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SDG-4: Flexible Learning Pathways in Higher Education – from Policy to Practice: An International Comparative Analysis Año de publicación: 2022 Autor: Michaela Martin | Uliana Furiv Autor corporativo: UNESCO International Institute for Educational Planning (IIEP) Higher education systems across the world are currently faced with a massive influx of learners with more diverse needs. They are expected to respond to this growing diversity through a more flexible learning offer and pathways that allow all learners, including those from disadvantaged groups, to access, progress through, and complete, higher education.To enhance knowledge on how to provide increased flexibility in higher education, IIEP–UNESCO undertook an international research project on SDG-4: Planning for Flexible Learning Pathways (FLPs) in Higher Education. The project included a stocktaking of policies, instruments, and practices, an international survey among UNESCO Member States, and eight in-depth country studies on Chile, Finland, India, Jamaica, Malaysia, Morocco, South Africa, and the UK.This book presents the findings from the research, including a cross-country analysis of available FLP policies and practices, and how they enhance equitable higher education systems. It also presents a series of country experiences with innovative approaches to alternative entry, flexible progression, and governance systems in support of FLPs. 
اتجاهات المعلمين نحو دمج ذوي الاحتياجات الخاصة مع الطلبة العاديين (علم النفس ، العدد 27). Año de publicación: 2018 Autor: Ahmed Ismail Autor corporativo: Algeria. Ministry of Higher Education and Scientific Research هدفت الدراسة الى معرفة اتجاهات واراء معلمي المرحلة الابتدائية حول دمج الأطفال ذوي الأحتياجات الخاصة في المدارس الابتدائية في مديرية تربية بغداد ـ الكرخ / 2 حيث تكونت عينة الدراسة من (100) معلما ومعلمة ، وقد استخدمت الدراسة اداة الاستبانة والتي شملت (30) فقرة ، و كانت تدرس الهدف الأول هو اتجاهات المعلمين نحو دمج ذوي الاحتياجات الخاصة في المدارس الاعتيادية وقد توصلت الدراسة الى ان المعلمين كانت لديهم إتجاهات نحو الدمج ، كما أظهرت دلالة الفروق في اتجاهات المعلمين نحو الدمج على وفق متغيري الجنس (ذكور ، إناث ) و سنوات الخدمة (15 سنة فأقل ) و ( 16 سنة فأكثر ) الى وجود فروق تعزى لجنس الأناث في الاتجاه نحو الدمج، كذلك أشارت النتائج إلى وجود فروق تعزى لسنوات الخبرة حيث تبين انه كلما ازدادت سنوات الخبرة زادت عملية التقبل. Teachers' Attitudes Towards Integrating People with Special Needs with Ordinary Students (Psychological Science; issue 27) Año de publicación: 2018 Autor: Ahmed Ismail Autor corporativo: Algeria. Ministry of Higher Education and Scientific Research The study aimed to know the attitudes and opinions of primary school teachers about the integration of children with special needs in primary schools in the Baghdad Education Directorate - Karkh/2. The study sample consisted of (100) male and female teachers. The study used the questionnaire tool, which included (30) items. In terms of the first objective, which is teachers' attitudes towards integrating people with special needs in regular schools, the study concluded that teachers had attitudes towards inclusion, and it also showed the significance of differences in teachers' attitudes toward inclusion according to gender variables (males, females) and years of service (15), One year and less) and (16 years and over). Also, it indicated that there are differences due to female gender in the trend towards integration. 
