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Built at the end of the 19th century in San Isidro, north of Buenos Aires, Villa Ocampo is much more than just a bourgeois Belle Époque house. It still reverberates with the conversations of the many artists who stayed there at the invitation of the legendary mistress of the house – Victoria Ocampo. Bequeathed to UNESCO in 1973, this house is now a cultural centre open to all.
This lush, photo-driven guide introduces 50 of the most magnificently biodiverse places around the world, revealing not only their physical beauty but also celebrating the flora and fauna that make them unique.
Over 900 color images and evocative, accessible text reveal the outstanding universal value of each site, through an exploration of its natural history. This is awe-inspiring natural beauty that belongs to us all.
Whether lauded or decried, technologies are increasingly part of the school landscape, at least in industrialized countries.Yet no matter how sophisticated they may be, they have not challenged the founding principle of a teacher giving a class simultaneously to a group of students. Artificial intelligence could be a game-changer. Does the arrival of content-generating tools like ChatGPT and intelligent tutorials mean the oft-heralded revolution has started?
Technology’s role in education has been sparking intense debate for a long time. Does it democratize knowledge or threaten democracy by allowing a select few to control information? Does it offer boundless opportunities or lead towards a technology-dependent future with no return? Does it level the playing field or exacerbate inequality? Should it be used in teaching young children or is there a risk to their development?
The debate has been fueled by the COVID-19 school closures and the emergence of generative artificial intelligence.
This new report recommends that technology should be introduced into education on the basis of evidence showing that it would be appropriate, equitable, scalable and sustainable. In other words, its use should be in learners’ best interests and should complement face-to-face interaction with teachers. It should be seen as a tool to be used on these terms.
UNESCO was born out of a simple conviction: peace and development require stronger foundations than those resulting from political and economic arrangements between states. To better understand and respect each other; to be aware that we all belong to a single human family; to recognize that we share the same planet: those are the greatest challenges.
This publication tells the story of UNESCO’s endeavors to understand, preserve and convey the best of our shared humanity, so we can join efforts and transform of the world.
Our world is full of wonders. From historic cities, castles and cathedrals to magnificent mountains, rainforests and oceans, the world’s greatest treasures belong to all humankind. This is our world heritage.
But our heritage is constantly under threat – from natural disasters, wars, climate change, construction, pollution and mass tourism.
In this book, co-published with Hachette, we visit over 70 World Heritage Sites in 52 countries.
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Archivos: Latin American and Caribbean identity (1988–2003)
- As the world started to discover Latin American literature, the absence of dialogue between the readers and specialists from the different countries in the region was made evident. In October 1988, the first 12 volumes of the Archives of 20th-century Latin American and Caribbean Literature, a collection launched in 1983 with the assistance of UNESCO, were published.
- Over the years, a total of 58 titles were produced, featuring the major works in Spanish, Portuguese and French from some of the best writers in Latin American and the Caribbean, along with critical essays, chronologies and background papers produced by the top specialists at the time. This collection remains unparalleled today.
Creative Cities of Literature
The UNESCO Creative Cities Network (UCCN) was created in 2004 to promote cooperation with and among cities that have identified creativity as a strategic factor for sustainable urban development.
The Network covers seven creative fields: Crafts and Folk Arts, Media Arts, Film, Design, Gastronomy, Literature and Music.
The 246 cities which currently make up this network work together towards a common objective: placing creativity and cultural industries at the heart of their development plans at the local level and cooperating actively at the international level.
La collection Bouba et Zaza
La collection « Bouba et Zaza – Cultures d’enfances », en partenariat avec les éditions Michel Lafon, aborde des thèmes sensibles comme l’environnement, l’illettrisme, l’éducation des filles ou le SIDA pour rompre les tabous et sensibiliser les enfants. Ces albums éducatifs et ludiques sont destinés aux enfants de trois à huit ans et se déclinent en plusieurs langues.
The Bouba & Zaza Collection
The "Bouba & Zaza - Childhood Cultures" Collection, in partnership with Michel Lafon Publishing, tackles sensitive issues such as the environment, illiteracy, girls' education and AIDS to break taboos and raise children's awareness. These educational and entertaining albums are aimed at children aged three to eight, and are available in several languages.
Open Access policy
In order to help reduce the gap between industrialized countries and those in the emerging economies, UNESCO decided in 2013 to adopt an Open Access Policy for its publications by making use of a new dimension of knowledge sharing.
Open Access means free access to scientific information and unrestricted use of electronic data for everyone.
For UNESCO, adopting an Open Access Policy means to make thousands of its publications freely available to the public.