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¿Cómo podemos educar a las futuros creadores de la IA para que diseñen sistemas que promuevan la equidad?

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¿Qué pasa cuando conectamos la desinformación con nuestra información personal?

Particularmente me llamó la atención dos cosas, por un lado la pregunta ¿qué es la verdad?, muchas veces depende de las cosas que vemos en internet, no sabemos que es verdad o mentira sobre la información que recibimos a través de nuestro dispositivos. Por otro lado, cómo se esparcen las mentiras tan rápidamente, como nadie controla lo que se dice en internet sabiendo el daño que se puede provocar al mundo. Por ejemplo la  viralización de conspiraciones contra Bill Gates, una de ellas la creencia de que implantó microchips en las vacunas de Covid-19, provocando lamentablemente muchas muertes, este mito afectó la confianza pública sobre la vacunación.

“La Internet de las Cosas (IoT, por sus siglas en inglés) busca que todos los objetos con los cuales interactuamos y que existen en nuestro planeta, tengan una dirección IP (Protocolo de Internet) para que puedan generar información y transferir datos mediante la red, sin la intervención de los seres humanos o de la interacción personas-computadoras.” (Pineda de Alcázar, 2018, p. 12) .

Tenemos que ser conscientes  de la información que subimos a internet, las personas al estar detrás de su celular, computadora, etc. se sienten con la impunidad de escribir lo que se le ocurra y dañar a miles o millones de personas, también estamos expuestos a que nuestra privacidad y seguridad sean vulnerados por la cantidad de datos que subimos sin tomar conciencia. La desinformación vulnera la privacidad y seguridad de nuestros datos.

¿Cómo podemos distinguir entre la verdad y una falsa verdad en un entorno digital donde todo parece tener la misma validez?

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Al crear esta ayuda pedagógica en formato de reel, la cultura de lo instantáneo influyó directamente en las decisiones de diseño. La necesidad de captar la atención en los primeros segundos me llevó a simplificar el lenguaje y a seleccionar solo las ideas más impactantes del tema, dejando fuera explicaciones más extensas. Esto redujo la complejidad inicial del concepto de “burbujas de filtro”, pero a la vez permitió hacerlo accesible y significativo para un público adolescente. Como futura docente, reconozco que en los entornos digitales mi identidad profesional tiene una responsabilidad ética: no banalizar el conocimiento ni reproducir desinformación. Por eso, aunque el formato sea breve y visual, busco mantener la solidez conceptual, fomentando la reflexión crítica y el diálogo más allá del impacto inmediato.

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Este electrodoméstico que nos facilita la limpieza de la casa, puede a su vez convertirse en nuestro enemigo porque le brinda a la nube toda información de nuestra casa: horarios, rutinas, plano de nuestra casa, conversaciones.

Es para reflexionar sobre si realmente son necesarias estas tecnologías en nuestro hogar, en pensar en toda la información que brindamos a la red.

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El fabricante estadounidense aseguró que el asistente digital solo escucha tras la detección del llamado clave: " Hey Siri" u "Oye Siri". Sin embargo, en muchos casos las grabaciones se realizaron sin esa invocación

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Apple usó a Siri para espiar a los usuarios en su intimidad y pagará una multa millonaria

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La compañía de Cupertino desembolsará 95 millones de dólares para resolver la demanda colectiva que la acusó de interceptar y revisar las conversaciones con el asistente virtual de los iPhone.

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REFLEXIÓN DEL GRUPO: La experiencia en el merendero "Carita de ángel" tan desafiante como emocionante, donde nos sucedió "algo" demasiado nuevo para nosotros: un traslado de la planificación académica y grupal hacia el encuentro con la realidad. Días anteriores nos encontraron diversos y repletos

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Miradas de infancias: el trabajo infantil en la Argentina

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En nuestro país, al igual que en diversas regiones del mundo, se oculta un delito: el trabajo infantil. Son niñas y niños invisibles y olvidados que se ven privados de su derecho a una infancia feliz por un sistema cruel que les roba su niñez. En condi…

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Los muertos en Gaza superan los 55.000 tras una nueva matanza en un reparto de comida. Cerca de 138 millones de niños en el mundo tienen que trabajar. Casi 1,3 millones de personas han tenido que huir de la violencia en Haití marcando otro récord en los niveles de desplazamiento.El Secretario General se reunió con el Papa León XIV.

