UNESCO’s first global report on public access to information

UNESCO, Dec. 4, 2020:IPDC Council welcomes UNESCO’s first global report on public access to information

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The first Global Report on the Implementation of Access to Information Laws (based on monitoring of SDG Indicator 16.10.2) has been welcomed by a 39-member state committee at UNESCO.

The Intergovernmental Council of UNESCO’s International Programme for the Development of Communication (IPDC) noted the utility in providing evidence-based analysis for the improvement of access to information as a factor for sustainable development.

The Council’s decision thanked “those Member States that provided information on their national progress on access to information through responding to UNESCO´s 2020 Survey on SDG indicator 16.10.2, noting the positive developments reported therein; and encouraging additional measures to address identified gaps.”

The 2020 report found that of 62 countries responding to a UNESCO survey, almost 70% at least have oversight institutions with the power to make binding decisions on releasing information.

However, only 65% of them could provide statistics about the number of requests for information.

The report points out that the discrepancy highlights that good record-keeping is vital for Access to Information oversight and appeals bodies.

As emphasized in the document, without adequate and reliable records of the requests and appeals received and how they are processed, it is difficult to produce evidence and measure progress. 

In the decision adopted at its 32nd session on 25 to 26 November 2020, the IPDC Council thanked Member States that provided information on their national progress on access to information through responding to UNESCO´s 2020 Survey on SDG indicator 16.10.2. 

In full: https://en.unesco.org/news/ipdc-council-welcomes-unescos-first-global-report-public-access-information

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From Promise to Practice: Access to Information for Sustainable Development

2020 UNESCO Report on the Monitoring and Reporting of SDG Indicator 16.10.2 (Public Access to Information)

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6. Conclusion

Reporting on SDG 16.10.2 serves as an incentive for countries to improve their legal regulatory frameworks, and/or their administration of ATI. In this regard, UNESCO’s survey on SDG 16.10.2, which provides a standardised approach to monitoring ATI performance, has proven useful for countries in measuring ATI progress at national level.

The survey findings in this report suggest that having a specialised ATI oversight and appeals body is fundamental to ensure ATI law enforcement. Experience around the world shows that these bodies play key roles in advocating for standards and best practices, as well as helping to address problems in ATI implementation.

The survey also points to good record-keeping as being is vital for ATI oversight and appeals bodies. Without adequate and reliable records of the requests and appeals received and how they are processed, it is difficult to produce evidence and measure progress. This is a challenge requiring political will, management and resources. Good evidence-based reporting can provide many advantages for improving ATI. It can also help ATI bodies in negotiating for financial and technical resources with policymakers and other stakeholders, which in turn would help address the problems related to management and limited resources. 

Emerging from the 2020 research process, it is evident that sustainable ATI monitoring and reporting requires ATI oversight bodies, when they are the data holder, to play a proactive role in collecting relevant SDG data and cooperating closely with national-level SDG monitoring bodies in this regard.

Civil society organizations and regional and international cooperation networks – such as the International Conference of Information Commissioners (ICIC), the International Ombudsman Institute (IOI); the Open Government Partnership (OGP), and the Regional Network of Access to Information Practitioners in Latin America and the Caribbean (Red de Transparencia y Acceso a la Informacion, RTA) – have proven to play a significant role in accelerating both the adoption and the implementation of ATI guarantees.

As 2020 has also shown, national and international celebrations can be used as platforms to exercise such multi-stakeholder collaboration on ATI, for example during the International Day for Universal Access to Information (28 September). The website for the day highlighted six webinars and a high level online event organised by UNESCO headquarters, and more than 20 national and regional events around the world. International Anti-Corruption Day (9 December) each year is another opportunity to flag the importance of ATI and the monitoring thereof.

To read full report: https://unesdoc.unesco.org/ark:/48223/pf0000375022

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UNESCO's work recognized among best AI initiatives with social and ethical impact

UNESCO, Dec. 2, 2020:UNESCO's work recognized among best AI initiatives with social and ethical impact

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While development and expansion of artificial intelligence and big data are creating significant challenges worldwide, Telefónica, OdiseIA and Compromiso Empresarial have joined forces to recognize the best artificial intelligence initiatives with social and ethical impact.