Environmental Education And Its Relationship to Sustainable Development for High School Students (Journal of College of Education; vol. 2, no. 41) Año de publicación: 2020 Autor: Ahmed Hassan | Batool Salman Autor corporativo: Wasit University The aim of this research is to identify the relationship between environmental education and sustainable development for students of the Fourth Scientific in secondary schools and high schools in Baghdad day schools. To achieve this, the researchers sought to answer the following questions:- There is no statistically significant difference between the average scores for the sample and the hypothetical average of the sustainable development scale that includes the environmental, economic and social dimensions.- There is no statistically significant difference between the mean scores for the sampleand the hypothetical mean for the scale of environmental education In order to answer the study questions, (6) schools were chosen with (3) schools, including the Baghdad College for Boys Secondary School and (3) schools for girls in the random class method from the research community, and then the sample was approved in the random manner, as one division was chosen from the people The fourth scientific grade in each of these schools is random, after which the students from the people were randomly chosen, so that the number of the members of the research sample reached (218) male and female distributed equally between boys and girls. The researchers have prepared a scale for sustainable development with its three dimensions, the economic dimension, which consists of (30) paragraphs, the environmental dimension has reached (25) paragraphs, and the social dimension has reached (25) paragraphs. After extracting the results, it was found that there is a positive relationship between the variable of sustainable development with its three dimensions and the variable of environmental education. The study included a number of statistical tables to clarify the procedures of the study and its results. The study concluded with a number of recommendations and proposals 
Teaching Two Lessons about UNESCO and Other Writings on Human Rights Año de publicación: 2017 Autor: 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 
Tools for a More Inclusive Education Año de publicación: 2020 Autor corporativo: Chile. Ministry of Education This document presents a conceptual framework to help the different educational teams deployed at the national level to devise and implement inclusive practices in their daily management, in their ways of living together and in their teaching-learning processes. This, within the framework of the promulgation of Law 20,845, modifies the General Education Law (N°20,370/2009) in its article 4, adding that “It is the duty of the State to strive to ensure quality inclusive education for all people. Herramientas para una educación más inclusiva Año de publicación: 2020 Autor corporativo: Chile. Ministry of Education En este documento se presenta un marco técnico conceptual para contribuir a que los distintos equipos educativos desplegados a nivel nacional puedan idear e implementar prácticas inclusivas en su gestión cotidiana, en sus modos de convivir y en sus procesos de enseñanza – aprendizaje. Esto, en el marco de la promulgación de la Ley 20.845 modifica la Ley General de Educación (N°20.370/2009) en su artículo 4° agregando que “Es deber del Estado propender a asegurar a todas las personas una educación inclusiva de calidad.” 
Citizenship Education at Regional Conflict Zones Año de publicación: 2020 Autor: Nazarii Boiarskyi | Aleksey Telichkin | Nikolay Nazarov | Yuriy Petrushenko | Alexandru Postica | Sasha Delemenchuk | Valery Balaian | Oleksandr Voitenko | Rauf Rajabov Autor corporativo: Human Rights Vector This publication is prepared by ‘Human Rights Vector’ NGO (Ukraine) as part of ‘Citizenship Education at Regional Conflict Zones’ projects that is being implemented by a ‘Citizenship Education at Regional Conflict Zones’ working group within EENCE network with the support of the Federal Agency for Civic Education (Bundeszentrale für politische Bildung) using funds appropriated by the Federal Foreign Office. This publication is the result of the activities of “Citizenship Education at Regional Conflict Zones” working group within EENCE network in 2020. The manual presents an understanding of conflicts in the modern world, as well as an overview of regional conflicts in the countries of the Eastern Partnership and Russia; it contains the analysis of the condition of formal and non-formal education in the conflict-affected areas; information on the specifics of planning and implementing citizenship education programs in the conflict-affected areas and for people from such areas, examples of the best educational practices. Гражданское образование в зоне региональных конфликтов Año de publicación: 2020 Autor: Nazarii Boiarskyi | Aleksey Telichkin | Nikolay Nazarov | Yuriy Petrushenko | Alexandru Postica | Sasha Delemenchuk | Valery Balaian | Oleksandr Voitenko | Rauf Rajabov Autor corporativo: Human Rights Vector Данная публикация — результат деятельности рабочей группы EENCE «Гражданское образование в зоне региональных конфликтов» в 2020 году. Стоит участь, что эксперты, вовлеченные в подготовку данного издания, работали над содержанием конкретных подразделов, где они указаны как авторы материала. Поэтому они могут не разделять мнения, высказанные авторами других подразделов.Эта публикация является едва ли не первой попыткой общественности посмотреть на ситуацию с образованием (и гражданским образованием в частности) в зонах региональных конфликтов, сравнить опыт различных организаций и институций в этой сфере, предоставить практические рекомендации. Поэтому не стоит рассматривать его как исчерпывающий материал. Скорее это приглашение к диалогу и раздумьям о том, как мирным путем через гражданское образование способствовать решению конфликтов. 
Technical Note on the Implementation of the Convention on the Rights of Persons with Disabilities in Uzbekistan Año de publicación: 2023 Autor corporativo: 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).