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Global Operational Guidelines: Constructing UNESCO Media and Information Literacy Cities 2024 UNESCO  To support the integration of media and information literacy in urban spaces, UNESCO is releasing operational guidelines for city governance stakeholders. These guidelines aim to help cities align their goals with the benefits of integrating MIL into physical and virtual spaces.The guidelines offer examples of actions for cities interested in pioneering the MIL Cities. Cities are encouraged to share their progress and achievements with UNESCO for future initiatives.All cities and municipalities can participate, regardless of size, internet penetration, or technology use. The guidelines aim to foster diverse partnerships at the municipal level for implementing MIL actions and programmes.   Global Paris Agreement 2015 UN  The Paris Agreement is a legally binding international treaty on climate change. It was adopted by 196 Parties at the UN Climate Change Conference (COP21) in Paris, France, on 12 December 2015. It entered into force on 4 November 2016.Its overarching goal is to hold “the increase in the global average temperature to well below 2°C above pre-industrial levels” and pursue efforts “to limit the temperature increase to 1.5°C above pre-industrial levels.”   Global Carbon Inequality Kills: Why Curbing the Excessive Emissions of an Elite Few Can Create a Sustainable Planet for All; Executive Summary 2024 Mira Alestig Nafkote Dabi Abha Jeurkar Alex Maitland Max Lawson Daniel Horen Greenford Corey Lesk Ashfaq Khalfan Oxfam International  The only way to beat climate breakdown and deliver social justice is to radically reduce inequality. This briefing paper reveals the catastrophic climate impacts of the richest individuals in the world, and proposes taking urgent action to protect people and the planet. What little carbon dioxide we can still safely emit is being burned indiscriminately by the super-rich. We share new evidence of how the yachts, jets and polluting investments of the 50 richest billionaires are accelerating the climate crisis. Oxfam’s research shows that the emissions of the world’s super-rich 1% are causing economic losses of trillions of dollars; contributing to huge crop losses; and leading to millions of excess deaths. As global temperatures continue to rise, risking the lives and livelihoods of people living in poverty and precarity, we must act now to curb the emissions of the super-rich and make rich polluters pay.    Global Carbon Inequality Kills: Why Curbing the Excessive Emissions of an Elite Few Can Create a Sustainable Planet for All 2024 Mira Alestig Nafkote Dabi Abha Jeurkar Alex Maitland Max Lawson Daniel Horen Greenford Corey Lesk Ashfaq Khalfan Oxfam International  The only way to beat climate breakdown and deliver social justice is to radically reduce inequality. This briefing paper reveals the catastrophic climate impacts of the richest individuals in the world, and proposes taking urgent action to protect people and the planet. What little carbon dioxide we can still safely emit is being burned indiscriminately by the super-rich.  We share new evidence of how the yachts, jets and polluting investments of the 50 richest billionaires are accelerating the climate crisis. Oxfam’s research shows that the emissions of the world’s super-rich 1% are causing economic losses of trillions of dollars; contributing to huge crop losses; and leading to millions of excess deaths. As global temperatures continue to rise, risking the lives and livelihoods of people living in poverty and precarity, we must act now to curb the emissions of the super-rich and make rich polluters pay.  Notice of Corrections available for this report. Global United Nations Global Principles for Information Integrity : Recommendations for Multi-stakeholder Action 2024 UN  Technological advances have revolutionized communications, connecting people on a previously unthinkable scale. They have supported communities in times of crisis, elevated marginalized voices and helped mobilize global movements for racial justice and gender equality. Yet these same advances have enabled the spread of misinformation, disinformation and hate speech at an unprecedented volume, velocity and virality, risking the integrity of the information ecosystem. New and escalating risks stemming from leaps in AI technologies have made strengthening information integrity one of the urgent tasks of our time. This clear and present global threat demands coordinated international action. The United Nations Global Principles for Information Integrity show us another future is possible.   Global International Day of Education 2025: Artificial Intelligence and Education: Preserving Human Agency in a World of Automation 2025 UNESCO  International Day for Education 2025 aims to: Examine new possibilities offered by AI, especially for teaching, learning, assessment and educational administration. Promote the development of critical AI literacies by equipping educators and learners with the competencies needed to understand, use and influence AI technologies, in line with the UNESCO AI competency frameworks for teachers and students. Ensure that AI complements, rather than replaces, the essential human elements of learning, including the cultivation of in-person relationships and emotional intelligence.   