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Installations of the Youth of Modern Kazakhstan to Implement Social Activity Year of publication: 2018 Author: O.V. Kaldybayeva | F.M. Mussataeva | G.Ye. Okasova The article discusses the issues related to the study of social activity among modern youth, which largely determines the implementation effeciency of a number of national programs. The conclusions in this article are based on the results of sociological study by Scientific Research Center “Youth”, carried out in the second half of 2017 in the Republic of Kazakhstan. 
التعليم متعدد الثقافات بين النمذجة التنظيرية وإشكالية الممارسات : دراسة مقارنة بين مصر وفرنسا واليابان Year of publication: 2006 Author: Ahmed Aidrous | Mohammed Awad Corporate author: Zagazig University تركز هذه الورقة على دراسة التعددية الثقافية كمفهوم والنظريات والأطر والنماذج التطبيقية المرتبطة بها. وتستعرض الدراسة خبرة كلا من فرنسا واليابان ومصر، وتضع مقارنات بينها. تنتهي الدراسة بوضع تصور مقترح للتعليم متعدد الثقافات في ضوء الخبرات المعروضة. 
Cultural Diversity and Interculturality in Higher Education. Experiences in Latin America Year of publication: 2008 Author: Daniel Mato Corporate author: UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) The work that we present below under the title Cultural Diversity and Interculturality in Higher Education. Experiences in Latin America offers a documented and novel analysis on the subject, accompanied by more than thirty studies on concrete experiences that allow to appreciate the richness and vitality that this field exhibits in Latin America, as well as the problems and challenges it faces. The volume brings together thirty-six studies of experiences of the types mentioned, each of which identifies achievements, obstacles and learning, and culminates in offering recommendations. This collection of texts is preceded by a study of regional scope that analyzes significant contextual elements, as well as salient aspects of the studied experiences, evaluates problems, challenges and opportunities, and offers a set of recommendations. Diversidad Cultural e Interculturalidad en Educación Superior. Experiencias en América Latina Year of publication: 2008 Author: Daniel Mato Corporate author: UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) La obra que a continuación presentamos bajo el título Diversidad Cultural e Interculturalidad en Educación Superior. Experiencias en América Latina ofrece un documentado y novedoso análisis sobre el tema, acompañado de más de treinta estudios sobre experiencias concretas que permiten apreciar la riqueza y vitalidad que este campo exhibe en América Latina, así como los problemas y desafíos que enfrenta. El volumen reúne treinta y seis estudios de experiencias de los tipos mencionados, cada uno de los cuales identifica logros, obstáculos y aprendizajes, y culmina ofreciendo recomendaciones. Esa colección de textos es precedida por un estudio de alcance regional que analiza elementos contextuales significativos, así como aspectos salientes de las experiencias estudiadas, evalúa problemas, retos y oportunidades, y ofrece un conjunto de recomendaciones. 
Pedagogical Guide for an Intercultural, Anti-racist and Gender Perspective Education: Ideas, Experiences and Tools Year of publication: 2017 Author: Carolina Stefoni | Andrea Riedemann | Fernanda Stang | Andrea Guerrero | Antonia Garcés | Marta Camarena Corporate author: Programa Interdisciplinario de Estudios Migratorios (PRIEM) | Universidad Alberto Hurtado | Fundación para la Superación de la Pobreza (FUSUPO) The main purpose of this Guide is, then, to share some ideas, tools and experiences that can help build and walk the path towards an intercultural, anti-racist and gender perspective education in various educational spaces. It is directed primarily - though not exclusively, of course - to all those people who are part of formal and informal teaching-learning processes. It is important to emphasize that the Guide does not pretend to be a recipe for a mechanical application, but a tool box that each educational community can use considering its specific context, its particular needs and its potentialities. Guía pedagógica para una educación intercultural, anti-racista y con perspectiva de género: ideas, experiencias y herramientas Year of publication: 2017 Author: Carolina Stefoni | Andrea Riedemann | Fernanda Stang | Andrea Guerrero | Antonia Garcés | Marta Camarena Corporate author: Programa Interdisciplinario de Estudios Migratorios (PRIEM) | Universidad Alberto Hurtado | Fundación para la Superación de la Pobreza (FUSUPO) El propósito principal de esta Guía es, entonces, compartir algunas ideas, herramientas y experiencias que puedan ayudar a construir y andar el camino hacia una educación intercultural, anti-racista y con perspectiva de género en diversos espacios educativos. Está dirigida principalmente -aunque no de manera exclusiva, por supuesto- a todas aquellas personas que sean parte de procesos de enseñanza-aprendizaje formales e informales. Es importante enfatizar que la Guía no pretende ser un recetario para una aplicación mecánica, sino una caja de herramientas que cada comunidad educativa puede usar considerando su contexto específico, sus necesidades particulares y sus potencialidades. Multicultural Education between Theoretical Modeling and Problematic Practices: A Comparative Study between Egypt, France, and Japan Year of publication: 2006 Author: Ahmed Aidrous | Mohammed Awad Corporate author: Zagazig University This paper focuses on studying multiculturalism as a concept, theories, frameworks and associated applied models. The study reviews the experience of France, Japan and Egypt, and makes comparisons between them. The study ends with a proposed vision for multicultural education in light of the experiences presented. 