UNESCO is among the 10 winners recognized for its efforts in elaborating a global Recommendation on the Ethics of AI. UNESCO received the award during a webinar on "The 10 best artificial intelligence initiatives with social and ethical impact" organized on 2 December 2020.

UNESCO, as a global laboratory of ideas is playing a leading role in facilitating international cooperation and shaping the future of AI, and has taken up the challenge, mandated by its Member States, to develop the first global normative instrument in the form of a Recommendation on the ethics of AI. This normative instrument translates the what of AI ethics into the how of relevant policy action, offering concrete ways for the realization of the ethical framework of universal principles and values.

Today, artificial intelligence plays a role in billions of people’s lives. This has been exacerbated with the spread of the pandemic. Sometimes unnoticed but often with profound consequences, it transforms our societies and challenges what it means to be human. Along with multiple advantages, these technologies also generate downside risks and challenges, derived from malicious use of technology or deepening inequalities and divides.

 

In full: https://en.unesco.org/news/unescos-work-recognized-among-best-ai-initiatives-social-and-ethical-impact

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UNESCO sets the agenda at the General Conference of the European Coalition of Cities against Racism (ECCAR)

 UNESCO, Nov 27, 2020

The European Coalition of Cities against Racism (ECCAR) held its 2020 General Conference entitled “CommunicAction – A common front to protect human rights at the local level” on 19 and 20 November 2020, hosted by the City of Bologna (Italy), ECCAR’s lead city. The aim of the General Conference was to reflect on common approaches and actions that encourage inclusion and non-discrimination of disadvantaged communities in cities.

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Gabriela Ramos, UNESCO’s Assistant Director-General for Social and Human Sciences, opened the meeting which welcomed participants from ECCAR and its partners, including the European Union and the Italian Agency for Development Cooperation. Ms Ramos explained that in the context of increased discrimination, UNESCO is being called by its Member States to upscale its actions in this domain. She furthermore underlined the importance to strengthen collaboration in the pursuit of jointly contributing to the EU Anti-racism Action Plan 2020-2025, and develop a common strategy that will bring the EU, UNESCO and ECCAR together to fight racism and discriminations.

Introductory remarks were also delivered by Marco Lombardo (Deputy Mayor of Bologna), Elly Schlein (Vice-President of the Emilia-Romagna Region) and Benedetto Zacchiroli (ECCAR President). In the first plenary session, participants listened to Karen Taylor, Chair of the European Network Against Racism and Magid Magid, activist, author and former MEP, who discussed the taboos on racism and discrimination in the European political and institutional discourse.

In full: https://en.unesco.org/news/unesco-sets-agenda-general-conference-european-coalition-cities-against-racism-eccar

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Do you know that there is a World Olive Tree Day?

 UNESCO, Nov 26, 2020

World Olive Tree Day was proclaimed at the 40th session of the UNESCO General Conference in 2019 and takes place on 26 November every year.

The olive tree, specifically the olive branch, holds an important place in the minds of men and women. Since ancient times, it has symbolized peace, wisdom and harmony and as such is important not just to the countries where these noble trees grow, but to people and communities around the world.

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Conserving and cultivating the olive tree is a growing imperative as the world combats and adapts to climate change. The protection of cultural and natural heritage, including landscapes, is at the heart of UNESCO’s mission and marking World Olive Tree Day reinforces environmental sustainability efforts.

The aim of World Olive Tree Day is to encourage the protection of the olive tree and the values it embodies, in order to appreciate its important social, cultural, economic and environmental significance to humanity.

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There is much to learn, share and celebrate on World Olive Tree Day, and UNESCO encourages everyone to join in through various activities such as debates, conferences, workshops, cultural events and presentations or exhibitions.

