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تقرير المديرة العامة لمنظمة الأمم المتحدة للتربية والعلم والثقافة عن متابعة تنفيذ الإعلان وبرنامج العمل المتعلقين بثقافة السلام Year of publication: 2013 Corporate author: United Nations. Secretary-General, 2007-2016 (Ban, Ki-moon) | UNESCO. Director-General, 2009-2017 (Bokova, I.G.) هذا هو تقريـر مقـدم مـن المـديرة العامـة لمنظمـة الأمـم المتحـدة للتربيـة والعلم والثقافة عملاً بقرار الجمعية العامة ٦٧/١، لمتابعة تنفيذ الإعلان وبرنامج العمل المتعلقين بثقافة السلام. وقد استعرضت المديرة العامة لمحة عامة عن الأنشطة المنفذة لترويج ثقافة السلام واللاعنف، بالاشتراك مع منظمة الأمم المتحدة للتربية والعلم والثقافة (اليونيسكو) باعتبارها الوكالة الرائدة في منظومة الأمم المتحدة المعنية بهذا الموضوع. Report of the Director-General of the United Nations Educational, Scientific and Cultural Organization on the follow-up to the implementation of the Declaration and Program of Action on a Culture of Peace Year of publication: 2013 Corporate author: United Nations. Secretary-General, 2007-2016 (Ban, Ki-moon) | UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This is a report submitted by the Director-General of the United Nations Educational, Scientific and Cultural Organization, pursuant to General Assembly resolution 67/1, to follow up on the implementation of the Declaration and Program of Action on a Culture of Peace. The Director-General has reviewed an overview of the activities carried out to promote a culture of peace and non-violence, jointly with the United Nations Educational, Scientific and Cultural Organization (UNESCO) as the lead agency in the United Nations system on this subject. 
Loud and Clear: Effective Language of Instruction Policies for Learning Year of publication: 2021 Corporate author: World Bank This paper describes the new World Bank policy approach on language of instruction(LoI), as part of the operationalization of the literacy policy package in support of the Bank’s new learning target. This new approach aims to support progress on language of instruction(LoI) Policies and interventions, as loi-based challenges are identified and addressed in light of each country’s context. Haut et fort: Politiques efficaces de Langue d’Enseignement Pour l’Apprentissage Year of publication: 2021 Corporate author: World Bank Ce document décrit la nouvelle approche de la politique de la Banque mondiale en matière de langue d’enseignement, en tant que composante dans l’opérationnalisation du paquet de politique de littératie en appui au nouvel objectif d’apprentissage de la banque. Cette nouvelle approche vise à soutenir les progrès dans le domaine des politiques et des interventions en matière de LE (Langue d'Enseignement), dans la mesure où les défis liés à la PLE(Politique de Langue d'Enseignement) sont identifiés et traités à la lumière du contexte de chaque pays. 
Secondary Education and Skills Year of publication: 2020 Corporate author: Generation Unlimited | Global Initiative on Decent Jobs for Youth All young people need access to quality education and learning that would help them develop the skills, knowledge, attitudes and values they need to find and retain productive work, to make informed decisions, and to positively engage in their communities. However, millions of young people remain out of school or do not have access to quality learning opportunities. The COVID-19 pandemic and the resulting economic downturn have made the challenges facing young people even more pressing, as shrinking labour markets leave low-skilled young people with fewer choices, and render them more vulnerable to exploitation.There is a need for a radical re-think of what works, seeking a radical improvement in traditional curricula, the number of trained professional teachers, student–teacher ratios, and the teaching methods and strict school timetables that have become less relevant to the current needs of young people.The aim of this guide is to support the Generation Unlimited strategic priorities, and to inform policy makers and social partners, so as to guide action on investment, policy change and delivery, increasing the likelihood of successful outcomes and decent jobs for young people. 