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This year is the International Year for the Elimination of Child Labour which calls on all of us to raise awareness of the importance of ending child labour and to step up our collective efforts for impactful and sustainable actions.

We publish regular articles on different themes related to child labour throughout the year and you can find links to our previous articles below.

This month, we are turning our attention to education. September is a month when many of the world's children are returning to school. However, this is not the case for a lot of children involved in child labour who are denied their chance to get an education.

Education is a fundamental human right and a major enabler to reduce inequalities and build peaceful, democratic and inclusive societies that are the core of EU values.

Current situation and trends

Percentage of children aged 5 to 14 years in child labour not attending school, by region. © ILO/UNICEF 2021

According to the latest Child Labour Global Estimates, published in June, 160 million children - 63 million girls and 97 million boys - were in child labour globally at the beginning of 2020, accounting for almost 1 in 10 children worldwide. 53 million of these children are not in school, amounting to 28% aged 5 to 11, and 35% aged 12 to 14. This is especially alarming given the largest share of those in child labour who are excluded from school are younger children, within the age range for compulsory education. As a result, the future job and life opportunities for all these children will be seriously impeded.

Even for those children in child labour who get to attend school, most struggle to balance the demands of education and their work. They generally do not attend school full time and lag behind their peers in grade progression and learning achievement, and are more likely to drop out prematurely. Hazardous child labour constitutes an even greater barrier to school attendance.

The situation is getting worse for many children, especially on account of the Covid-19 pandemic and other crises. This is despite a significant overall net decline in children out of primary school in recent years. The gap in education exclusion rates remain large, with sub-Saharan Africa being most affected.

What are the drivers

There is no single reason for why children find themselves in child labour and are not able to fully attend school. In many cases, the work demands so much time and energy that it becomes impossible for children to enter, persist and succeed at school. In other instances, children work because they lack access to quality, free schools. Additionally, decisions concerning children's education can be influenced by family perceptions of its importance. Girls have the double burden of doing unpaid work - household chores and family care, which prevent many from attending school full time.

Covid-19 is a real cause for concern

In 2020, the pandemic increased the number of children in income-poor households by an estimated 142 million, which is a massive 24 % increase on the previous year. Their families have suffered job and income losses, seen cuts in remittances and experienced other shocks.

Families turn to child labour as a coping mechanism in times of crises. Moreover, school closures during lockdowns have added to the risks, especially for children in vulnerable situations, as they are even more likely to work when school is not an option. Pandemic-related school closures have affected over 90 % of the world's students and remote learning failed to reach 463 million learners.When children leave school and enter paid employment, it is usually very difficult to resume their education. Without a robust response, the education emergency may easily spiral into a child labour emergency.

The TACKLE project is tackling child labour through education in African, Caribbean and the Pacific countries

The EU funded TACKLE project implemented by the ILO aimed to tackle child labour through education in 12 countries across Africa, the Caribbean and the Pacific countries The project helped prevent child labour and withdraw children from child labour by offering alternative education and training opportunities and promoting livelihoods.

In Madagascar, for instance, an agreement was made between a company and three NGOs to support the economic activities of parents of children in or at risk of child labour. The initiative boosted the agricultural productivity of the parents enabling them to pay for their children's school fees.

In Zambia, community child labour committees were established and collaboration with a local bank helped support livelihoods. Many children in Zambia are forced into child labour at the expense of going to school as a result of the HIV/AIDS pandemic. The community committees have helped raise awareness of the importance of education and a savings scheme was launched to help fund children's education.

Read more stories and best practices from the TACKLE project.

