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我国终身教育立法公民学习权保障路径探析 Year of publication: 2019 Author: Lan Lan Corporate author: 河北师范大学 文章讨论了中国对终身教育立法的诉求，以保障公民学习权，尤其是一些弱势群体，如老年人、农民、残疾人、少数民族等。 
Addressing language of instruction issues in education: recommendations for documenting progress Year of publication: 2016 Author: Carol Benson Corporate author: Columbia University (USA). Teachers College This paper offers evidence-based recommendations for documenting international progress towards addressing language issues in education. The focus is on adapting the school language(s) of instruction to the home language(s) of learners. The paper begins by defining terms like L1 and explaining the concepts underlying multilingual education (MLE). Next there is a discussion of how to capture relevant linguistic and educational information from policy documents and linguistic sources, with examples from lowincome countries. This is followed by a set of questions that can and should be asked of any program to evaluate progress in addressing instructional language issues, focusing on the approach/methodology, teacher languages and skills, learner assessment, and program management, monitoring and evaluation. The paper concludes with some possible global indicators and suggestions for further research. 
Gender Equality and Empowerment of Women and Girls in the UK: Meeting the Challenge of the Sustainable Development Goals Year of publication: 2016 Author: Holly Dustin | Helen Mott | Nicola Waterworth | Gillian Cowell | Janet Veitch Corporate author: British Council This research provides the first stocktake of gender equality in the UK from the perspective of the UN’s Sustainable Development Goals (SDGs), the 17 goals adopted by world leaders in 2015 in order to end poverty, protect the planet and ensure prosperity for all.It focuses on the UK’s successes towards achieving gender equality, as well as gaps and priorities for further action in five key areas: participation, power and leadership; education; economy; justice and violence against women and girls and culture (including arts, sports and technology). There are many examples of good practice from the UK, such as strong legislation, data gathering and structures. However, the research also concludes that women and girls continue to lag behind men and boys on key rights, opportunities and well-being, with men over-represented in almost all positions of power and decision-making. It also explores the impact of international linkages and collaboration to determine whether as the UK’s cultural relations organisation, there is a role for the British Council in this. 
Nation Construction, Politics of Ethnic Integration and Citizenship Education Year of publication: 2011 Author: Wang Zhaojing | Bai Shangzhen Corporate author: Social Science Front This paper discusses the core issues of citizenship education in the West in the context of globalisation. It also elaborates the key elements of the two issues respectively. 西方公民教育发展的展望 Year of publication: 2011 Author: Wang Zhaojing | Bai Shangzhen Corporate author: Social Science Front 文章讨论了全球化背景下西方公民教育的核心议题，即培养爱国主义精神与世界公民意识，并分别探讨了二者的核心要素。 
Таджикистан: Анализ политики по поддержке людей с инвалидностью Year of publication: 2018 Author: Mikhail Petrushkov Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) | Institute for War and Peace Reporting (IWPR) «На законодательном уровне в отношении соблюдения прав людей с инвалидностью и обеспечения равных условий делается многое. Правительство Таджикистана в 2016 году приняло «Национальную программу реабилитации инвалидов на 2017 – 2020 годы. Однако проведенный анализ финансовой составляющей Программы показал существенные недоработки», – отмечает в своей статье, написанной для аналитической платформы CABAR.asia Михаил Петрушков, аналитик (Душанбе). 
School Closures and Regional Policies to Mitigate Learning Loss due to COVID-19: A Focus on the Asia-Pacific Year of publication: 2021 Corporate author: UNESCO Institute for Statistics (UIS) Global school closures as a result of COVID-19 have caused learning losses for millions of children despite efforts to deploy remote learning options. Greater economic insecurity among families may also affect school enrolment as many struggle to pay school fees, or require children to work to supplement family income. Ultimately, this will lead to rising dropout rates, estimated to be as much as 4% in a region where 128 million children and young people were already out of school before COVID-19. The largest number of learners at risk reside in South and West Asia.Together, the education and economic fallout from the pandemic threaten progress toward the Sustainable Development Goal for education (SDG 4). Even prior to the COVID-19 disruptions, progress towards SDG 4 was lagging in many countries in the Asia-Pacific and without significant contributions to education finance, the pandemic threatens to push the region even further behind.This report breaks down the effects of school closures. It considers, for example, how many schools were closed, and when, across the Asia-Pacific, and the effects on different levels of education from early childhood education, through to primary and secondary school. The report analyses country efforts to implement remote learning, and strategies to mitigate learning losses as the proportion of students expected to fall below minimum proficiency levels is expected to rise.To achieve SDG 4, all children and young people, and especially those in marginalized groups, need support to get the education they need and deserve. 
Transformative Education: Bridging Education for Change Year of publication: 2021 Author: Jana Arbeiter | Maja Bučar Corporate author: Bridge 47 This publication suggests that improvements in the areas of coordination, cooperation, awareness raising and capability development are needed, as outlined in the recommendations below. Policies and strategies at national, regional and global level should adopt overarching visions for transformative education in the form of overarching strategies for SDG Target 4.7. Mechanisms for coordination and collaboration between the different components of SDG Target 4.7 should be established at national, regional and global levels. Awareness of the role of transformative education and SDG Target 4.7 in contributing to more just and sustainable futures should be raised jointly between the different components of SDG Target 4.7. Opportunities for capacity building and upskilling of practitioners and learners linked to transformative education should be enabled and created at national, regional and global levels. 
Pathways Towards Quality Primary Education: Improving Completion and Learning Outcomes Year of publication: 2021 Author: Moizza Binat Sarwar | Susan Nicolai | Diego Benitez Moreno | Olha Homonchuk | Jose Manuel Roche Corporate author: ODI Global This paper explores pathways towards quality primary education by identifying and analysing strategies used in 38 countries that have made faster progress in primary completion rates (PCR) – and, where discernible, learning outcomes – between 2000 and 2017. It further considers which social and economic groups within these countries are being left behind or excluded from the rise in completion rates, why that may be happening and what governments are doing to address those gaps. 
How Popular Is The Russian Language In Tajikistan? Year of publication: 2019 Author: Muslimbek Buriev Corporate author: Central Asian Bureau for Analytical Reporting (CABAR) | Institute for War and Peace Reporting (IWPR) «Russian language still occupies in Tajikistan a very important place. It is used in many professional spheres, but the proficiency level is being reduced in comparison with other Central Asian countries», -notes a political analyst Muslimbek Buriev in his article written specifically for analytical platform CABAR.asia.