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Water Education for Climate Resilience in Asia and the Pacific: A Regional Curriculum 出版年份: 2021 机构作者: UNESCO A fundamental element towards attaining water security, water education has been at the heart of UNESCO’s Intergovernmental Hydrological Programme since its establishment in 1975.However, in much of Asia and the Pacific, water security remains elusive. Ensuring a water secure future for the region will require the unlocking of broader appreciation, acceptance and internalization of basic water science principles and concepts among experts and communities alike. For this, broader and more effective water education is required.For this potential to be fulfilled, reinforced human, financial and technical resources are required to deliver education, training and capacity development across large segments of society. Not only does this require the mobilization of a much larger contingent of trainers, instructors and conveners—it requires the development of new teaching and learning approaches, methodologies and curricula.This curriculum represents an invitation to tertiary-level educators as well as water managers and decision-makers to redouble efforts towards water security in Asia and the Pacific – and invitation grounded in a process that lies at the heart of UNESCO’s mission: the sharing of knowledge, experience and technologies – in this case among scientific, educational and water management communities across the region. 
Knowledge-Driven Actions: Transforming Higher Education for Global Sustainability; Independent Expert Group on the Universities and the 2030 Agenda 出版年份: 2022 作者: Adrian Parr | Agnes Binagwaho | Andy Stirling | Anna Davies | Cheikh Mbow | Dag Olav Hessen | Helena Bonciani Nader | Jamil Salmi | Melody Brown Burkins | Seeram Ramakrishna | Sol Serrano | Sylvia Schmelkes | Tong Shijun | Tristan McCowan 机构作者: UNESCO With 2030 less than a decade away, it is paramount to think critically and act urgently if we are to achieve the Sustainable Development Goals.Higher education institutions are uniquely positioned to contribute to the social, economic and environmental transformations that are required to tackle the world’s most pressing issues.This report thoroughly discusses the role of higher education institutions in contributing to the 2030 Agenda, through a focus on three interrelated themes: the need to move towards inter- and transdisciplinary modes of producing and circulating knowledge; the imperative of becoming open institutions, fostering epistemic dialogue and integrating diverse ways of knowing; and the demand for a stronger presence in society through proactive engagement and partnering with other societal actors. The report directs attention to the systemic barriers that have inhibited transformations in these three areas so far, and provides advice and examples on how to achieve this. The report calls on higher education leaders and actors to push for transformations within their institutions, using the report’s recommendations to critically reflect and act on their role for achieving the 2030 Agenda. 
Global Education Monitoring Report 2022: Gender Report; Deepening the Debate on Those Still Left Behind 出版年份: 2022 机构作者: Global Education Monitoring Report Team | UNESCO The 2022 Gender Report presents fresh insights on progress towards gender parity in education with respect to access, attainment and learning. It showcases the results of new models that provide coherent estimates, combining multiple sources of information, on out-of-school and completion rates. It also reviews the results of learning assessments released over the past 18 months, which present an almost global picture of the gender gap in reading, mathematics and science achievement in lower and upper primary and lower secondary grades. They provide a baseline against which to assess the impact of COVID-19 on inequality when post-pandemic data start being released next year.A companion to the 2021/2 GEM Report, it emphasizes the role of non-state actors in influencing gender inequality in and through education. Non-state actors have filled in provision gaps left by the public education system. The 2022 Gender Report presents evidence on gender gaps in the share of students enrolled in private institutions by sex and what drives these gaps in the various regions. It also provides case studies on the privatization of childcare in high-income countries, the impact of non-state faith-based schools in Asia on gender norms and the role of women’s universities around the world.Some non-state actors have pushed the gender equality agenda forward, while others have undermined progress in order to maintain the status quo. Some have been at the front line for girls’ education in emergencies. Some have lobbied against comprehensive sexuality education. Some champion inclusion of marginalized girls, while others maintain discriminatory gender norms. Depending on the context, it is important not to make assumptions but to look carefully at the data and work together to eliminate all forces that prevent anyone on the basis of gender from fulfilling their potential through education. 
