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HARNESSING THE POWER OF DATA FOR GENDER EQUALITY: Introducing the 2019 EM2030 SDG Gender Index سنة النشر: 2019 المؤلف المؤسسي: Equal Measures 2030 In the 2019 Global Report “Harnessing the power of data for gender equality: Introducing the 2019 EM2030 SDG Gender Index”, the Equal Measures 2030 (EM2030) introduces the 2019 SDG Gender Index. The index is a comprehensive tool available to explore the state of gender equality across 129 countries (covering 95% of the world’s girls and women), 14 of the 17 Sustainable Development Goals (SDGs), and 51 targets linked to issues inherent in the SDGs. The 2019 SDG Gender Index finds that, with just 11 years to go until 2030, nearly 40% of the world’s girls and women – 1.4 billion – live in countries failing on gender equality. Another 1.4 billion live in countries that “barely pass”. Even the highest-scoring countries have more to do, particularly on complex issues such as climate change, gender budgeting and public services, equal representation in powerful positions, gender pay gaps, and gender-based violence. No country in the world has reached the “last mile” on gender equality. 2019 Global Report overview: Section 1: A foreword from Equal Measures 2030’s partners: The African Women’s Development and Communication Network (FEMNET), The Asian-Pacific Resource & Research Centre for Women (ARROW), Bill & Melinda Gates Foundation, the Committee for Latin America and the Caribbean for the Defense of Women’s Rights (CLADEM), Data2X, International Women’s Health Coalition (IWHC), KPMG, ONE Campaign, Plan International, Women Deliver. Section 2: Key findings from the 2019 SDG Gender Index. Section 3: Introducing the 2019 SDG Gender Index, the approach, what makes this index unique and how the findings should be interpreted. Section 4: Key global findings, patterns and comparisons of index scores between and within the different regions: Asia and the Pacific, Europe and North America, Latin America and the Caribbean, the Middle East and North Africa, Sub-Saharan Africa. Section 5: Regional overviews of index scores and gender equality context, and thematic deep drives on 1) inequalities in girls’ education, 2) women in science and technology research positions, 3) girls’ and women’s physical safety, 4) legal barriers for women, 5) women in government. Section 6: Leaving no one behind: multiple and intersecting forms of discrimination of girls and women. Section 7: Recommendations for action. 
Monitoring the implementation of the Lisbon Recognition Convention - Council of Europe Higher Education Series No. 23 سنة النشر: 2019 المؤلف المؤسسي: UNESCO | Council of Europe In accordance with the Lisbon Recognition Convention, the Committee of the Convention shall oversee its implementation and guide the competent authorities in implementing the convention and in their consideration of applications for the recognition of foreign qualifications. The Rules of procedure (adopted by the Committee in Vilnius in 1999) reiterate this role – the function of the Committee is to promote the application of the convention and oversee its implementation. Article II. of the convention states that where the central authorities of a party are competent to make decisions in recognition cases, that party shall be immediately bound by the provisions of the convention and shall take the necessary measures to ensure the implementation of its provisions on its territory. Where the competence to make decisions in recognition matters lies with individual higher education institutions or other entities, each party, according to its constitutional situation or structure, shall transmit the text of this convention to those institutions or entities and shall take all possible steps to encourage the favourable consideration and application of its provisions. The provisions of Article II. are central to determining the obligations of the parties to the convention. This article places upon these parties an obligation to make sure that information on the provisions is disseminated to all competent recognition authorities, and that these institutions are encouraged to abide by the convention (Explanatory report to the convention). The objective of this monitoring exercise has been to oversee the implementation of the main provisions of the convention and to report to parties on the outcome of this monitoring, presenting the main findings and recommendations. This monitoring report is also a contribution to the commitment set out in the Yerevan Communiqué (2015) to review national legislation to ensure full compliance with the convention, and to ask the Convention Committee, in co-operation with the ENIC (Council of Europe and UNESCO European Network of National Information Centres on academic recognition and mobility) and NARIC (EU Network of National Academic Recognition Information Centres) networks, to prepare an analysis of the national legislation reports by the end of 2017, taking due account of this monitoring report. This is the first monitoring of implementation of the Lisbon Recognition Convention (LRC) since its signature in 1997. The questionnaire used for the monitoring exercise was drawn up by the Bureau of the Convention Committee, namely Gunnar Vaht, President of the Committee, Gayane Harutyunyan, Vice-President, Allan Bruun Pedersen, Vice-President, and Baiba Ramina, Rapporteur, together with the joint Council of Europe/UNESCO Secretariat. The monitoring covers the 10 main provisions of the convention and comprises 22 questions relating to implementation of the main