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Exposition «La Voix des Yézidis: les survivants parlent» 出版年份: 2022 机构作者: Yahad - in Unum Comment Daech a perpétué un véritable génocide à l'encontre d’une minorité ethnique et religieuse d’Irak peu connue, les Yézidis? Cette exposition audiovisuelle interactive nous propose de remonter le fil de ce processus tragique à partir de janvier 2014. Les portraits et témoignages des jeunes victimes Yézidis sont à notre disposition afin de mieux comprendre leur histoire. How did Daech perpetuate a real genocide against Iraq's little-known ethnic and religious minority, the Yezidis? This interactive audiovisual exhibition traces this tragic process from January 2014 onwards. Portrayals and testimonies of young Yezidi victims are available to help us better understand their story. 
2023 Youth Leaders' Mentorship & Local GCED Project: Activity Report 出版年份: 2023 机构作者: APCEIU This report summarizes 10 GCED projects implemented in different parts of the world by the alumni of APCEIU’s Youth Leadership Workshop on GCED in 2023. Ranging from community advocacy for global citizenship to youth-led campaign projects, 10 GCED initiatives have been taken by 10 young leaders in their own communities in Asia, Europe, Africa, Latin America, and the Caribbean. APCEIU offers GCED training programmes targeting youth leaders around the globe to encourage them to achieve the SDGs through global citizenship and GCED. Since 2015, the Youth Leadership Workshop on GCED has been held every year in the Republic of Korea, inviting 50 young global leaders to take part in an intensive training programme where they share their actions, deepen their knowledge on global/local issues, enhance their motivation to take actions for a change, and establish the young leaders’ network on GCED. Since 2021, it has been shifted to a comprehensive training programme composed of online training workshops, mentorship, and local project implementation. 
5th Annual Meeting of the GCED Actors' Platform: Meeting Report 出版年份: 2023 机构作者: APCEIU This meeting report provides the summary of the 5th Annual Meeting of the GCED Actors' Platform held on 20 October 2023. The report outlined the presentations from UNESCO, regional coordinators from 4 Regional GCED Networks (Arab States, Asia-Pacific, Latin America and the Caribbean and Sub-Saharan Africa), including their achievements in advancing GCED in their respective regions over the past year and discussion on potential ways to strengthen GCED implementation on both regional and global levels. 
Report on Roundtable for Advocating Global Citizenship Education and Climate Change Education 出版年份: 2023 机构作者: APCEIU This report shares the overview of the Roundtable for Advocating Global Citizenship Education and Climate Change Education, held on Saturday, 11 November 2023. The event was co-organized by the Permanent Delegation of the Republic of Korea to UNESCO, Office for Climate Education, Asia-Pacific Centre of Education for International Understanding (APCEIU) in partnership with the Group of Friends for Solidarity and Inclusion with GCED (Afghanistan, Armenia, Austria, Bangladesh, Canada, Colombia, Italy, Jordan, Kenya, Kuwait, Philippines, Republic of Korea, Saudi Arabia, Senegal, Serbia, Nigeria and Oman), in support of the Korean National Commission for UNESCO and the French National Commission for UNESCO. This report shares the summary of the event, particularly the presentations on GCED activities and Climate Change Education by experts from Uganda, the Republic of Korea, and France to promote the values and initiatives of GCED and CCE. 
Common Curriculum Guide for Peace Education in Northeast Asia 出版年份: 2023 作者: Sicong Chen | Jeongmin Eom | Kevin Kester 机构作者: APCEIU Inspired by the recommendations from the study, Peace Education in Northeast Asia: A Situational Analysis (APCEIU, 2021), APCEIU coordinated a project to develop a common curriculum for peace education in Northeast Asia. This initiative was undertaken in partnership with UNESCO Multisectoral Regional Office for East Asia, UNESCO Chair on Peace Studies at Nanjing University, UNESCO Chair on Education for Peace, Social Justice and Global Citizenship at Kyushu University, Peace Education Commission of the Peace Studies Association of Japan, Japan Association for International Education, and Korean Society of Education for International Understanding. This guide serves as a framework for supporting peace education in diverse communities across Northeast Asia. Its primary function is to aid in the design and development of peace education programs tailored to various contexts within the region. It is our sincere hope that this guide will serve as a catalyst, encouraging and assisting more teachers and practitioners in the region to actively participate in our collective efforts to foster peace in and through education. 