In full: http://whc.unesco.org/en/news/2203

Global Convention on the Recognition of Qualifications concerning Higher Education 2019

UNESCO, Paris, 25 November 2019

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PREAMBLE 

The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting in Paris from 12 to 27 November 2019 at its 40th session, 

Inspired by a common will to strengthen educational, geographical, humanitarian, cultural, scientific and socioeconomic ties between States Parties, and to enhance dialogue between regions and the sharing of their recognition instruments and practices, 

Recalling the Constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO), which stipulates that “the purpose of the Organization is to contribute to peace and security by promoting collaboration among the nations through education, science and culture”, 

Mindful of the provisions of the Charter of the United Nations of 1945, the Universal Declaration of Human Rights of 1948, the Convention relating to the Status of Refugees of 1951 and its Protocol of 1967, the Convention relating to the Status of Stateless Persons of 1954, the UNESCO Convention against Discrimination in Education of 1960 and in particular its Article 4a, the International Covenant on Economic, Social and Cultural Rights of 1966, and the UNESCO Convention on Technical and Vocational Education of 1989, 

Mindful of the UNESCO Recommendation on the Recognition of Studies and Qualifications in Higher Education of 1993; the UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel of 1997; the United Nations Declaration on the Rights of Indigenous Peoples of 2007; and the UNESCO Recommendation on Science and Scientific Researchers of 2017, 

Building on the UNESCO regional conventions on the recognition of qualifications concerning higher education, 

Reaffirming the States Parties’ responsibility to promote inclusive and equitable quality education at all levels and lifelong learning opportunities for all, 

Conscious of increasing international cooperation in higher education, of the mobility of students, workers, professionals, researchers and academics, of changes in scientific research, and of the different modes, methods, developments and innovations in teaching and learning, 

Considering higher education, provided by both public and private institutions, as a public good and a public responsibility, and being aware of the need to uphold and protect the principles of academic freedom and of the autonomy of higher-education institutions, 

Convinced that the international recognition of qualifications concerning higher education will facilitate interdependent learning and knowledge development via the mobility of learners and learning, academics, scientific research and researchers, and workers and professionals and will enhance international cooperation in higher education, 

Respecting the cultural diversity among the States Parties, including, inter alia, differences in educational traditions and in the values of higher education, 

Desiring to respond to the need for a global convention on the recognition of qualifications concerning higher education to complement the UNESCO regional conventions on the recognition of qualifications concerning higher education, and to enhance the cohesion between them, 

Convinced of the need to find common, practical and transparent solutions to improve recognition practices globally, 

Convinced that this Convention will promote international mobility, as well as communication and cooperation regarding fair and transparent procedures for recognition, and quality assurance and academic integrity in higher education at a global level, 

Adopts this Convention on this twenty-fifth day of November 2019.

SECTION I. DEFINITION OF TERMS 

Article I 

For the purposes of this Convention, the following definitions shall apply: 

Access (to higher education): the right provided to any individual holding a qualification to apply and be considered for admission to a level of higher education 

Admission (to higher-education institutions and programmes): the act of, or system for, allowing qualified applicants to pursue higher education at a given institution and/or in a given programme 

Applicant: 
(a) an individual submitting to the competent recognition authority a qualification, partial studies, or prior learning for assessment and/or recognition; or 
(b) an entity acting with consent on behalf of an individual 

Assessment: the evaluation of an applicant's qualifications, partial studies, or prior learning by a competent recognition authority engaged in the evaluation of qualifications 

Competent authority: an individual or entity that has the authority, capacity, or legal power to perform a designated function 

Competent recognition authority: an entity which, in accordance with the laws, regulations, policies, or practices of a State Party, assesses qualifications and/or makes decisions on the recognition of qualifications 

Constituent units: official entities of a State Party to this Convention at the level of subnational jurisdictions, such as provinces, states, counties, or cantons, in accordance with Article XX b), Federal or Non-Unitary Constitutional Systems, of this Convention 

Cross-border education: all modes of educational delivery which involve the movement of people, knowledge, programmes, providers and curriculum across States Parties’ borders, including, but not limited to, quality-assured international joint degree programmes, cross-border higher education, transnational education, offshore education and borderless education 

In full: http://portal.unesco.org/en/ev.php-URL_ID=49557&URL_DO=DO_TOPIC&URL_SECTION=201.html

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