What are the solutions

There are some well-known solutions for getting and keeping children in school and out of child labour, and many others, but their effective implementation is still limited:

aligning the minimum working age and the end of compulsory schooling

improving the overall quality of education, which increases the chances of students staying in school and succeeding

abolishing or reducing school costs, which may be unaffordable for some and include school-feeding facilities

register every child at birth, as a birth certificate with proof of legal identity and age is often required to access education

providing or increasing universal child benefits as part of countries' social protection system (see below) and other policy instruments, which could potentially promote more equitable access to education

back-to-school campaigns and outreach in response to pandemic related school closures and to sensitise parents on the importance to invest in education

flexible school calendar and curricula to incentivise school attendance and cope with family farms needs for seasonal light work

facilitate school-to-work transition for children aged 15-17 years through vocational, education and training (VET) to provide them with knowledge, skills and competencies to access decent jobs when they reach working age

involving the formal and informal private sector operators and reduce the mismatch between skills and labour market requirements

empowering teachers' unions to improve teachers' working conditions and wages

improving school infrastructure, including safe roads, water and sanitation

Social protection can make a difference

Social protection by way of universal child benefits or cash transfers offer a powerful solution. Transfers provided on a regular basis to all families with children, are a simple and proven means of cushioning children and their families from poverty and improving access to education and other services. The payments can be used to incentivise school attendance and help offset schooling costs. Solutions may be required for families of informal workers, who may be excluded from social protection payments, making them doubly vulnerable.

The EU stands committed

The EU continuously works to address the root causes of child labour by tackling poverty, inequalities, increasing access to quality education and social protection, promoting due diligence for sustainable supply chains, and supporting partner governments, local actors and businesses, especially in the most affected countries. The complexity of the problem requires holistic approaches to address the root causes and systemic solutions need coordination with a variety of actors and strategic sectors.

The European Commission's commitment aims at transforming education and promoting innovative learning solutions especially in Africa. Commissioner Urpilainen has called for at least 10% of external aid to target education to help increase the number of children in school and learning, and prevent children to fall into child labour.

The President of the European Commission, Ursula Von der Leyen, has committed to a zero-tolerance policy on child labour in new trade agreements in her political guidelines. In addition, the recently adopted EU Strategy on Child Rights 2021-2024 commits the EU to support free and easily accessible compulsory qualitative education, extend social welfare programmes and increase the capacity of labour inspection systems to monitor and enforce child labour in our partner countries.

Between 2013 and 2019 the EU has helped more than 70.6 million children access primary education and close to 24 million children to enrol in secondary education. The EU supports education in some 100 countries and through partnerships such as the Global Partnership for Education (GPE) and Education Cannot Wait.

The CLEAR Cotton project: combating child labour with education in times of COVID-19

The CLEAR Cotton project, financed by the EU and implemented by the ILO and the FAO, is working to eliminate child labour and forced labour in the cotton, textile and garment value chains. The project is reintegrating children in child labour back to school, recognising the importance of education as the most effective way to combat child labour. Read the story of Inoussa who is no longer in child labour and been reintegrated into schooling as a result of the project. Read another story from the ILO on how CLEAR Cotton is implementing the Accelerated Schooling Strategy (Stratégie de scolarisation accélérée - passerelle - SSA/P) in Burkina Faso and Mali, to withdraw children from cotton fields and send them back to school, with specific solutions needed in light of the pandemic.

International targets

The international community has set SDG target 8.7 which calls on countries to end child labour in all its forms by 2025. Given the intrinsic link between child labour and education, reducing and eventually ending child labour contributes to progress on SDG 4 on quality education.

There are two fundamental ILO Conventions that directly address child labour: ILO Convention 138 on the minimum age for work and 182 on eliminating the worst forms of child labour. ILO Convention 182 was universally ratified by all ILO member states last year. This Convention calls on all countries to enhance international cooperation and/or assistance for social and economic development, poverty eradication and universal education (article 8).

Join us on our journey to end child labour

The EU will continue to explore new areas and innovative and effective approaches to eradicate child labour, in cooperation with existing initiatives and alliances. And to raise awareness of all actors on this unacceptable reality: everybody can play a role even if very little. The High Level Conference on Child Labour in Agriculture of November 2021 and the 2022 Global Conference on Child Labour will be instrumental in this regard: the EU is ready to actively participate and commit to further working with all actors towards an ambitious outcome to accelerate action to achieve target 8.7 by 2025.

