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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Online Programme and Meeting Document Situation Analysis of SDG 4 with a Gender Lens, Target 4.C سنة النشر: 2018 المؤلف المؤسسي: UNESCO Bangkok Teachers play a critical role in delivering high-quality education and learning outcomes. Indeed, the quality of an education system cannot exceed that of its teachers (OECD, 2010). Target 4.c recognizes this fact by calling on countries to increase the supply of qualified teachers. East Asia and the Pacific does not have enough trained and qualified teachers, particularly in remote and impoverished areas where children are most in need of highquality education. Moreover, the gender distribution of teachers is uneven across the education system, in teaching and administration. While integrating Target 4.c into national education policies and sector plans, governments should develop specific strategies to ensure that teachers are trained, qualified and deployed in an equitable manner. 
Situation Analysis of SDG 4 with a Gender Lens, Target 4.5 سنة النشر: 2018 المؤلف المؤسسي: UNESCO Bangkok Equity and inclusion are at the heart of the SDG 4-Education 2030 Agenda. Target 4.5 calls for monitoring equity using disaggregated parity indices for all education indicators “by income, sex, age, race, ethnicity, migratory status, disability and geographic location, or other characteristics” (UN, 2016). In East Asia and the Pacific, access to basic education has expanded in recent decades, especially for girls (UNESCO & UNICEF, 2012). Despite these gains, many girls are still denied the right to education in the sub-region, but this should not mask the fact that boys also face barriers to education. As policymakers seek to implement Target 4.5, they must address the multiple, intersecting disadvantages that all children and youth face. 
Tajik cultural identity and multiculturalism سنة النشر: 2014 المؤلف: Khamrokhon Zarifi The article is devoted to issues of history, cultural identity and the heritage of the Tajik people. The issues of preservation and continuity of cultural diversity, as well as the phenomenon of multiculturalism are discussed. 
Language and education in post-Soviet Central Asia سنة النشر: 2008 المؤلف: Monica Perotto In the article, the author tries to assess the dynamics of the changing role of Russian and the titular languages in the post-Soviet republics of Central Asia with reference to demographic and geopolitical data, as well as to determine the consequences of the language policy pursued in these countries. Язык и образование в постсоветской Центральной Азии سنة النشر: 2008 المؤلف: Monica Perotto В статье автор пытается дать оценку динамике изменения роли русского и титульных языков в постсоветских республиках Центральной Азии со ссылкой на демографические, геополитические данные, а также определить последствия проводимой в этих странах языковой политики. 
Language Reforms in Central Asia: trends - goals - results سنة النشر: 2008 المؤلف: Pavel I. Dyatlenko The article considers the evolution of language reforms in Central Asia from the beginning of the twentieth century to the end of the 2000s and their significance as a reflection of changing trends. The author analyzes the goals and interests of the political elites who initiated the language reforms, as well as the consequences of the reforms in different areas of public life. Языковые реформы в Центральной Азии: тренды — цели — итоги سنة النشر: 2008 المؤلف: Pavel I. Dyatlenko Статья рассматривает эволюцию языковых реформ в Центральной Азии в период с начала ХХ века до конца 2000-х годов и их значение, как отражение менявшихся трендов. Автор анализирует цели и интересы политических элит, инициировавших языковые реформы, а также последствия проведенных преобразований в разных сферах общественной жизни. 
Be a buddy, not a bully: experiences of sexual and gender minority youth in Tamil Nadu schools سنة النشر: 2019 المؤلف: Menon C. Sunil, Chakrapani. Venkatesan, Jadav. Sarita المؤلف المؤسسي: UNESCO New Delhi We at UNESCO recognize that no country can achieve Sustainable Development Goal 4 - to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - if students are discriminated against or experience violence because of their actual or perceived sexual orientation and gender identity. This study conducted under the overall guidance of the School Education Department, Government of Tamil Nadu highlights our shared commitment to prevent and address bullying in educational institutions. We are confident that this report will be an effective tool for evidence based advocacy with school education departments and go a long way in promoting a comprehensive education sector response to SOGIE-based bullying, which includes enabling policy environments; inclusive curriculum and learning materials; professional development programmes for teachers and other school staff; support for learners including awarenessraising activities; and an overall school environment that is safe, nonviolent and that understands and appreciates diversity. 
Bilingual education as the basis of humanitarian space and integration processes in the EAEU سنة النشر: 2017 المؤلف: M. Tagaev, B. Borchieva This article focuses on conducting a situational analysis and the prospects for introducing bilingual education in Kyrgyzstan as the basis for integration processes in the post-Soviet space. Билингвальное образование как основа гуманитарного пространства и интеграционных процессов в ЕАЭС سنة النشر: 2017 المؤلف: M. Tagaev, B. Borchieva В данной статье ставится задача провести ситуационный анализ и перспективы внедрения билингвального образования в Кыргызстане как основы интеграционных процессов на постсоветском пространстве.