Resources
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451 Results found
教育惩戒权的实施进展与完善策略 Year of publication: 2022 Author: 王凤娥 | 曹辉 中国于 2021年 3月 1日正式实施了《中小学教育惩戒规则(试行)》,这是中国教育现代化发展的重要成就,也是新时代教育依法治校的重要措施。该项政策一年来的实施状况备受社会各方面的关心,课题组选取江苏省的基础教育为样本进行调研分析,发现了"不平衡"与"不充分"的问题。分析其中原因,这既有制度设计方面的内容不完善问题,也有学校、教师及社会各方面的观念认识问题。教育政策的制定、实施与推广,是一项复杂的系统工程,学校的学生管理从过去的严禁体罚到现今的准予惩戒,这是教育制度的重大变革,也是教育理念的鲜明转变,更需要积极改革与稳步推进。 
South-Eastern Europe regional synthesis: climate change, displacement and the right to education Year of publication: 2023 Corporate author: UNESCO In 2021 alone, 23.7 million people were displaced in 137 countries and territories due to natural disasters, which the scientific community has recognized have become more frequent and intense due to climate change. Climate change and displacement is currently taking place in Europe, with particularly disastrous consequences in South-Eastern Europe due to regional specificities. Comparative country case studies were carried out in Bosnia and Herzegovina, the Republic of Moldova, and Serbia, as they exemplify clear, present patterns of climate displacement, to examine the impacts of climate change on the right to education in the region. The case studies show that climate change directly threatens education through the destruction of schools and property. It also indirectly puts learning in peril by leading people across borders where their legal residency nor right to education is ensured. This publication aims to guide policy-makers by providing recommendations on how to ensure the protection of the right to education in South-Eastern Europe in the face of climate change and displacement. It is one of four regional reports that will lead to the development of a global report providing global policy guidance. 
Central America and the Caribbean regional synthesis: climate change, displacement and the right to education Year of publication: 2023 Corporate author: UNESCO From rising sea level to drought and increasingly frequent natural disasters - the effects of climate change are well-known today. However, its effect on human mobility is just coming to the forefront of the political discussion. In 2020 alone, 30.7 million people globally were displaced by natural disasters. Central America and the Caribbean region is prone to the effects of climate change and displacement due to its socioeconomic characteristics and geographic location. Country case studies were carried out in the Bahamas, Cuba, the Dominican Republic, Guatemala, and Jamaica to examine the impacts on the right to education in the region. The research shows that climate change directly threatens education through the destruction of schools and property. It also leads people across borders where their legal residency and right to education are not guaranteed. This report aims to guide policy-makers on how to ensure education is protected in the face of climate change and displacement. The report is one of four being developed and will contribute to UNESCO’s global initiative on climate change, displacement and the right to education. It will inform the development of a Global Report with policy recommendations. 
Singapore’s educational reforms toward holistic outcomes: (Un)intended consequences of policy layering Year of publication: 2023 Author: Dennis Kwek | Jeanne Ho | Hwei Ming Wong Corporate author: Center for Universal Education at Brookings In the transition from economic imperatives to holistic drivers, there has been a gradual move over five policy phases (from 1965 to 2022 and beyond) toward curriculum and school diversification to cater to different students, with more autonomy given to schools to innovate their pedagogy and improve instructional quality to meet their students’ unique needs. Importantly, there has been a shift in policy rhetoric from focusing on educational structures to focusing on pedagogy and instructional quality. To shift pedagogy from being mainly didactic in nature—with emphasis on preparing students for national examination—the Singapore government recognized the need to focus on school leaders’ and teachers’ capacity building to enable new curricula and teaching practices. The school cluster structure was initiated in 1997 to enable collaboration and learning among school leaders, key personnel, and teachers. Opportunities for collaborative teacher learning are provided at different ecological levels: professional learning communities (PLCs) within schools and networked learning communities (NLCs) across schools. Beyond the education system, the Singapore government works with other ministries and community organizations, such as ethnic self-help organizations, to tackle educational equity issues. Ultimately, even though the official policy narrative post-1997 has been a de-emphasis on examination results and educational infrastructure to help improve the instructional quality in schools toward holistic outcomes and improved student well-being have been developed, education systems building co-exists with an alternative underlying shadow education system valued by parents who continue to chase narrow academic outcomes. Tuition and enrichment centers in Singapore constitute the shadow education system. 
