In October 2005, UNESCO Member States adopted by acclamation the Universal Declaration on Bioethics and Human Rights. For the first time in the history of bioethics, some 190 countries committed themselves and the international community to respect and apply fundamental ethical principles related to medicine, the life sciences and associated technologies. This publication provides a new impetus to the dissemination of the Declaration, and is part of the organisation's continuous effort to contribute to the understanding of its principles worldwide. The authors, who were almost all involved in the elaboration of the text of the Declaration, were asked to respond on each article: Why was it included? What does it mean? How can it be applied? Their responses shed light on the historical background of the text and its evolution throughout the drafting process. They also provide a reflection on its relevance to previous declarations and bioethical literature, and its potential interpretation and application in challenging and complex bioethical debates.

In 2016, in response to recent attacks on cultural heritage sites in Syria, Iraq, and Timbuktu, the J. Paul Getty Trust convened a meeting at the British Academy in London to discuss the need for an international framework to protect cultural heritage in zones of armed conflict. To further explore these questions, the Trust subsequently launched the J. Paul Getty Trust Occasional Papers in Cultural Heritage Policy series. The fifth issue of this series, written by Irina Bokova, former director-general of UNESCO, focuses on the value that UNESCO can bring to the fight to protect cultural heritage. During her two terms at UNESCO, Bokova worked to promote international peace and cooperation by raising awareness of the value of cultural heritage and partnering with local communities to rebuild and revitalize their damaged heritage—and themselves. One of Bokova’s most successful campaigns, #Unite4Heritage, has created a global social network of people who are sharing stories, knowledge, and personal experiences about their heritage in an effort to challenge the hate-filled narratives put forward by extremists and keep threatened cultures alive and vital.

Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. This publication offers guidance for policy-makers on how best to leverage the opportunities and address the risks, presented by the growing connection between AI and education. It starts with the essentials of AI: definitions, techniques and technologies. It continues with a detailed analysis of the emerging trends and implications of AI for teaching and learning, including how we can ensure the ethical, inclusive and equitable use of AI in education, how education can prepare humans to live and work with AI, and how AI can be applied to enhance education. It finally introduces the challenges of harnessing AI to achieve SDG 4 and offers concrete actionable recommendations for policy-makers to plan policies and programmes for local contexts. [Publisher summary, ed]