principles. The questions focus primarily on how the convention requirements are regulated at national level and to what extent the rules are reflected in national legislation. In cases where some or all of the provisions are not regulated at national level and where the higher education institutions have total autonomy in establishing the principles of the convention, the aim has been to discover how national authorities oversee implementation of the principles of the convention at institutional level. As stated above, the objective of this monitoring report is to monitor implementation of the convention by the parties to the convention. The executive summary focuses on the key findings and the conclusions focus on the recommendations made by the Convention Committee Bureau, which will require political decisions from the Convention Committee and from national authorities for follow-up action. The various chapters of the report elaborate further on both the key findings and the recommendations. The questionnaire was sent to 53 states parties to the LRC, and replies were received from 50 countries. The initial deadline given was 15 February 2015, but this was extended to June 2015. The analysis by the members of the Convention Committee Bureau took place from June to November 2015 and was assisted and reviewed by the Council of Europe and UNESCO, the joint Secretariat of the LRCC Bureau. 
EDUCATION IN CONFLICT المؤلف المؤسسي: EFA Global Monitoring Report Team | UNESCO PROGRESS IN GETTING ALL CHILDREN AND ADOLESCENTS INTO SCHOOL IS BEING HELD BACK BY CONFLICT - 34 million out-of-school children and adolescents live in conflict countries. - Children in conflict countries are two times more likely to be out of school than their peers elsewhere.- Adolescents in conflict countries are two thirds more likely to be out of school than their peers elsewhere.- Children in conflict countries are 30% less likely to complete primary school and half as likely to complete lower secondary school.- Girls are almost two and a half times more likely to be out of school if they live in a conflict country than those elsewhere.- Adolescent girls are almost 90% more likely to be out of secondary school than young women elsewhere.- The poorest children in conflict countries are twice as likely to be out of school as the poorest elsewhere. 
EIU Best Practices Series No. 47: Building Zones of Peace: Peace Education Programme; A Case from Costa Rica سنة النشر: 2018 المؤلف المؤسسي: APCEIU Building Zones of Peace (BZP) is a non-formal peace and global citizen education programme created to promote peace and prevent violence in vulnerable urban communities in Costa Rica. The programme aims to encourage participants to develop a critical view of their contexts and explore different ways of taking action to transform the world we live in, and by recognizing how individual and collective efforts have a positive and direct impact in our personal, family and community spheres as well as nationally and globally.In 2017, BZP was conducted to a group of secondary education students ages 13 to 17. This year (2018), participants are young women, ages 18 to 22, all of the mothers who live in extreme poverty. These women have been selected by a governmental office whose aim is to reduce poverty by empowering them. Several resources and networks of support have been created in different areas such as health, employment, childcare and education to achieve this goal. In this sense, our programme was chosen to contribute significantly in this process. 
EIU Best Practices Series No. 48: Youth-Led Action Research of Transformation; A Case from India سنة النشر: 2018 المؤلف المؤسسي: APCEIU This action research project is about the education for livelihood and life skills of marginalized young girls. This project was based from my experience in the Youth-Led Action Research Project organized by ASPBAE and UNESCO Institute of Lifelong Learning (UIL), which gradually led to the conception of the present action research project for the empowerment of the marginalized rural girls suppressed by patriarchal social systems. The Shodhinis are the subjects and objects of this action research. A hundred girls from ten villages conducted action research on the topics of gender, education, livelihood and life skills to young marginalized young girls aged between 14 to 25 years old in their respective communities. The Shodhinis discovered the joys of learning as they took positive steps in discovering and empowering themselves. The research enabled them to conduct various research methods like census and in-depth surveys of their fellow girls in their villages. As part of the research process, the girls also drew up a community map to understand their village. The relevance of this project to GCED values cannot be overemphasized especially in developing the cognitive, emotional and the behavioral dimensions of the girls themselves.This project not only focuses on analyzing the findings derived from the gathered data but also on generating action based on the data. It helped improve the way Shodhinis looked at themselves, their families, and their communities, inspiring them to become agents of change in their own lives as well as those of other girls in their villages. By amplifying their voices and opinions in the decision making processes at the family and community levels – for instance, by lobbying for the construction of libraries – the Shodhinis were able to demonstrate their leadership skills in shaping the development of their villages, thereby enhancing their dignity and self-worth. 