The Comprehensive Learning Diagnosis: Chile’s approach to assess socio-emotional learning in schools Year of publication: 2023 Author: José Weinstein | Juan Bravo Corporate author: Center for Universal Education at Brookings Education in Chile has important challenges of quality, equity, and social integration. For decades, policies tried to respond to these concerns with a high-stakes accountability institutional framework, which has not had success. The underlying vision of educational quality was limited. The assessment system in place privileged cognitive and academic dimensions of educational results. Socio-emotional learning had been neglected or considered secondary, without an infrastructure of assessment tools that allowed teachers and principals to diagnosis students’ situations and monitor their progress. The COVID-19 crisis was an opportunity for change: Students’ socioemotional needs were a main concern for schools and society, and the regular accountability system based on standardized tests was interrupted. Subsequently, the Comprehensive Learning Diagnosis (DIA) was launched by the Education Quality Agency. The DIA is a voluntary assessment tool made available to all Chilean schools. The DIA promotes the comprehensive development of students, providing timely information and guidance to internally monitor students’ learning in the academic and socio-emotional domains at several points during the school year. Specifically, with respect to socio-emotional learning, three areas were considered: personal, community, and citizenship. In each of these areas, a set of socioemotional skills were defined, operationalized, and became possible to monitor by school communities. The DIA also collects students’ opinions of school management practices regarding socio-emotional skills. The DIA has received a wide acceptance in school communities. Despite being voluntary, an ample majority of schools decided to participate. The information collected from the DIA allows for practical use by principals and teachers. Moreover, the DIA provides the opportunity for students to inform school management. The new Chilean government has decided to strengthen DIA as an important component in a four-year national plan for reactivating academic and socio-emotional learning in schools. The previous high-stakes accountability system, which involved external assessments, has been suspended and is under discussion. The DIA experience has shown that critical social and educational situations can provide fertile ground to motivate deep and rapid transformation, if an educational actor (in this case the Education Quality Agency) is capable of enacting a pertinent, timely, and practical response to school needs. The DIA is not only an example of productive uses of students´ assessment by schools, but also a demonstration that it is possible to build an institutional arrangement among local, intermediate, and national levels of school systems, where a vertical hierarchy is changed by a collaborative relationship based on local agency, mutual trust, and differentiated technical contributions. 
Teaching Two Lessons about UNESCO and Other Writings on Human Rights Year of publication: 2017 Author: Fernando Reimers This book presents two lessons for use in college or high school, to educate students on the mission and work of UNESCO as it relates to the advancement of Human Rights. It includes also a series of a short essays on Human Rights, the Right to Education, Teaching Human Rights and the role of Teachers and Universities in Teaching Human Rights which will be useful to educators interested in educating their students to advance the values of freedom and justice. For more information about this book, please visit the link below.URL: https://www.amazon.com/Teaching-Lessons-Unesco-writings-Rights/dp/1978367996#reader_1978367996 The lessons(Two Lessons About UNESCO) are designed to help high school and college students understand the mission of UNESCO, the reason the organization was created, the work it does, how it is structured and funded, and how its work relates to the Universal Declaration of Human Rights. The lessons can be taught at the High School or College level. They can be taught in a variety of courses including social studies, history, humanities, and can be integrated in courses in other disciplines. For more information, please visit the link below.URL: https://medium.com/@fernandomreimers/teaching-two-lessons-about-unesco-7531c5fe9395 
Technical Note on the Implementation of the Convention on the Rights of Persons with Disabilities in Uzbekistan Year of publication: 2023 Corporate author: World Bank This compilation of technical briefs lays out the key problems faced by persons with disabilities in Uzbekistan under all areas of life and formulates detailed recommendations, providing the evidence base for a Strategic Note that aims to guide Uzbekistan's next five-year National Action Plan (NAP) for implementing the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Технические справки по имплементации Конвенции о правах инвалидов Year of publication: 2023 Corporate author: World Bank В этом сборнике девяти отраслевых технических справок очень подробно анализируются проблемы, с которыми сталкиваются лица с инвалидностью в Узбекистане во всех сферах жизни, и формулируются подробные рекомендации, обеспечивающие доказательную базу для Стратегической записки, которая призвана служить ориентиром для следующего пятилетнего Национального плана действий Узбекистана (НПД) по имплементации Конвенции Организации Объединенных Наций о правах инвалидов (КПИ) в стране. 
