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Instructional Strategies for Learning Conflict Resolution Skills in School (Mustansiriyah Journal of Humanities; Vol. 1-1, Special Issue) Year of publication: 2023 Author: Haider Kareem Sukar Corporate author: Mustansiriyah University The school is a community tool that achieves its educational goals through all behavioral habits that provide students with sound and integrated growth, as well as preparation and adaptation for the future after obtaining success and involvement in government institutions and the economy. In the civilizational scale, so the school must achieve all means of education and an educational philosophy based on foundations with educational entertainment Adolescent children may seek more freedom, power, and complete liberation later on from the authority of parents and others represented by the school, as it is the broader environment after the family that embraces the person, so we see these children doing actions such as abuse of others, violation of order and law, harshness in dealing with others, or rudeness in their behavior with them They may make mistakes and misbehave on purpose even though they know what is right and are able to act well. Therefore, the increasing manifestations of violence, disagreement and conflict in schools have led to an increase in the interest of educators of all positions in the process of learning and teaching students the concepts of human rights and the attitudes of tolerance in general and the skills of resolving differences and conflicts in constructive and positive ways and means. الاستراتيجيات التعليمية لتعلم مهارات حل النزاعات في المدرسة (مجلة المستنصرية للعلوم الإنسانية؛ Vol. 1-1، العدد الخاص) Year of publication: 2023 Author: Haider Kareem Sukar Corporate author: Mustansiriyah University تعد المدرسة إحدى أدوات المجتمع التي تحقق أهدافه التربوية من خلال جميع العادات السلوكية التي تؤمن للتلاميذ النمو السليم والمتكامل الى جانب الإعداد والتكيف للمستقبل بعد الحصول على النجاح والانخراط في مؤسسات الدولة او مزاولة النشاط الاقتصادي ويتعدى الأمر الى أكثر من ذلك في كثير من الأحيان بحيث يتشكل من خلال التعليم ابرز ملامح المجتمع وتتحدد مكانته في السلم الحضاري، لذا على المدرسة تحقيق جميع ذلك من خلال وسائل وفلسفة تربوية قائمة على أسس معرفية تقوم الجهات التربوية المختصة بتحديدها. وقد يسعى الابناء المراهقون نحو مزيد من الحرية والسلطة والتحرر الكامل فيما بعد من سلطة الوالدين والاخرين الممثلة بالمدرسة كونها البيئة الاوسع بعد الاسرة التي تحتضن الشخص، لذا نرى هؤلاء الابناء يقومون باعمال مثل الاساءة للغير وخرق النظام والقانون والغلظة في التعامل مع غيرهم او الوقاحة في تصرفهم معهم، وقد يرتكبون اخطاء ويسيئون التصرف عن عمد على الرغم من انهم يعرفون الصواب وقادرون على التصرف الحسن. لهذا فقد ادى تزايد مظاهر العنف والخلاف والنزاع في المدارس الى ازدياد اهتمام المربين على اختلاف مراكزهم لعملية تعلم وتعليم التلاميذ لمفاهيم حقوق الانسان واتجاهات التسامح بعامة ومهارات حل الخلافات والنزاعات باساليب وطرائق بناءة وايجابية. 
Improving Mechanisms to Ensure the Achievement of Gender Equality in Uzbekistan Year of publication: 2024 Author: Отеев Уразбай | Каражанова Роза Corporate author: Наука и инновации This article examines the development of gender equality in Uzbekistan, highlights progress made to date, identifies current challenges, and outlines future paths toward building a more inclusive society. Совершенствование механизмов, обеспечивающих достижение гендерного равенства в Узбекистане Year of publication: 2024 Author: Отеев Уразбай | Каражанова Роза Corporate author: Наука и инновации В этой статье исследуется развитие гендерного равенства в Узбекистане, освещается достигнутый к настоящему времени прогресс, определяются текущие проблемы и обрисовываются дальнейшие пути построения более инклюзивного общества. 
Children with Disabilities in Europe and Central Asia: A Statistical Overview of Their Well-Being Year of publication: 2023 Corporate author: United Nations (UN) This regional report provides critical evidence for decision-makers across countries to use in both policy and programming. In the context of the Global Disability Inclusion Strategy and Policy, UNICEF in Europe and Central Asia will use this valuable resource to embark on the next level of engagement to give all children with disabilities the opportunity to realize their rights on an equal basis with their peers. Дети с инвалидностью в Европе и Центральной Азии: статистический обзор их благополучия Year of publication: 2023 Corporate author: United Nations (UN) Данный региональный доклад содержит важные фактические данные, которые лица, принимающие решения в разных странах, могут использовать при разработке политических документов и программ. ЮНИСЕФ в Европе и Центральной Азии в контексте Глобальной стратегии и политики по вовлечению людей с инвалидностью будет использовать этот ценный ресурс, чтобы перейти на следующий уровень взаимодействия, дающий всем детям с инвалидностью перспективы реализации своих прав наравне со сверстниками. 