Reimagining Life Skills and Citizenship Education in the Middle East and North Africa: A Four-Dimensional and Systems Approach to 21st Century Skills; Conceptual and Programmatic Framework Year of publication: 2017 Corporate author: UNICEF Middle East and North Africa The situation of learning in MENA calls for a holistic, lifelong and rights-based vision of education that maximizes the potential of all children and youth in the region and better equips them to create meaning out of knowledge and to face the transitions from childhood to adulthood, from education to work, and from unreflective development to responsible and active citizenship. This is what drives the MENA Life Skills and Citizenship Education (LSCE) Initiative, kicked off in 2015 with the aim of supporting the countries of the region – conceptually, programmatically and technically – to improve learning and to better invest such learning in individual, social and economic development.The LSCE Conceptual and Programmatic Framework (CPF) puts forth a roadmap to guide policies, strategies and programmes on life skills and citizenship education supporting the region-wide efforts to provide children and youth with opportunities to learn, transition from childhood to adulthood, move from school to work settings, and become responsible and active citizens of their communities.A set of twelve core life skills for MENA has been identified using the four-dimensional learning model: ‘Learning to Know’ (Cognitive Dimension), ‘Learning to Do’ (Instrumental Dimension), ‘Learning to Be’ (Individual Dimension), and ‘Learning to Live Together’ (Social Dimension). The twelve core life skills are life-long, and they build on evidence that underlines the importance of skills acquisition from an early age. Furthermore, the twelve core life skills are acquired and sustained through all forms of learning in a systems approach that recognizes multiple pathways of learning, formal, non-formal and informal. Réimaginer l’éducation aux compétences de vie et à la citoyenneté au Moyen-Orient et en Afrique du Nord : Une approche à quatre dimensions et systémique des compétences pour le XXIe siècle ; Cadre programmatique et conceptuel Year of publication: 2017 Corporate author: UNICEF Middle East and North Africa L’Initiative pour l’éducation aux compétences de vie et à la citoyenneté de la région MENA (LSCE) représente un effort de collaboration étatique et régional en faveur de la réalisation de l’objectif de développement durable (ODD) 4 – Assurer l’accès de tous à une éducation de qualité, sur un pied d’égalité, et promouvoir les possibilités d’apprentissage tout au long de la vie. Elle cherche à reformuler la compréhension traditionnelle de l’éducation aux compétences de vie et à la citoyenneté dans la région, tout en rappelant les questions fondamentales au sujet du but et du rôle de l’éducation dans le développement sociétal qui sont pertinentes dans le contexte actuel.L’Initiative LSCE se concentre sur trois défis interdépendants :Une société du savoir inaccessible, résultat de la mauvaise qualité de l’éducation, du bas niveau des résultats scolaires et d’une équité et inclusion limitées.Une croissance économique en déclin, résultat d’un manque d’aptitudes à l’employabilité, du haut taux de chômage chez les jeunes, de l’inégalité des sexes face à l’accès au marché du travail, du manque de création d’emplois, et d’un environnement économique faible.Une faible cohésion sociale, résultat de l’escalade de la violence et de la radicalisation tout autant que d’un faible engagement civique. 
IIEP-UNESCO 12th Medium-Term Strategy: 2026–2029 Year of publication: 2026 Corporate author: UNESCO International Institute for Educational Planning (IIEP) The 2026-2029 Medium-Term Strategy of the UNESCO International Institute for Educational Planning provides a vision for transforming educational planning into tangible results for education systems across the globe. Building on more than 60 years of experience, the Strategy puts the focus not only on policy and plan design, but on collective and agile implementation.