UNESCO

Caminos hacia 2050 y más allá

vers 2030

Rapport de l'UNESCO sur la science

ICOMOS

IUCN

ICCROM

Managing disaster risks for World Heritage

"The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals. With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalized currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list. The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all. The report emphasizes that education is a shared responsibility. While governments have primary responsibility, all actors - schools, teachers, parents, students, international organizations, private sector providers, civil society and the media 0́3 have a role in improving education systems. The report emphasized the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not."--Back cover.

Global education monitoring report, 2017/8

Accountability in education: meeting our commitments

International Union for Conservation of Nature

Court, Sarah

International Centre for the Study of the Preservation and Restoration of Cultural Property

Jo, Eugene

Mackay, Richard

Murai, Mizuki

Therivel, Riki

Guidance and Toolkit for Impact Assessments in a World Heritage context

Ireton, Cherilyn

Posetti, Julie

Journalistiek, 'Fake News' & Desinformatie: Handboek voor Journalistiek Onderwijs is de Nederlandse vertaling van het in 2018 verschenen Journalism, 'Fake News' & Disinformation: Handbook for Journalism Education & Training. Wij, Berit Zandbelt en Koen Leurs, werkten van april tot juli 2020 aan deze vertaling in onze capaciteit als student-stagiair en universitair docent verbonden aan de Universiteit Utrecht. Dit was een turbulente periode met ingrijpende gebeurtenissen. De Covid-19 virus pandemie die wereldwijd het publieke leven tot stilstand bracht bleek volgens Peter Burger, universitair docent journalistiek (Universiteit Leiden), "de ideale voedingsbodem voor de verspreiding van hoaxen, broodje-aapverhalen en samenzweringstheorieën". Misinformatie en desinformatie met betrekking tot corona betrof onder andere anti- vaxxers die schadelijke foutieve berichtgeving over vaccins verspreidden, Bill Gates die besmette mensen met microchips wilde implanteren, verbanden die worden gelegd tussen 5g-netwerken en het corona virus, onjuiste berichten over de symptomenen behandeling van het virus en misleidende berichten over de positieve effecten van de lockdown op ons dierenrijk, met gefabriceerde beelden van dolfijnen die weer in de grachten van Venetië zouden zwemmen en herten die Parijse kerken zouden hebben bezocht. Om de consequenties van de informatiewanorde die ook in Nederland ontstond rondom 'Corona' te duiden, hebben wij Yvonne Zonderop en José van Dijck gevraagd een voorwoord te schrijven bij deze Nederlandstalige versie. Zonderop, onafhankelijk journalist en lid van de UNESCO Commissie Nederland, pleit ervoor om jonge en aankomende journalisten het tot "hún romantische opdracht" te maken in de "tegenaanval" te gaan tegen mis-, des- en malinformatie. Van Dijck, universiteitshoogleraar media en digitale samenleving aan de Universiteit Utrecht reflecteert aan de hand van de Covid-19 "infodemie" over het belang van kwaliteitsjournalistiek als hoeder van democratie

Handboek voor Journalistiek Opleidingen

Journalistiek, ‘Nepnieuws’ et desinformatie

The 2013/2014 Education for All Global Monitoring Report shows that a lack of attention to education quality and a failure to reach the marginalized have contributed to a learning crisis that needs urgent attention. Worldwide, 250 million children many of them from disadvantaged backgrounds are not learning the basics. Teaching and Learning: Achieving Quality for All describes how policy-makers can support and sustain a quality education system for all children, regardless of background, by providing the best teachers. The Report also documents global progress in achieving Education for All goals and provides lessons for setting a new education agenda post-2015. In addition, the Report identifies that insufficient financing is hindering advances in education.

EFA Global Monitoring Report – 2013–2014 – Teaching and Learning Achieving quality for all

African futures: towards a sustainable emergence?

European Centre for the Development of Vocational Training

European Training Foundation

National and Regional case studies

Global Inventory of National and Regional Qualifications Frameworks 2022

new approaches for research, education & training

Gender, media & ICTs

United Nations Entity for Gender Equality and the Empowerment of Women

Пособие по борьбе с насилием в отношении женщин и девочек с помощью СМИ

Большой разговор

Penseurs

Le Courrier de l’UNESCO : Laboratoire d’idées

Miao, Fengchun

Holmes, Wayne

Guidance for generative AI in education and research

UNFPA

UNDP

Post-2015 dialogues on culture and development

Mila – Quebec Artificial Intelligence Institute

Missing links in AI governance

Grizzle, Alton

Wilson, Carolyn

Singh, Jagtar

Tuazon, Ramon

Akyempong, Kwame

Cheung, Chi Kim

Albanian Media Institute

Carr, Paul R.

Fischer, Rachel

Gordon, Dorothy

Gulston, Curmira

Jaakkola, Maarit

Lau, Jesus

Stewart, Kristine

Suraj, Olunifesi

Tayie, Samy

Thésée, Gina

Mendim kritik, klikim i mençur!

Qytetarë të aftësuar mbi median dhe informacionin

Best photos from the International Silk Roads Photo Contest

Youth Lens on the Silk Roads

Devant la menace qui pèse sur les futurs communs de l'humanité et de la planète Terre, il est devenu urgent d'entreprendre une action commune pour changer de cap et repenser nos futurs. Reconnue de longue date comme une puissante force au service de transformations positives, l'éducation est investie d'une mission nouvelle, urgente et essentielle. Le présent rapport, le fruit d'un travail de deux années, invite les gouvernements, les institutions, les organisations et les citoyens à travers le monde à élaborer un nouveau contrat social pour l'éducation qui nous aidera à construire, des futurs pacifiques, justes et durables.

Un nouveau contrat social pour l'éducation

Repenser nos futurs ensemble

UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed]

UNESCO ICT Competency Framework for Teachers

University of Oxford (UK)

In the face of such challenges, this new volume in the World Trends in Freedom of Expression and Media Development series offers a critical analysis of new trends in media freedom, pluralism, independence and the safety of journalists.

global report 2017/2018

World trends in freedom of expression and media development

UNESCO

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