التحليل جغرافي سياسي لمحددات تمكين المرأة في العراق Year of publication: 2020 Author: Zainab Ali Mazloum, Lateef Kamel Kelaiwy يعد تمكين المرأة من الموضوعات الحديثة التي اهتمت بها الجغرافيا السياسية لاسيما بعد تبن الامم المتحدة في ثمانينيات القرن العشرين لاستراتيجية تمكين المرأة على خلفية التمييز القائم ضدهن على اساس النوع وحرمانهن من تكافؤ الفرص مقارنة بالذكور في ميادين التعلم والعمل فضلا عن رسم سياسة الدولة ، على ان التمكين السياسي للمرأة يرتكز على متغيرين اساسيين :اولهما ازالة المحددات التشريعية والادارية والاجتماعية التي تعيق المشاركة السياسية للمرأة وثانيهما ايجاد التدابير والاجراءات السياسية التي تدعم مشاركة المرأة وزيادة فاعليتها عبر تطوير قدراتها ، ناهيك عن توظيف تلك القدرات في الاطار المؤسسي للوحدات السياسية ، لذا تحرص الدول بمختلف مستوياتها وتوجهاتها ومنها العراق على ازالة فوارق النوع الاجتماعي وتمكين المرأة من خلال تحقيق التنمية الشاملة عامة والتنمية السياسية خاصة لكونها تحاكي التمكين السياسي ، بيد ان العراق قد تلكا كثيرا في هذا المجال بفعل كثرة التحولات السياسية والحروب التي طالت الدولة فضلا عن التحديات الكبيرة التي واجهت وما زالت تواجه صانع القرار السياسي العراقي بأبعادها المختلفة السياسية والامنية والاقتصادية والاجتماعية ، وعليه جاء هذا البحث ليتعرض الى المرتكزات السياسية والقانونية لتمكين المرأة في العراق علاوة على التطرق لمظاهر التمكين السياسي للمرأة فيه فضلا عن عرض ابرز محدداته في الدولة وتقديم الحلول الناجعة لها. A Geographical - Political Analysis of the Determinants of women's empowerment in Iraq Year of publication: 2020 Author: Zainab Ali Mazloum, Lateef Kamel Kelaiwy Empowering women is one of the modern topics that geopolitics is concerned with, especially after the United Nations adopted in the eighties of the twentieth century the strategy of empowering women against the background of discrimination against them on the basis of gender and depriving them of equal opportunities compared to males in the fields of learning and work as well as drawing state policy, that empowerment The political status of women is based on two main variables: the first is the removal of legislative, administrative, and social determinants that hinder women's political participation, and the second is the creation of political measures and measures that support women's participation and increase their effectiveness by developing their capabilities, nah As for employing those capabilities in the institutional framework of political units, so states at various levels and orientations, including Iraq, are keen to eliminate gender differences and women's empowerment through achieving comprehensive development in general and political development in particular because they mimic political empowerment, however Iraq has said a lot in this field by doing The many political transformations and wars that affected the state, as well as the great challenges that faced and still face the Iraqi political decision-maker with its various political, security, economic and social dimensions.