Нести мир в сознание мужчин и женщин

Публикации программы коммуникация и информация с 2019 по 2020 годы

1 Января 2020

С 2019 по 2020 годы Бюро ЮНЕСКО в Алматы поддерживало перевод, адаптацию и прямое использование публикаций в следующих приоритных направлениях программы:

 

http://www.unesco.kz/visual-resources-to-counter-disinformation

 

Visual resources to counter disinformation

 

UNESCO messages to combat disinformation during the Covid-19 pandemic.




















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Information resources on pandemic for a wide audience

UNESCO IITE and UNAIDS Regional Office for Eastern Europe and Central Asia in partnership with Odnoklassniki social media network have released a series of information cards to provide teachers, parents and students with practical tips for living and studying in the time of COVID-19. 64 cards summarize key expert recommendations on nine questions about COVID-19, its influence on our everyday lives – work, studying, relationships with closest ones, physical and mental health – and ways to adapt to this new reality.

Opening each card on your device, you get a answers to the question in the form of presentation.








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Reporting on Violence against Women and Girls

Journalism serving the public interest is an essential lever in the fight against violence against women and girls (VAWG). While coverage has improved over the past few years in many parts of the world, current reporting on gender-based violence still far from accurately depicts the extent and depth of what may be described as a global but silent epidemic.

Far too often, violence against women and girls, if at all reported, is relegated to the sidelines or circumscribed as a “family affair”, as a “personal problem”, or framed in a sensationalist way that does not seize the gravity of, nor accurately depicts, the situation as a high-risk issue of public interest.

Unique in its kind, the handbook is an informative and practical resource for media professionals on how to report on gender-based violence. In addition to its accessible format, it is structured to facilitate its use in fully busy news desks with tight deadlines in sight. Divided into two main chapters, the handbook features specific information on 10 selected topics relative to VAWG, and offers general recommendations for ethical journalistic practice in reporting on gender-based violence.

The first chapter provides basic knowledge and references on 10 thematic areas:

  • Cyberbullying and online harassment of women journalists
  • Early marriages or child marriages
  • Female genital mutilation/cutting
  • Forced marriages
  • Gender-specific foeticide and infanticide
  • Sexual harassment, sexual assault and rape
  • So-called ‘honour’ crimes
  • Trafficking in persons and smuggling of migrants
  • Violence against women in conflicts
  • Violence by an intimate partner or ex-partner and domestic murders


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Journalism, 'Fake News' and Disinformation: A Handbook for Journalism Education and Training

This publication by UNESCO translated to Russian, Kazakh, Kyrgyz and Tajik languages. Ii is a timely resource on a highly topical issue for all those who practice or teach journalism in this Digital Age.

Developments in the last few years have placed journalism under fire. A range of factors are transforming the communications landscape, raising questions about the quality, impact and credibility of journalism. At the same time, orchestrated campaigns are spreading untruths.

Written by experts in the fight against disinformation, this handbook explores the very nature of journalism with modules on why trust matters; thinking critically about how digital technology and social platforms are conduits of the information disorder; fighting back against disinformation and misinformation through media and information literacy; fact-checking; social media verification and combatting online abuse.

This model curriculum is an essential addition to teaching syllabi for all journalism educators, as well as practicing journalists and editors who are interested in information, how we share it and how we use it. It is mission critical that those who practice journalism understand and report on the new threats to trusted information.

 

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Teaching journalism for sustainable development: new syllabi

This work aims to extend the UNESCO Model Curricula for Journalism Education to include new syllabi covering emerging or particularly relevant themes in journalism education globally. As such, it builds on the model curricula – as well as the supplementary UNESCO publication titled A Compendium of New Syllabi – to effectively respond to new issues facing journalism professionals and teachers.

This publication is especially opportune in its response to a key development challenge of the next 15 years. With the Millennium Development Goals (MDGs) coming to an end, and being replaced with what will be called the ‘Sustainable Development Goals’ (SDGs), a long-term pedagogical strategy is called for which can respond to the correlation between a free, independent and pluralistic media system and the overall process of sustainable development.

Against this background, all the syllabi in this particular publication are underpinned by the theme of human development, and indicate UNESCO’s unique normative role in promoting good practices and agenda-setting with regard to journalism education worldwide. In this regard, the publication helps to extend our theoretical understanding of journalism as a responsive, dynamic and evolving practice. In so doing, the publication brings together a diverse ensemble of journalism education experts internationally, and its broad appeal is to integrate the notion of sustainable development into journalistic pedagogy.

