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2014 syllabus: character and citizenship education: secondary Year of publication: 2014 Corporate author: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum. The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA).The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students. SUKATAN PELAJARAN 2014 PENDIDIKAN PERWATAKAN DAN KEWARGANEGARAAN SEKOLAH RENDAH Year of publication: 2014 Corporate author: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum.The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA). The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students. 2014 syllabus: character and citizenship education: primary Year of publication: 2014 Corporate author: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum.The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA). The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students. Proceedings of the international congresses of: education for shared values for intercultural and interfaith understanding, (and) religion in peace and conflict: responding to militancy and fundamentalism Year of publication: 2005 Corporate author: UNESCO The results of this conference, and its direct linkages with the Associated Schools Project Network in your region, will support efforts to mould education so that it becomes more conducive to the development of world citizens, proud of their identities and able to contribute to a sustainable and peaceful future for the world’s peoples. Education for sustainable development country guidelines for changing the climate of teacher education to address sustainability: putting transformative education into practice Year of publication: 2011 Corporate author: UNESCO Jakarta This document on ESD Country Guidelines for TEIs is the result of the Regional Training Workshop Programme, titled “Developing Capacities of Teacher Education Institutions (TEIs) of Brunei Darussalam, Indonesia, Malaysia, Philippines and Timor-Leste in Reorienting Teacher Education to Address Sustainability” and has been developed by the five cluster countries of the UNESCO Office, Jakarta. The developed guidelines ultimately aim to reorient each country's curriculum, policies, standard practices and programmes to address sustainability and implement it in a tangible way. Although many idealistic descriptions of sustainability and sustainability education exist, faculties of education must decide which themes should receive particular focus and create their own guidelines and design criteria on this specific area. Therefore, these ESD Country Guidelines are significant initial steps to ensuring teacher education programmes fit the environmental, social, cultural and economic conditions and goals of each country's communities, regions and nations. 
Sharing Malaysian experience in participation of girls in STEM education Year of publication: 2016 Corporate author: UNESCO International Bureau of Education (IBE) The Malaysia government has placed STEM as a focus in developing the country towards achieving the status of a developed nation. The government acknowledges the role of women as equal partners in nation building. Thus, various policies ranging from economy, education, women’s welfare and human resources have been formulated through the years. These policies have resulted in among others, the increase in women researchers from 35.8% in 2004 to 49.9% in 2012 as well as more women’s participation in selected STEM courses at the tertiary level. A total of 84 girls’ day schools with 6 of them as residential STEM Girls’ schools have been built since 1939. There are many female role models in STEM for the girls to emulate. This has been made possible by the successful implementation of the various policies related to women in STEM as well as innovative measures in facing the continuing challenges in STEM education.