Research Report: A Comparative Study on Hybrid Learning in Schools 出版年份: 2024 机构作者: UNESCO International Bureau of Education (IBE) During the COVID-19 lockdown, policymakers and educators faced an unprecedented challenge disrupting all levels of education. The initial optimism about replacing physical classes with virtual lessons diminished as complex interconnected issues emerged. To address the need for continuous and sustainable learning, school systems implemented variations of hybrid learning during the pandemic, seeking to integrate physical and virtual classes. These approaches prompted this comparative study led by UNESCO-IBE. The initial phase of this study involved collecting and analysing data on hybrid strategies from six countries. The research aimed to examine factors influencing hybrid learning implementation during the lockdown, with a subsequent focus on developing and validating a practical Hybrid Learning Framework for Schools. The cross-case analysis was designed not to rank or compare, but to understand and connect different scenarios and contexts. Phase I focuses on current hybrid learning practices and influencing factors, while Phases II and III will concentrate on using the information gathered to create and validate a Hybrid Learning Framework for Schools. Aligned with UNESCO-IBE’s overarching vision of a comprehensive, personalized, and democratized curriculum accessible to all, hybrid learning facilitates inclusive education across diverse regions, overcoming geographical and temporal limitations. The approach aims to unlock the unique potential of every learner, fostering a more flexible educational environment. 
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. 
Developing Global Guidance for Child Rights Impact Assessments in Relation to the Digital Environment: Summary of Initial Project Findings 出版年份: 2024 机构作者: United Nations Development Programme (UNDP) | German Institute of Development and Sustainability (IDOS) The age of technology and the Internet have brought tremendous benefits, including for children. However, the spread of digital technologies also comes with a broad spectrum of risks and harms to which children can be particularly vulnerable. Under the UN Guiding Principles on Business and Human Rights and the Children’s Rights and Business Principles, businesses have a responsibility to identify, assess, and address relevant human rights risks, including risks to children’s rights. With respect to the digital environment, a rapidly evolving landscape and the emergence of new technologies has changed the nature and severity of actual and potential child rights risks relating to business activities. In response, UNICEF has initiated a project to assess the current child rights impact assessment (CRIA) landscape in relation to digital business activities and develop new guidance to support robust implementation going forward. A summary of initial project findings is now available here. Further project outputs including the updated guidance (currently under development) are anticipated in late 2024. 
سد الفجوة: دعم قاعدة الأدلة المتعلقة بالتعليم في حالات الطوارئ المستجيب للنوع الاجتماعي 出版年份: 2022 作者: Lauren Gerken | Sumbal Bashir 机构作者: The Inter-agency Network for Education in Emergencies (INEE) يسلّط هذا الملخص الضوء على الثغرات الرئيسية في قاعدة الأدلة حول النوع الاجتماعي والتعليم في حالات الطوارئ، ويقدم التوجيه الاستراتيجي والمحتوى المواضيعي لمبادرات الأبحاث الجديدة. يتضمن توصيات لإجراء أبحاث تعليمية مستجيبة للنوع الاجتماعي والمناصرة للعمل التعاوني وتبادل المعرفة بين النوع الاجتماعي والجهات الفاعلة الرئيسية في مجال التعليم في حالات الطوارئ. يمكن استخدام الملخص لتحديد المجالات ذات الأولوية للبحث وأسئلة البحث للمضي قدمًا، وفرص التعاون، ومجالات البحث ذات الأولوية للتمويل. Bridging the Gap: Strengthening the Evidence Base for Gender Responsive Education in Emergencies 出版年份: 2022 作者: Lauren Gerken | Sumbal Bashir 机构作者: The Inter-agency Network for Education in Emergencies (INEE) This brief was developed by the INEE Gender Task Team in response to global calls for more and better data and evidence on gender-responsive EiE. The brief draws from findings of the 2021 and 2022 editions of the INEE Mind the Gap report on the state of girls’ education in emergencies, and from consultations with gender and education experts.