 

 

 

 

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  • English
  • Russian
  • Kyrgyz (Peer review - Intranet) Туруктуу өнүгүү үчүн журналистиканы окутуу: жаӊы силлабустар
  • Tajik (Peer review)


 

Model curricula for journalism education: a compendium of new syllabi

This publication builds on the original UNESCO Model Curricula developed in 2007 and adapted, since then, in over 60 countries. The ten new specialized syllabi on journalism education fill the gap for specialized literacies required by journalism educators to respond to new challenges. Such specialized journalistic literacies include those relating to media sustainability, data mining, intercultural dialogue, global communication, humanitarian crisis, human trafficking, community participation, science and bioethics, as well as gender inequality.

Whereas the original Model Curricula focused on developing countries and emerging democracies, these new syllabi are relevant to all democratic societies in which journalism education is an important part of national efforts at promoting free, independent and pluralistic media development. An added value of these new syllabi consists in the use of globally inclusive sources of references, increased focus on online resources and gender-sensitivity.

This compendium of new syllabi represents UNESCO’s strategic response to the question: How can journalism education continue to renew itself? These questions are framed in an increasingly complex social, political and economic context. In the aftermath of the 2008 global economic and financial crisis, journalism faced its most trying moment, especially in the developed world. And so did journalism education, posing challenges for the future.

The development of the UNESCO Model Curricula is an attempt by UNESCO to set standards based on good practice internationally. The effort derives from a conviction that professional journalistic standards are essential to a media system that can foster democracy, dialogue and development. By improving the quality of journalism education, UNESCO believes that both journalism educators and students stand a better chance of influencing journalistic production at the news-institutional level. In turn, newsrooms that are staffed by well-trained and critically minded journalists are likely to positively influence the processes of democracy and development in their societies, especially in the developing world. A quality journalism education is a guarantor not only of democracy and development, but also of press freedom itself.

 

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  • English
  • Russian
  • Kyrgyz (Peer review) Журналисттерди окутуунун стандарттык программасы: жаңы окуу пландарынын жыйнагы


 

 

UNESCO Journalists' Safety Indicators

Developed within the context of the endorsement of the UN Plan of Action on the Safety of Journalists and the Issue of Impunity by the UN Chief Executives Board, the purpose of the UNESCO’s JSI indicators is to pinpoint significant matters that show, or impact upon, the safety of journalists and the issue of impunity.

The JSIs allow for a mapping of key features that can help assess the extent to which journalists are able to carry out their work under safe conditions, and determine whether adequate follow-up is given to crimes committed against them. The JSIs serve to identify the actions that are taken by the various relevant stakeholders in promoting journalists’ safety and fighting impunity at national level. These actors include the UN, State and political actors, civil society organizations and academics, and media and intermediaries.

The JSIs especially serve as a basis against which changes can be systematically registered over time, these changes – hopefully – representing progress, and having a positive impact as regards the safety of journalists. As regards the United Nations, they can help UNESCO and other relevant UN agencies assess on a periodic basis the extent to which the implementation of the UN Plan of Action on the Safety of Journalists and the Issue of Impunity has contributed to improving the security of media professionals in the countries participating in the roll-out of the Action Plan.

It should be noted that the indicators are not intended as a universal model, but rather as signalling a range of relevant items that can serve the purpose of mapping and understanding. They are therefore descriptive and are for the purpose of analysis not prescription. Not every indicator is relevant or even desirable in every context. However, any published findings should indicate the cases in which indicators have not been included for reasons of either suitability or absence of data. Please consult the guidebook for researchers for the use of the indicators.

There are two sets of indicators – one targeted for national assessment, and the other applies to the global level. There is also a guidebook for researchers for applying the national level indicators. The national level indicators and the guidebook have been updated in 2015 in English, French, Spanish and Portuguese. Other updated language versions will be published later on. It is recommendable to use the latest available version of the indicators in each language, and the latest version of the guidebook in English or other accessible language if possible, for the accuracy of the research process.


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Gender-sensitive indicators for media: framework of indicators to gauge gender sensitivity in media operations and content

 

The aim of the Gender-Sensitive Indicators for Media (GSIM) is to contribute to gender equality and women’s empowerment in and through media of all forms, irrespective of the technology used. The main focus of the publication is on the equality and gender dimensions of social diversity in the media.

UNESCO’s commitment to gender equality and women’s empowerment is pursued through gender-specific programming and gender mainstreaming with action in all of its fields of competence. UNESCO’s Communication and Information Sector has engaged globally in a wide range of gender-specific initiatives. The two perspectives, equality between women and men working in the media, and equality in news reporting on women and men, are of equal importance and are being stridently pursued.

It is against this backdrop that UNESCO, in cooperation with the International Federation of Journalists and many other partners, has elaborated this global framework of Gender-Sensitive Indicators for Media. This is a part of a suite of indicators being developed across all sectors of the organization to enable effective assessment of diagnosis of areas within UNESCO’s mandate of media development.

