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La prevención de la violencia juvenil: Panorama general de la evidencia 出版年份: 2015 机构作者: World Health Organization (WHO) Cada año mueren unos 200.000 adolescentes y jovenes entre los 10 y los 29 años de edad, lo cual coloca al homicidio en cuarto lugar en el mundo como causa demuerte en la población joven. Varios millones de adolescentes y jovenes sufren por actos de violencia, traumatismos que exijen tratamiento medico y psicologico urgente. Las huellas emocionales que la violencia juvenil deja en sus sobrevivientes y en los seres queridos de estos suelen ser profundas. La violencia juvenil destroza vidas y sus consecuencias tienen costos economicos muy altos,tanto para la sociedad como para las familias de los jovenes. El objetivo de este manual es ayudar a los formuladores de politicas y planificadores en todas partes a contrarrestar la violencia juvenil mediante estrategias respaldadas por la evidencia. El manual proporciona un marco cientifico que permite entender por qué algunas personas tiene una mayor tendencia a verse involucradas en actos de violencia juvenil y cómo prevenirla. 
Caring for Women Subjected to Violence: A Who Curriculum For Training Health-Care Providers 出版年份: 2019 机构作者: World Health Organization (WHO) This curriculum draws on the work of many people around the world dedicated to preventing and responding to all forms of violence against women and girls. WHO would like to thank all of those who contributed and who shared their training exercises and experiences, many of which have been incorporated into this manual. Atención para las mujeres que han sufrido violencia: Programa de capacitación de la OMS dirigido a los prestadores de servicios de salud 出版年份: 2019 机构作者: World Health Organization (WHO) Este programa de capacitación se basa en el trabajo de muchas personas de todo el mundo que se dedican a prevenir y responder frente a todas las formas de violencia contra las mujeres y las niñas. 
The Impact of AI on Curriculum Systems: Towards an Orbit-Shifting Dialogue (In-Progress Reflection; no. 32, 2019) 出版年份: 2019 机构作者: UNESCO International Bureau of Education (IBE) ‘Artificial Intelligence’ (AI) refers to the theory and development of computer systems able to perform tasks normally requiring human intelligence. In order to achieve transformational change in contemporary curriculum systems and learning environments, we need to engender an orbitshifting dialogue about the potential relationship between AI and education, in terms of both independent variables (threats), and dependent variables (opportunities). Through such a dialogue, we need to create foresight indicators that can predict the process of this relationship. It is, however, crucial that the relationship between AI and education is strong and directly proportionate. If the potential of the relationship is not exploited sufficiently, then underdeveloped education systems will lag behind and fail to achieve their potential for transformation, whether radical or incremental. Indeed, some may even become obsolete. The paper contends that in order to effectively contribute to the knowledge economy and to sustainable development in the age of the 4th Industrial Revolution (characterized by a fusion of cyber-physical technologies) modern educational systems need to overcome obstacles to innovation in order to maximize the potential for transformative change. To achieve this will require an ‘orbital shift’ in educational planning, practice and resourcing, to enable schools to respond more effectively to the rapidly changing needs of young people, society, the economy and environment in the third decade of the 21st century. Schools, educational institutions and environments, need to transform from being primarily spaces for teaching and taking exams, into spaces for innovation and personal learning, based on a culture of actively listening to the voices, choices, needs and goals of learners. Teachers need to become facilitators, coaches and mentors for learners. Schools need to create AI-enabled, flexible, collaborative working spaces. Visionary, energetic educational leaders need to communicate effectively with all stakeholders, including employers and parents, to inspire and manage change and smart decision-making to develop schools of the future. The aim of this reflection is to initiate an ‘orbit-shifting’ dialogue about the potential of AI applications to transform all components of the curriculum system to meet emergent 21st century educational goals. The conceptualization aims to explore the variable roles and impact of curriculum learning and assessment on these emerging educational goals. Theme 1 of the paper outlines the concepts and characteristics of a range of existing AI systems and their potential to enhance teaching learning and assessment. Theme 2 reflects on the potential to embrace AI systems across the curriculum system. Theme 3 proposes an action model to enable AI to have an ‘orbit shifting impact’ on all the components of the curriculum system (i.e. learners, teachers, learning environments, leadership and management, content, pedagogy and assessment) by enhancing opportunities for individualization, creativity and uniqueness. 