توصيات مؤتمر " التربية في سبيل التماسك الاجتماعي في لبنان " Year of publication: 2009 Corporate author: American University of Beirut الملف عبارة عن التوصيات التي خرج بها مؤتمر "التربية والتماسك الاجتماعي في لبنان"، والذي أقيم بالجامعة الامريكية في بيروت. التوصيات تتعاطى مع تحديات التماسك الاجتماعي في لبنان باختلاف طوائفه ومكوناته العرقية. أستمر هذا المؤتمر ثلاث أيام وحضرها مجموعة من المشاركين من لبنان وخارجه. Recommendations of the Conference on "Education for Social Cohesion in Lebanon" Year of publication: 2009 Corporate author: American University of Beirut The file is a summary of the recommendations that came out of the "Education and Social Cohesion in Lebanon" conference, which was held at the American University in Beirut. The recommendations deal with the challenges of social cohesion in Lebanon with its different sects and ethnic components. This conference lasted for three days and was attended by a group of participants from Lebanon and abroad. 
The Big Conversation: Climate Change; Final Report Year of publication: 2021 Author: Michael Bruter | Sarah Harrison | Sandra Obradović | Elisabet Vives Corporate author: British Council | London School of Economics and Political Science This research draws on experience from the field of international cultural relations as well as the latest academic research on values, behaviours and norms to understand more about how we can create the conditions for co-operation on shared global challenges.It delivers new insight on values and attitudes towards climate change among the populations of China, India, Japan and Mexico – selected to represent a diverse range of major world economies who are also important players in the global climate change debate.The research also draws on the experience of international cultural relations experts to provide new insight on how to strengthen international cooperation on climate change and the important role that cultural relations can play in supporting that. 
Teachers for All: Inclusive Teaching for Children With Disabilities Year of publication: 2013 Author: Ingrid Lewis | Sunit Bagree Corporate author: International Disability and Development Consortium (IDDC) Globally we need more well-trained and motivated teachers.Good teachers can help ensure that every child learns to their full potential from an early age and enters adult life well-equipped to be active citizens and support the development of their community and country. Many countries do not have enough teachers, let alone enough teachers who have received sufficiently high quality pre- and in-service training and access to continuing professional development. This paper first provides detail about the context and scale of the challenge. It then outlines five broad issues that need addressing if we are to prepare, recruit and support enough teachers, with appropriate skills, to educate every child – including those with disabilities. 
包容性儿童早期保育和教育 : 从承诺到行动 Year of publication: 2023 Corporate author: UNESCO 人生的前一千天对孩子的一生至关重要。优质的儿童早期教育为儿童未来的福祉、发展 和学习奠定坚实的基础， 同时有助于减少和 预防社交及学习困难， 并通过适当的有效干 预，在早期阶段对发育迟缓和残障进行识别。人道主义危机、残障、族裔、性别、母语和 贫困等因素仍然导致许多儿童无法享受早期 教育、保健和保护的权利， 因此国际社会必 须加倍努力， 确保早期保育和教育惠及所有 儿童。在新冠肺炎疫情之前， 大多数国家的 儿童早期服务已经严重不足， 许多对儿童发 展至关重要的服务正在关闭或暂停。 因此， 迫切需要集中精力建立有弹性的儿童早期保 育和教育体系和方案， 以确保在包容、公平 和非歧视的基本原则指导下，为所有儿童（无 论男女）的终身学习奠定坚实的基础。要获得优质的包容性儿童早期保育和教育方 案， 需要制定跨部门政策， 并在政策的制定 中考虑到学习者需求的多样性。这些政策必 须转化为教育实践， 力求满足每个儿童的需 求， 并为专业人员和实践社区提供基础和持 续的培训， 以提高儿童早期保育和教育从业 者的技能。发挥研究在支持和评估这些改革 中的关键作用。最后， 一个强有力和富有成 效的伙伴关系框架对于优化现有资源、推进 儿童早期保育和教育议程并使其更具包容性 至关重要。教科文组织相信， 从儿童早期开 始的包容性教育将有助于建立友好型社区和 包容性社会。基于这一点， 2021 年 1 月， 教科文组织启 动了儿童早期保育和教育全球伙伴关系战 略， 旨在动员各国和合作伙伴实现可持续发 展教育目标 4.2。我们希望本刊物将帮助各国建立一个包容性 儿童早期保育和教育体系， 为每个儿童提供 最佳的机会， 促进社区和社会的包容性和可 持续发展。