The process that led to the preparation of GSIM extended over a two-year period. It began in early 2010 with a global debate on the UNESCO Women Make the News platform. A first draft of GSIM was then prepared and a year later it was reviewed during an international consultation in Brussels. Thereafter a second draft was prepared. In order to further enrich it a second round of consultation was carried out with UNESCO media partners globally. This essential consultation enabled UNESCO to underline that GSIM is not an attempt to limit freedom of expression and the independence of media, but to voluntarily enrich these cardinal characteristics.

UNESCO is confident that, if fully implemented and properly harnessed, GSIM will have an impact that should be detectable in both qualitative and quantitative terms.

The welcoming of the GSIM initiative by the International Programme for the Development of Communication (IPDC) attests to the importance of this topic to UNESCO Member States.


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Freedom of expression and public order: fostering the relationship between security forces and journalists

This manual on the safety of journalists developed by UNESCO for law enforcement, security forces and journalists is now available in English and Russian.

UNESCO works to ensure the protection, respect and fulfilment of freedom of expression, access to information, press freedom, and the rights and safety of journalists.

Security forces play a vital role in protecting and ensuring an environment conducive to freedom of expression, access to information and other fundamental freedoms.


 


 


 


 


 


 

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Youth and Violent Extremism - On Social Media

Publication on Youth and Violent Extremism - On Social Media: Mapping the Research is available online. The publication is supported by the Information for All Programme (IFAP).

Does social media lead vulnerable individuals to resort to violence? Many people believe it does. And they respond with online censorship, surveillance and counter-speech. But what do we really know about the Internet as a cause, and what do we know about the impact of these reactions? All over the world, governments and Internet companies are making decisions on the basis of assumptions about the causes and remedies to violent attacks.

The challenge is to have analysis and responses firmly grounded. The need is for a policy that is constructed on the basis of facts and evidence, and not founded on hunches – or driven by panic and fearmongering.

It is in this context that UNESCO has commissioned the study titled Youth and Violent Extremism on Social Media – Mapping the Research. This work provides a global mapping of research (mainly during 2012-16) about the assumed roles played by social media in violent radicalization processes, especially when they affect youth and women. The research responds to the belief that the Internet at large is an active vector for violent radicalization that facilitates the proliferation of violent extremist ideologies.

Indeed, much research shows that protagonists are indeed heavily spread throughout the Internet. There is a growing body of knowledge about how terrorists use cyberspace. Less clear, however, is the impact of this use, and even more opaque is the extent to which counter measures are helping to promote peaceful alternatives. While Internet may play a facilitating role, it is not established that there is a causative link between it and radicalization towards extremism, violent radicalization, or the commission of actual acts of extremist violence.  


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UNESCO ICT Competency Framework for Teachers

UNESCO's common core syllabus with a basic set of competencies that allows teachers to integrate ICT into their teaching, extend teachers’ professional development to advance their skills in pedagogy, collaboration, and school innovation using ICTs.

The 2030 Agenda for Sustainable Development recognizes that the prevalence of Information and Communication Technologies (ICTs) have a significant potential to accelerate progress, to bridge the digital divide and support the development of inclusive Knowledge Societies based on human rights, the achievement of gender equality and empowerment.

In the attainment of these goals, technology has the potential to provide innovative solutions to enable learners to take part in quality lifelong learning opportunities, to access information and knowledge and fully participate in society. Digital citizenship - the ability and ethical values to participate in society online – is an increasingly vital element in the 21st Century.

In response, UNESCO has 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 CFT provides a comprehensive set of competencies teachers need to integrate ICT into their professional practice in order to facilitate students’ achievement of curricular objectives.


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UNESCO's Artificial Intelligence and ROAM Report

Steering AI and Advanced ICTs for Knowledge Societies: a ROAM perspective is the title of the new publication launched by UNESCO at the 2019 Internet Governance Forum.The report, unveiled on 27 November 2019 during an Open Forum titled Formulating Policy Options for Big Data and AI Development, recognizes artificial intelligence (AI) as an opportunity to achieve the United Nations Sustainable Development Goals (SDGs), through its contribution to building inclusive knowledge societies.

Released at the Internet Governance Forum (IGF) held in Berlin, it is the 12th edition of the UNESCO Series on Internet Freedom.

« This study frames its assessment of AI through on UNESCO’s Internet Universality ROAM framework agreed by our Member States in 2015. It therefore covers how AI and advanced ICTs will impact Human Rights, Openness and Access, and how a Multi-stakeholder approach underpins work to address both the challenges and opportunities. »

This statement comes from a new UNESCO publication, within the preface by Moez Chakchouk, the Assistant Director-General for Communication and Information of UNESCO.

 

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Постоянная ссылка: http://ru.unesco.kz/publications-on-communication-and-information-2019-2020