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United for SDG 4: The Global Education Coalition in Action 出版年份: 2024 机构作者: UNESCO The Global Education Coalition, launched by UNESCO, is a platform for collaboration and exchange to protect the right to education and serves as a transformative accelerator towards SDG 4. This progress report of the Coalition builds on documents published in September 2020, March 2021, and March 2023 and covers activity between March 2023 and March 2024. Four years in and moving into its fifth, the Coalition works together to ensure all learners are empowered equally in and through education. 
Fighting Racism and Discrimination: A UNESCO Toolkit 出版年份: 2023 机构作者: UNESCO Globally, 1 in 5 people have experienced discrimination on at least one of the grounds prohibited under international human rights law. Despite action around the world to end hate and combat discrimination, our societies continue to struggle. Institutionalised and structural racism remains a significant challenge with societies only beginning to come to terms with the harsh realities of historical legacies of inequality. Regardless of the rise of the Black Lives Matter movement following the death of George Floyd and increased discussion, policies tackling the legacies of historical racism as well as contemporary racism remain limited. Arguments on the ethics of collecting racial and ethnicity data persist, making measurement of racism and discrimination all the more challenging and leading to difficulties in fully comprehending this issue. However, with impact ranging from education to housing to income to criminal justice, these issues cannot wait. Recognising the magnitude of this challenge and responding to the urgent call for action – the Global Call against Racism – by our Member States, UNESCO has developed the UNESCO Anti-Racism Toolkit. Within the pages of this guide, you will find core concepts, good practices from around the world, practical exercises, and more. A tool designed to support policy-makers in developing anti-racist legislation, it is a first step to tackling the historical and structural racism within our societies. 
The Water, Energy, and Food Security Nexus in Asia and the Pacific: The Pacific 出版年份: 2024 机构作者: UNESCO | UNESCO Bangkok | UNESCO Jakarta Global climate targets and the call to action from the Pacific must be heeded while major environmental, societal and economical progress is needed in the region. Leadership from Pacific Island Countries and Territories needs to be supported with action and resourcing to meet both global net zero goals and regional SDGs. This volume applies the water, energy, and food security nexus approach solely in a Pacific context for the first time, bringing together the region’s 17 countries and 7 Territories. This approach improves the security of each sector and supports regional climate and environmental priorities. Effective intersectoral solutions exist with connectivity between the water-food and water-energy sectors of particular benefit. Traditional knowledge and crop production have historically and will continue to play a major role in food security and water resources management in the region. Increased energy demand needs to be met with increased renewables installation as well as new technologies that encompass storage and transport considerations. 
AI and the Holocaust: Rewriting History?; The Impact of Artificial Intelligence on Understanding the Holocaust 出版年份: 2024 作者: Mykola Makhortykh | Heather Mann 机构作者: UNESCO The threats associated with AI on safeguarding the record of the Holocaust are manifold, including the potential for manipulation by malicious actors, the introduction of falsehoods or dissemination of biased information, and the gradual erosion of public trust in authentic records. This paper provides a warning of what is at stake for the preservation of historical truth in a digital era increasingly mediated by AI. It highlights five major concerns:1. AI automated content may invent facts about the Holocaust2. Falsifying historical evidence: Deepfake Technology3. AI models can be manipulated to spread hate speech4. Algorithmic bias can spread Holocaust denial5. Oversimplifying history While there are some benefits to be gained, such as enhanced engagement and interaction opportunities for learners, as well as more efficient data processing capabilities for researchers, to navigate these challenges and capitalize on the benefits, it’s essential for AI designers, policymakers, educators, and researchers to collaborate closely. Only AI systems equipped with robust safeguards and human rights assessments, coupled with an increased focus on developing digital literacy skills, can uphold the integrity of historical truth and ensure the responsible use of artificial intelligence. 
Empowering Students for Just Societies: A Handbook to Teach Integrity in Secondary Schools 出版年份: 2024 机构作者: UNESCO | UN. Office on Drugs and Crime (UNODC) The importance of education lies in its power to shape the values of upcoming generations and equip them with the knowledge to make informed decisions. Contemporary challenges, including corruption must be addressed through education, transparency, accountability and the rule of law, among other efforts. This joint publication by UNODC and UNESCO is a response to this important issue. It is aimed at educators who are striving to inspire and prepare future generations to actively contribute to societies grounded in integrity, ethics and respect for the rule of law. The handbook builds on the first two launched in 2019. This publication highlights the transformative power of education in strengthening the knowledge, skills, attitudes and values necessary for addressing global challenges, especially those that stem from a lack of integrity, like corruption. It underlines the crucial role education plays in nurturing critical thinking, empathy, ethical behaviour, and a commitment to justice and equality among people. The handbook presents a catalogue of educational activities, lesson plans and outside the classroom resources designed to empower youth to reject corrupt practices and become agents of change, promoting integrity and upholding democratic values. 