Where Do We Stand on Education for Sustainable Development and Global Citizenship Education: Findings of the 7th Consultation on the Implementation of the 1974 Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms 出版年份: 2022 机构作者: UNESCO The Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms was adopted by the 18th session of UNESCO’s General Conference in November 1974. Every four years, Member States are invited to report on the measures they have taken to implement the Recommendation in all levels and types of education from pre-primary to tertiary, formal, non-formal and adult education. This document summarizes the results of the 7th consultation on the implementation of the 1974 Recommendation, covering the period 2017-2020. It also contains, for the first time, data for the global indicator adopted by the UN Statistical Commission and the UN General Assembly for the monitoring of Target 4.7 of Sustainable Development Goal for Education. 
The General History of Africa: A UNESCO Flagship Programme for Operational Strategy Priority Africa 出版年份: 2024 机构作者: UNESCO As part of UNESCO’s Operational Strategy for Priority Africa (2022 – 2029), the General History of Africa (GHA) Flagship Programme responds to the challenge of reconstructing Africa and its diaspora historical memory and conscience by revisiting Eurocentric and colonial biases in the representation of their history and societies. It aims to advance a common identity and pride in Africa’s heritage, progress towards greater justice and an inclusive and fair future through the reappropriation and production of knowledge on Africa and its diaspora history in a manner that could contribute to the transformation of education in Africa and beyond. The GHA is aligned with the African Union Agenda 2063, The Africa We Want, the Charter for African Cultural Renaissance, and the United Nations 2030 Agenda for Sustainable Development. 
Global Toolkit on AI and the Rule of Law for the Judiciary 出版年份: 2023 作者: Miriam Stankovich | Ivana Feldfeber | Yasmín Quiroga | Marianela Ciolfi Felice | Vukosi Marivate 机构作者: UNESCO What is Artificial Intelligence (AI)? How does it work? And more importantly, how does it find its way into the judicial context? Technologies such as AI have been around for decades, but only recently have they begun to be used in a variety of justice and law enforcement settings. While AI has immense potential for the justice system, helping judges make better decisions, improving efficiency, increasing access, and helping to detect and prevent crime, there are also some important issues that justice stakeholders should consider as they prepare for a future in which AI is increasingly used in justice systems.In 2022, UNESCO launched two needs assessments. First, through UNESCO’s Artificial Intelligence Needs Assessment Survey in Africa, 90% of the 32 countries surveyed requested capacity building support for the Judiciary on AI. At the same time, a second global survey of judicial actors in 100 countries underlined the need for better understanding the use of AI in the administration of justice and its wider legal implications on societies.The “Global Toolkit on AI and the Rule of Law” for the Judiciary responds to these needs and provides judicial actors (judges, prosecutors, state attorneys, public lawyers, law universities and judicial training institutions) with the knowledge and tools necessary to understand the benefits and risks of AI in their work. The toolkit will assist judicial actors in mitigating the potential human rights risks of AI by providing guidance on the relevant international human rights laws, principles, rules and emerging jurisprudence that underpin the ethical use of AI. 
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. 
평화, 인권, 국제이해, 협력, 기본적 자유, 세계시민성, 지속가능발전을 위한 교육 권고: 해설서 出版年份: 2024 机构作者: 유네스코 '평화, 인권, 국제이해, 협력, 기본적 자유, 세계시민성, 지속가능발전을 위한 교육 권고'를 소개하고 교육에 관심이 있는 이해관계자들 대상으로 권고의 내용과 활용을 담은 해설서. 
Рекомендация об образовании в духе мира, прав человека и устойчивого развития. Пояснительная записка 出版年份: 2024 机构作者: UNESCO Данная брошюра знакомит с обновленной Рекомендацией и кратко разъясняет, каким образом сформулированные в ней руководящие принципы могут быть применены на практике и в повседневной жизни различными субъектами деятельности в сфере образования.