Guide et boîte à outils pour les évaluations d’impact dans un contexte de patrimoine mondial Year of publication: 2023 Author: Sarah Court | Eugene Jo | Richard Mackay | Mizuki Murai | Riki Therivel Corporate author: UNESCO | International Centre for the Study of the Preservation and Restoration of Cultural Property (ICCROM) | International Council on Monuments and Sites (ICOMOS) | International Union for Conservation of Nature (IUCN) Notre patrimoine mondial menacé : les évaluations d’impact offrent des solutionsLors du 50e anniversaire de la Convention du patrimoine mondial, en 2022, on dénombrait plus de 1 100 sites du patrimoine mondial de l’UNESCO. Ces sites sont si précieux pour l’humanité que leur conservation nous incombe à tous. Pourtant, nombre de ces lieux exceptionnels sont confrontés à la pression croissante qu’exercent les divers types de développement et des projets dans et autour des sites. L’évaluation des impacts de ces projets – avant toute décision de mise en œuvre – est essentielle pour éviter tout dommage causé au patrimoine mondial et identifier des choix durables.Le Guide et boîte à outils pour les évaluations d’impact dans un contexte de patrimoine mondial est la référence incontournable qui explique la démarche à suivre pour atteindre cet objectif. Grâce à des conseils et outils (dont des listes de contrôle et glossaire), il fournit un cadre permettant de réaliser des évaluations d’impact pour les sites du patrimoine culturel et naturel.Élaboré par l’UNESCO et les Organisations consultatives du Comité du patrimoine mondial – l’ICCROM, l’ICOMOS et l’UICN –, ce manuel constitue une base de collaboration intersectorielle et multidisciplinaire en vue de trouver des réponses permettant de protéger les sites du patrimoine mondial et de soutenir un développement qualitatif et approprié. Les États parties, les gestionnaires du patrimoine, les décideurs, les planificateurs et les aménageurs de la Convention du patrimoine mondial sont invités à l’utiliser pour contribuer à la réalisation de notre engagement collectif : la transmission de notre patrimoine inestimable aux générations futures. 
2021 교육(누리)과정 연계 다문화교육 수업 도움자료: 다문화감수성 제고를 위한 세계시민교육 교수·학습 자료; 유치원 (만 3~5세) Year of publication: 2021 Author: 유준호 Corporate author: 국가평생교육진흥원 | 중앙다문화교육센터 「교육(누리)과정 연계 다문화교육 수업 도움자료」는 다문화교육 연구학교의 연차별 연구과제 수행의 결과로 마련된 수업모델을 토대로 개발되었으며, 만3세~5세 대상 유치원 교육과정과 연계한 세계시민교육 주제의 교수ᆞ학습과정안으로 구성되어 있다. 
2021 교육(누리)과정 연계 다문화교육 수업 도움자료: 다문화감수성 제고를 위한 세계시민교육 교수·학습 자료; 초등 (5~6학년) Year of publication: 2021 Author: 구정화 Corporate author: 국가평생교육진흥원 | 중앙다문화교육센터 본 도움자료는 다문화감수성 제고를 위한 세계시민교육을 교과 수업에서 실시하기 위해 초등학교 5~6학년 대상의 다양한 교수·학습과정안을 담고 있다. 
How Are Vocational Institutions Innovating, Evolving and Changing as a Result of COVID-19?: A Study of Practice and Perspectives in Five Countries Year of publication: 2021 Corporate author: British Council As an international problem, Covid-19 requires international cooperation. The social, economic and educational recovery from the pandemic can be enhanced by knowledge transfer and exchange. This research brought together 15 technical and vocational education and training (TVET) institutions from the five countries in the British Council’s I-WORK Programme (Improving Work Opportunities - Relaying Knowledge) to explore innovation, evolution and change stemming from the pandemic. TVET practitioners and leaders from Ghana, India, Malaysia, South Africa and the UK were asked to reflect on five key questions: How are institutional policy and structures likely to change to reflect the changing situation? Is this different for private institutions? What changes are proposed to the curriculum/ occupational areas to reflect the rapidly changing demand and how are they identifying this demand? How will learners get the practical and work-based experience they need and what changes to work- based learning and apprenticeships are needed? What changes are needed to the skills and type of staff in the teaching institution? How can new delivery models and ways of working promote more inclusive practice? The research took place as institutions approached almost a year of adapting their teaching, learning and support to localised lockdowns and the restrictions of the pandemic. The national policy context may have been different in each country, but the research findings pointed to a single conclusion: that across the board, the move to digital learning and teaching had brought benefits, opportunities and challenges that might not otherwise have been realised.