all regions, the report presents a framework of the structures, processes and values needed to support intercultural dialogue, examining the dynamics and interlinkages between them to reveal substantial policy opportunities with broad spanning benefits. Providing policy support and guidance, the report also includes information on regional trends as well as deep diving case studies.The data, case studies, and think pieces contained in this report highlight key policy and intervention opportunities for intercultural dialogue as an instrument for inclusion, peace and wider societal benefits. Policy makers, development workers, peace and security actors, academics and more are invited to leverage the analysis in this report and findings of the Framework to strengthen intercultural dialogue around the world. Parlons-en : mesurer le dialogue interculturel pour la paix et l’inclusion 出版年份: 2022 机构作者: UNESCO | Institute for Economics and Peace Parlons-en ! Alors que le monde devient de plus en plus interconnecté, l’amélioration des capacités à engager et à mener un dialogue efficace est nécessaire afin de relever les défis mondiaux. Actuellement, 1,5 milliard de personnes vivent dans des pays où le dialogue interculturel est faible et où les enjeux mondiaux tels que la pauvreté absolue, le terrorisme et les déplacements forcés de population sont plus répandus. Pour forger une coopération efficace et maintenir la paix, le renforcement du dialogue interculturel doit être une priorité.Pour la première fois, Parlons-en présente des preuves empiriques du lien entre le dialogue interculturel et la paix, la prévention de conflits, la non-fragilité, ainsi que les droits de l'Homme. En s'appuyant sur les données innovantes du nouveau Cadre de l'UNESCO pour favoriser le dialogue interculturel, ce rapport met en évidence les principales politiques et opportunités d'intervention pour le dialogue interculturel en tant qu'instrument d'inclusion et de paix.À l'aide de données couvrant plus de 160 pays dans toutes les régions, le rapport présente un cadre des structures, des processus et des valeurs nécessaires pour soutenir le dialogue interculturel, en examinant les dynamiques et les liens entre eux pour révéler des opportunités politiques substantielles aux avantages étendus.Les décideurs politiques, les agents de développement, les acteurs de la paix et de la sécurité, les universitaires et bien d'autres sont invités à tirer parti de l'analyse de ce rapport et des conclusions du Cadre pour renforcer le dialogue interculturel à travers le monde.Ensemble, parlons-en ! 
National Distance Learning Programmes in Response to the COVID-19 Education Disruption: Case Study of the Republic of Korea 出版年份: 2022 机构作者: UNESCO This document is one of several case studies on national distance learning programmes in response to the COVID-19 education disruptions. The case of the Republic of Korea was drawn from the 2020 edition of Mobile Learning Week, organized online in October 2020 under the theme of 'Beyond Disruption: Technology Enabled Learning Futures'. Envisaged to be a continuously enriched mechanism for knowledge sharing and dissemination, the case studies aim to surface best practices worldwide in leveraging digital technology to build inclusive and crisis-resilient learning systems, and to inform the planning of digital transformation of education towards SDG 4 and the futures of learning. Each case study documents governance and funding mechanisms, needs-driven planning of distance learning solutions, evaluation of digital learning’s effects on mitigating disruptions and ensuring inclusion, and pedagogical innovations to maintain or improve the quality of learning. 
[Summary] Global Education Monitoring Report 2021/2: Non-state Actors in Education; Who Chooses? Who Loses? 出版年份: 2022 机构作者: UNESCO يمتد دور الجهات الفاعلة غير الحكومية إلى ما هو أبعد من توفير التعليم ليشمل التدخلات على مستويات التعليم المختلفة ومجالات التأثير. إلى جانب استعراضه للتقدم المحرز نحو الهدف 4 من أهداف التنمية المستدامة ، بما في ذلك الأدلة الناشئة على تأثير جائحة COVID-19 ، يحث التقرير العالمي لرصد التعليم 2021/2 الحكومات على رؤية جميع المؤسسات والطلاب والمعلمين كجزء من نظام واحد. يجب أن تساعد المعايير والمعلومات والحوافز والمساءلة الحكومات على حماية واحترام وإعمال الحق في التعليم للجميع ، دون إبعاد أعينهم عن الامتيازات أو الاستغلال. لا يلزم توفير التعليم الممول من القطاع العام بشكل عام ولكن يجب معالجة التفاوت في عمليات التعليم ونتائج الطلاب وظروف عمل المعلم. الكفاءة والابتكار ، بدلا من أن يكونا أسرارا تجارية ، ينبغي نشرها وممارستها من قبل الجميع. وتحقيقا لهذه الغاية ، يجب الحفاظ على الشفافية والنزاهة في عملية سياسة التعليم العام لمنع المصالح المكتسبة. نداء التقرير - من يختار؟ من يخسر؟ - يدعو صانعي السياسات إلى التشكيك في العلاقات مع الجهات الفاعلة غير الحكومية من حيث الخيارات الأساسية: بين الإنصاف وحرية الاختيار ؛ بين تشجيع المبادرة ووضع المعايير ؛ بين مجموعات مختلفة من الوسائل والاحتياجات ؛ بين الالتزامات الفورية بموجب الهدف 4 من أهداف التنمية المستدامة وتلك التي يتعين تحقيقها تدريجياً (مثل التعليم ما بعد الثانوي) ؛ وبين التعليم والقطاعات الاجتماعية الأخرى. 
Prevention of Violence in Educational Institutions of the Kyrgyz Republic 出版年份: 2015 作者: D. Abdyldaeva | V. Gorkina 机构作者: UNESCO The methodological manual provides information on the nature and causes of violence in educational institutions, its forms and consequences; parties involved; ways to prevent and resolve conflict situations. Particular attention is paid to gender-based violence. The manual provides practical advice on organizational and educational measures, and algorithms for the actions of the management and staff of an educational organization to respond to facts of violence and provide assistance to victims.