Global User Empowerment through Media and Information Literacy Responses to the Evolution of Generative Artificial Intelligence (GAI) 2024 Divina Frau-Meigs UNESCO  Key messages  Artificial Intelligence and Generative AI are having a significant impact on people’s engagement with information, digital technology, and media. This raises concerns about control human agency and autonomy over information, decision making, gender equality, and freedoms in general. User empowerment through Media and Information Literacy (MIL) as a response to GAI, which is still in its infancy, needs to be fully deployed and public policy makers should be concerned in developing it well from the outset. MIL is necessary to build people’s ethical use of synthetic media, i.e. video, text, image or voice content fully or partially generated by AI-systems. The societal opportunities being deepened by GAI include: access to information, participation, employability, creativity, lifelong learning and creative industries. The societal potential risks being deepened by GAI include:  disinformation, loss of data privacy, threats to integrity of elections, surveillance, lack of source reliability, discrimination, including gender-based and racial stereotypes, and copyrights violations. Building on familiarity in the face of urgency, AI literacy can be embedded in MIL to teach and train all sorts of communities (educators, librarians, youth workers, women networks, etc.). Ensuring explainable AI is key to both the design of MIL curricula and to the design of policy and governance around GAI. To build trust in information and education, source reliability needs to be revised to encompass the different types of “evidence” provided by GAI. MIL can train informed people from outside the technology industry to participate in the design, implementation and regulation of AI, in a manner that remains human-centered, gender-responsive and mindful of the public interest. Training for MIL is within the remit of governments and institutions of higher education, which have a duty to ensure MIL policy actions are sustained and strengthened over time, to be future-proof, in the face of an ever-evolving AI/GAI.  Global Global Education Monitoring Report 2024/5: Leadership in Education; Lead for Learning 2024 UNESCO Global Education Monitoring Report Team Leadership matters in education. Strong leaders are needed to help institutions, systems and societies change for the better. Strong leaders work in collaboration with other actors towards the same goals. At the school level, they are the principals but also those who surround them, in the school and in the community, in positions of responsibility. At the system level, they are civil servants working as district officers, supervisors or planners. At the societal level, they are political leaders, as well as a very broad range of actors who help shape education goals, from unions and researchers to civil society and the media. Entitled Lead for learning, this report argues that, in pursuing specific goals, education leaders are more than just managers. They are change agents, who need the time, trust and support to focus on setting a vision and developing the people they serve and work with. The report calls for investment in and empowerment of school and system leaders. There should be fair hiring processes and growth opportunities that recognize the full scope of leaders’ roles. Moreover, leadership works best when it is shared, empowering others to lead as they can within their roles. There is no one leadership style that works. Different contexts, capacities and personalities mean that styles vary, and rightfully so. This, combined with the different goals that each leader is trying to achieve, means that their impact is hard to fully assess. Yet, all research points towards the critical need for strong leaders to continuously improve education quality. School leaders are second only to teachers for transforming student outcomes. Meanwhile, politicians wield huge influence in making equitable and inclusive education a national priority. Supporting this seventh Global Education Monitoring Report is a new series of country profiles on PEER, an online resource supporting policy dialogue and describing policies and regulations on school principal selection, preparation and development in the world’s education systems. Arab States Europe and North America Unaccompanied and Separated Children in the Mediterranean Region 2024 Pierre Cazenave International Centre for Migration Policy Development (ICMPD) EU This work was designed to shed light on past and current dynamics that influence international migration (from and within the region), gather the perspectives and analyse the narratives of Unaccompanied and Separated Children (UASC) in an attempt to understand the reasons that underpin the mobility of unaccompanied and separated children from and within the region, also with a view to provide recommendations on how to better provide for their specific needs in different contexts. The study placed a special emphasis on 3 selected countries in the MENA region (Morocco, Jordan and Lebanon) while valuable information and data gathered in 2 European Union (EU) countries, Greece and Spain, were also used. Arab States Violence in Schools: Thematic Report 2023 The Higher Council for Education, Training, and Scientific Research (CSEFRS) UNICEF This report presents the results of an assessment of violence in school settings conducted by the Higher Council for Education, Training and Scientific Research, through the National Evaluation Authority, in partnership with UNICEF. This report highlights the importance of a safe, violence-free school environment to ensure quality education.The main objective of this evaluation is to provide a detailed diagnosis of the situation of violence in the school environment in Morocco. Accordingly, the study focuses on measuring the extent of the spread of this phenomenon and identifying its various forms and manifestations in the school environment, as well as the actors involved in it. It does not only target the perpetrators of violence, but also its victims, including students and educational staff.