Strengthening Social and Emotional Learning in Hybrid Modes of Education: Building Support for Students, Teachers, Schools and Families; A UNESCO-IBE Discussion Paper 出版年份: 2024 机构作者: UNESCO International Bureau of Education (IBE) The COVID-19 pandemic intensified existing educational disparities globally, prompting a reevaluation of school curricula to include Social and Emotional Learning (SEL). This shift recognized the holistic needs of learners, teachers, and families, emphasizing competencies beyond traditional knowledge acquisition. Despite SEL's increasing global recognition, it is often absent from formal curricula, prompting the UNESCO-IBE to address this gap. This Discussion Paper explores the crucial role of SEL in the broader transformation of global education, particularly in the post-COVID-19 era. It highlights six key topics, presenting diverse experiences in integrating SEL into education. Experts from various fields contribute insights, focusing on socio-emotional and hybrid learning advancements worldwide. The report aims to inspire global change-makers, advocating for robust policies aligned with UNESCO's Futures of Education framework. This call to action aligns with the UNESCO-IBE's HELA initiative, promoting flexible hybrid learning models for crisis response and sustainable educational strategies in line with the UN Transforming Education Summit's vision. 
Adolescents in a Changing World: The Case for Urgent Investment 出版年份: 2024 机构作者: World Health Organization (WHO) | United Nations Children's Fund (UNICEF) This report focuses on the strong returns on investment associated with investing in adolescent health and well-being. Today, adolescents make up more than 16% of the world's population. They are a demographic that is often overlooked or misunderstood. Investments in adolescents can reduce inequalities and help to protect their human rights. The economic and social returns from a wide range of investments to address adolescent well-being are significant. The report makes a compelling case for investing in adolescents, they are living in a world facing multifaceted crises, and they will be tomorrow's changemakers and leaders. The staggering cost of inaction is estimated at US$110 trillion over a period of 27 years (2024-50). That amounts to 7.7% of the total GDP of those countries included in the models, which themselves include around 80% of the world's population. Many interventions will yield high returns, including those focused on health services and multisectoral interventions, for example on SRHR, HPV, TB, myopia, education and training, child marriage and road accident prevention. This evidence base is crucial for policymakers, practitioners, researchers, educators, donors, and civil society organizations as we map the road ahead for a better and more sustainable future. Investing in adolescent health and well-being strengthens the human capital of a country, and hence a country's potential for future development and for ending extreme poverty and creating more inclusive societies. 
[Summary] Climate Change 2021: The Physical Science Basis; Summary for Policymakers 出版年份: 2021 作者: Valérie Masson-Delmotte | Panmao Zhai | Anna Pirani | Sarah L. Connors | Clotilde Péan | Sophie Berger | Nicolas Caud | Yazhen Chen | Leah Goldfarb | Marcos I. Gomis | Min Huang | Kathy Leitzell | Elisa Lonnoy | James B.R. Matthews | Timothy K. Maycock | Trudy Waterfield | Ozlem Yelekçi | Rucong Yu | Baohua Zhou 机构作者: Intergovernmental Panel on Climate Change (IPCC) The Summary for Policymakers (SPM) provides a high-level summary of the understanding of the current state of the climate, including how it is changing and the role of human influence, and the state of knowledge about possible climate futures, climate information relevant to regions and sectors, and limiting human-induced climate change. 
Strengthening Social and Emotional Learning in Hybrid Modes of Education: Building Support for Students, Teachers, Schools and Families 出版年份: 2024 机构作者: UNESCO International Bureau of Education (IBE) This Discussion Paper focuses on the essential role of social and emotional learning (SEL) in the global movement to transform education and amplify its social, economic, environmental and personal impacts in a rapidly changing world. It explores how the mainstreaming of SEL into educational policies and practices can contribute to realizing future visions of education that are flexible, reflective, innovative, and impactful. Specifically, the Paper focuses on six topics that, as a whole, reflect global experiences in integrating and implementing SEL in its various forms both during and in the wake of the COVID-19 pandemic. Its main objective is to animate discussion on how to integrate a SEL dimension in hybrid modes of teaching and learning. This introductory overview presents the overall purpose and scope of the Paper, defines its underlying concepts and introduces the topics brought to this forum through the lenses of a diverse group of educators from Africa, the Arab States, Asia, Europe, and Latin America. 
Snapshot Report: SDGs in the UNECE Region 出版年份: 2019 机构作者: United Nations Economic Commission for Europe (UNECE) This document provides a brief snapshot of some aspects of SDG performance in the UNECE region. It covers the SDGs that will be discussed at the 2019 Regional Forum on Sustainable Development for the UNECE region but it does not attempt to provide an exhaustive assessment. It only uses the available information in the UN SDG Global Database and the sources referenced there to illustrate a selected number of SDG issues. In a very few cases, when no data is available from this database and associated sources, information from other international organizations is used to provide some context to the discussions. 
Global Framework for Refugee Education 出版年份: 2019 机构作者: Global Refugee Forum Education Co-Sponsorship Alliance | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) This Global Framework for Refugee Education has been produced by the Global Refugee Forum’s Education Co-Sponsorship Alliance, comprising more than 60 partners. It aims to help partners to translate the Global Compact on Refugees and the Refugee Education 2030: A Strategy for Refugee Inclusion into pledges for concrete action to help achieve inclusive and equitable quality education for all by 2030.