Human rights education in Russia: analytical report سنة النشر: 2008 المؤلف: Anatoly Azarov المؤلف المؤسسي: Moscow School of Human Rights The book examines the status, trends, and issues of human rights education, including HIV/AIDS prevention education in the Russian Federation. It spans the period from the early 1990s to December 2008, analyzing both positive preconditions for the spread of human rights and freedoms knowledge in Russia and obstacles encountered in the process. A special focus is on laws, regulations and standards applicable to higher education. The book describes the activities of the primary social institutions engaged in HRE: comprehensive schools and universities, human rights commissioners, NGOs. It shows examples of international humanitarian law teaching; offers an evaluation of HRE literature for Russian universities; offers a concept of Science and Discipline of Human Rights. The book also examines the condition of HIV/AIDS prevention education within the context of human rights observance. The authors’ conclusions and judgments are supported with a special opinion poll. Éducation aux Droits de l'Homme en Russie: rapport analytique سنة النشر: 2008 المؤلف: Anatoly Azarov المؤلف المؤسسي: Moscow School of Human Rights Le livre examine l'état, les tendances et les questions de l'éducation des droits de l'homme, y compris le VIH / SIDA éducation à la prévention dans la Fédération de Russie. Il couvre la période allant du début des années 1990 à Décembre 2008, l'analyse des deux conditions préalables positives pour la diffusion des droits de l'homme et des libertés connaissances en Russie et les obstacles rencontrés dans le processus. Une attention particulière est sur les lois, les règlements et les normes applicables à l'enseignement supérieur. Le livre décrit les activités des institutions primaires sociaux engagés dans EDH: écoles polyvalentes et les universités, les commissaires des droits de l'homme, des ONG. Il montre des exemples de l'enseignement du droit international humanitaire; offre une évaluation de la littérature EDH pour les universités russes; offre un concept de la science et de la discipline des droits de l'homme. Le livre examine aussi l'état de l'éducation de la prévention du VIH / SIDA dans le cadre du respect des droits de l'homme. Les conclusions et les jugements des auteurs sont soutenus par un sondage spécial. 
International standards for the protection of human rights and their implementation in court decisions. سنة النشر: 2016 المؤلف: M. A. Sarsembaev This manual is devoted to the disclosure of the topic of international standards for the protection of human rights and their implementation in Kazakhstan. Here are offered for consideration the types of international standards for the protection of human rights and the means of their implementation. The types of these international standards include universal and regional, mandatory and recommendatory international human rights standards. Международные стандарты защиты прав человека и их имплементация в судебных решениях. سنة النشر: 2016 المؤلف: M. A. Sarsembaev Данная книга-пособие посвящена раскрытию темы о международных стандартах защиты прав человека и их имплементации в Казахстане. Здесь предложены к рассмотрению виды международных стандартов защиты прав человека и средства их осуществления. К видам этих международных стандартов отнесены универсальные и региональные, обязательные и рекомендательные международные стандарты прав человека. 
دولة اإلمارات العربية المتحدة وأجندة 2030 للتنمية المستدامة سنة النشر: 2018 المؤلف المؤسسي: National Committee on Sustaiable Development Goals يحتوي هذا التقرير على فصلين رئيسيين وهما دور دولة الإمارات في وضع خطة التنمية المستدامة 2030 والفصل الثاني اللجنة الوطنية لأهداف التنمية المستدامة في دولة الإمارات العربية المتحدة