Climate Change and Sustainability in Science and Social Science Secondary School Curricula 出版年份: 2024 作者: Marcia McKenzie | Aaron Benavot 机构作者: UNESCO There is an urgent need to transform the way climate change and sustainability are taught in classrooms and at schools. Learners must grasp the environmental impacts of climate change, how climate change relates to their own context and what actions can be undertaken and contribute to making societies more sustainable, equitable, just and climate-resilient. The findings presented in this publication indicate that accelerated efforts are needed. In a study of over 530 Grade 9 science and social science curricula from 85 countries worldwide, we found that 69 per cent of curricula contained no references to climate change, while 66 per cent had no references to sustainability. Furthermore, while 69 per cent of surveyed teachers from eight of the countries studied reported that environment, sustainability and climate change topics were included in the science and social science curricula in their schools only 50 per cent included them in their teaching. While there is a notable inclusion of environment, sustainability and climate change in science and social science curricula across countries, the depth of focus of this inclusion varies widely. Cognitive learning prevails over social and emotional or action-oriented learning. Climate change and sustainability in school practices must be strengthened, with teachers playing a key role in enhancing integration through teaching methods and materials. 
Science, Technology and Innovation Policy Instruments for the Sustainable Development Goals: A Global Outlook 出版年份: 2024 作者: Galindo Moreno | Manuel Ricardo 机构作者: UNESCO This publication explores the design, implementation and impact of science, technology and innovation (STI) policy instruments across regions, revealing diverse policy priorities and support strategies. Data from the UNESCO Global Observatory of Science, Technology and Innovation Policy Instruments (GO-SPIN) platform shows that STI policy instruments are closely linked to the SDGs, particularly with SDG 9 (industry, innovation and infrastructure), SDG 8 (decent work and economic growth) and SDG 4 (quality education). Over three-quarters of these policy instruments target these goals. This publication advocates for the use of evidence in designing policies and policy instruments and underscores the importance of continuous monitoring of their implementation. Additionally, it recommends diversifying funding sources, enhancing program management, fostering communication with stakeholders, and applying policy instruments to promote transformative learning. 
Conceptualizing Intercultural Understanding within International Contexts: Challenges and Possibilities for Education 出版年份: 2017 作者: Fethi Mansouri, Ruth Arber 机构作者: UNESCO This chapter interrogates the ways in which intercultural conception has been defined in diverse contexts, providing the framing context for policy and curriculum measures to work with the manifestations of global population movement, diversity and change. It asks questions the ways in which conversations about intercultural understanding can be broadened to consider how entrenched systemic inequalities, the underlying notional and institutional frameworks that support them, and the mono-cultural and specific privileges and oppression, which are so often their enduring outcome, can be dismantled. To that end, it examines how policy and notional and practical work, in relation to intercultural understanding, can better encompass structural and cultural change regarding the ways in which cross cultural encounters and intercultural relations are shaped and take place. 
Global Report on Early Childhood Care and Education: The Right to a Strong Foundation 出版年份: 2024 机构作者: UNESCO | United Nations Children's Fund (UNICEF) Inclusive and quality early childhood care and education (ECCE) are vital for promoting school readiness, foundational learning, and lifelong well-being. Yet almost 60% of children in low-income countries do not have access to early care and learning opportunities. To meet national targets of providing at least one year of organized learning before primary school, low-income and lower-middle-income countries must fill an annual financial gap of USD 21 billion and recruit at least six million more educators before 2030. The first global report, jointly published by UNESCO and UNICEF, offers insights into global and regional ECCE trends. The report, which is a key response to the commitments outlined in the Tashkent Declaration, synthesizes scientific evidence on ECCE’s importance, and exposes persistence gaps in policy and investment. It illustrates how countries have responded to providing equitable and quality ECCE opportunities. The report invites all stakeholders, from governments and policy-makers, to educators, parents and organizations, to ensure that the commitments made in the Tashkent Declaration are fully realized by building a strong foundation for every child. 
Global Report on Early Childhood Care and Education: The Right to a Strong Foundation; Key Highlights 出版年份: 2024 机构作者: UNESCO | United Nations Children's Fund (UNICEF) This document is the key highlights of the Global Report on Early Childhood Care and Education: The Right to a Strong Foundation.