We call on all actors to step-up their actions: governments, private sector, civil society, communities, education systems, trade unions and other stakeholders. If not, we risk losing another generation of children to child labour, who are missing out on education and other crucial opportunities in life.

Let's end child labour together!

News and resources

Read our previous monthly articles exploring different themes on child labour for the International Year:

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Child labour is keeping millions of children out of school

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According to the latest Child Labour Global Estimates, published in June, 160 million children - 63 million girls and 97 million boys - were in child labour globally at the beginning of 2020, accounting for almost 1 in 10 children worldwide.

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ONU Mujeres - América Latina y el Caribe

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Metas

Para 2030, velar por que todas las niñas y todos los niños terminen los ciclos de la enseñanza primaria y secundaria, que ha de ser gratuita, equitativa y de calidad y producir resultados escolares pertinentes y eficaces.

Para 2030, velar por que todas las niñas y todos los niños tengan acceso a servicios de atención y desarrollo en la primera infancia y a una enseñanza preescolar de calidad, a fin de que estén preparados para la enseñanza primaria.

Todas las regiones en desarrollo del mundo han conseguido o prácticamente han conseguido la matriculación igualitaria de niñas y niños en la escuela primaria. Se trata de un logro histórico, aunque está todavía inconcluso. En el África subsahariana, sólo el 23 por ciento de las niñas rurales pobres termina la escuela primaria. En muchos países, las brechas de género se amplían significativamente en las escuelas secundarias y de educación superior [ 1].

La educación es un derecho. Permite a las personas aumentar su bienestar y contribuye a mejoras sociales y económicas más generales. La mejora en la educación representa aproximadamente un 50 por ciento de crecimiento económico en los países de la Organización de Cooperación y Desarrollo Económicos durante las pasadas cinco décadas [ 2]. Cerca de la mitad de este crecimiento corresponde al hecho de que más mujeres participan en mayores niveles de educación y a una mayor igualdad respecto a los años que las mujeres y los hombres dedican a la escuela [ 3].

Para que la educación dé sus frutos, ésta debe ser inclusiva y de alta calidad. Los esfuerzos activos para poner fin a los estereotipos de género deben abordar aquellos que limitan la escolarización o que orientan a las mujeres y las niñas hacia ámbitos de estudio o trabajo "aceptables".

Para todas las niñas y los niños, las mujeres y los hombres, la educación debe estar disponible a lo largo de toda su vida. La educación previa a la primaria establece las bases sobre las cuales se asienta toda la escolarización posterior. El aprendizaje continuo para personas adultas amplía las posibilidades de disfrutar de una vida productiva y plena.

ONU Mujeres actúa para promover la educación -un requisito previo fundamental para la igualdad de género y los derechos de las mujeres- mediante el análisis de los planes de estudio escolares y las políticas para contrarrestar la discriminación de género, mejorar el acceso a las tecnologías de la información, y facilitar capacitación para docentes, estudiantes, madres y padres. Junto con la Asociación Mundial de las Guías Scouts, ONU Mujeres ha elaborado un plan de estudios de educación no formal para prevenir la violencia contra mujeres y niñas. Educadoras, educadores y jóvenes líderes se están capacitando para aplicarlo en más de 12 países.

Historias

Jóvenes se convierten en defensoras y defensores de la igualdad de género
Un proyecto de ONU Mujeres respaldado por el Fondo para la Consolidación de la Paz de las Naciones Unidas reúne personal docente y educativo de siete regiones de Kirguistán para participar en una serie de cursos que le permitan profundizar en sus conocimientos sobre igualdad de género, violencia contra las mujeres, secuestro de novias y matrimonio precoz forzado. El objetivo es que enseñen a otras y otros colegas sobre estos temas.

En Afganistán, las mujeres y las niñas se esfuerzan por tener una educación
En un país en el que la educación para todas y todos sigue siendo un reto, ONU Mujeres presta su apoyo a esfuerzos por llegar a las mujeres y las niñas mediante clases de inglés y capacitación para desarrollar competencias informáticas. (Solo disponible en inglés)

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ODS 4: Garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todas y todos

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¿Cómo pueden las mujeres ayudar a garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todas y todos?