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Message from Ms. Audrey Azoulay, Director-General of UNESCO, on the Occasion of the International Day of Persons with Disabilities
教科文组织总干事奥德蕾·阿祖莱国际残疾人日致辞
3 December 2021
2021年12月3日
The coronavirus disease (COVID-19) pandemic continues to disproportionately affect persons with disabilities.
冠状病毒病疫情继续给残障人士带来异乎寻常的影响。
They are among the first victims of the economic crisis caused by the pandemic. The associated social inequalities are compounded by inequalities in access to information, on account of the persistent lack of access to health guidance in Braille or sign language – a reminder of the need to take action to ensure that information is accessible to everyone.
他们确实是疫情造成的经济危机的第一批受害者。此外，除了这些社会不平等，他们还因为长期无法获取使用盲文或手语的卫生健康指导，面临着信息获取方面的不平等。这提醒我们必须采取行动确保每个人都能获取信息。
As part of our lives has moved online, confinement measures have brought to the fore another series of inequalities affecting people with disabilities: the inequalities relating to technology and the digital world.
限制隔离措施促使我们的一部分生活转移到网络空间，同时也凸现出影响到残障人士的另一系列不平等，即面对技术与数字世界时的不平等。
In that connection, at its most recent session, the General Conference of UNESCO adopted an important document: the Recommendation on the Ethics of Artificial Intelligence. This major advance is the first global standard-setting instrument in this domain. It is aimed at making sure that the inequalities and discrimination present in the real world are not intensified in the virtual world.
在这方面，教科文组织大会在最近一届会议上通过了一份重要文件：《人工智能伦理问题建议书》。这是一项重大进展，也是世界上首部该领域的准则性文书，旨在确保现实世界中存在的不平等和歧视不会在虚拟世界中变本加厉。
UNESCO will continue to work tirelessly to see to it that there is greater equality in the field of education as well. In keeping with our mandate, we are committed to supporting inclusive education because, to quote the title of the 2020 Global Education Monitoring (GEM) Report, "all means all". The GEM Report points out that while 68% of countries have a definition of inclusive education, only 57% mention all the multiple marginalized groups.
教科文组织将继续不懈努力，确保在教育领域也实现更大的平等。为恪守我们的使命，我们将致力于支持包容教育，正如2020年《全球教育监测报告》的标题所言：“覆盖全民，缺一不可”。《全球教育监测报告》指出，虽然68%的国家确定了包容教育的定义，但其中只有57%提到了所有边缘化群体。
In order to remedy the situation, UNESCO, on a daily basis, carries out activities which make it possible not only to inform public education policy by establishing global reference data, but also to change mindsets for the better, so that the prejudices which still pervade our societies can be eradicated. In this respect, particular attention must be given to the condition of girls and women with disabilities.
为纠正这种情况，教科文组织将一如既往开展行动，不仅致力于通过建立全球参考数据为公共教育政策提供参考信息，而且还致力于推动观念的转变，从而消除仍然弥漫于我们社会之中的各种偏见。为此，必须特别关注残障女童和妇女的状况。
These are all crucial issues which UNESCO will raise at the next Global Disability Summit, which Ghana and Norway are co-hosting this February.
这些都是教科文组织拟在明年2月由加纳和挪威共同主办的下一届全球残疾人峰会上提出的重要问题。
This International Day of Persons with Disabilities, our Organization thus calls on the entire international community to work together to ensure respect for people's differences.
值此国际残疾人日之际，本组织呼吁整个国际社会动员起来，为尊重差异性共同努力。
Working alongside all the other agencies in the United Nations system, and with the Convention on the Rights of Persons with Disabilities as its guide, UNESCO will continue to strive determinedly for more equality so that no one is left behind.
教科文组织将与联合国系统所有其他机构一道，以联合国《残疾人权利公约》为指导方针，继续为争取更大的平等不懈奋斗，做到“不让任何人掉队”。
