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Developing Holistic Indicators to Promote the Internationalization of Higher Education in the Asia-Pacific Año de publicación: 2018 Autor: Da Wan Chang Autor corporativo: UNESCO Bangkok The internationalization of higher education has been emphasized by the global community to improve access and quality in higher education (SDG4.3), as well as to achieve other global goals by promoting cross-cultural understanding and tolerance. Even though the internationalization of higher education has diverse dimensions, ‘student mobility’ has been a predominant indicator and there are conceptual and methodological challenges in the existing sources of data and statistics. In addition to student mobility, this document proposes a holistic set of indicators to capture other important dimensions of the internationalization of higher education, such as alignment with international normative instruments, international networking, governance and management, as well as the mobility of academics and programmes, etc. The suggested indicators are categorized into domains on two levels: system and institutional. It is hoped that this policy brief will help users better understand and adapt the indicators for use in their local contexts, so as to promote the internationalization of higher education. 
Международная научно-практическая конференция "Вода для устойчивого развития Центральной Азии" Año de publicación: 2018 Autor corporativo: Институт водных проблем, гидроэнергетики и экологии Национальной академии наук Таджикистана В настоящий сборник включены материалы Международной научно-практической конференции «Вода для устойчивого развития Центральной азии».В сборнике отражены современное состяние водных ресурсов Центральной Азии и перспективы устойчивого развития. 
Rethinking post-Soviet Society: Multiculturalism in Central Asia Año de publicación: 2014 Autor: Nurlan Muminov, Zhasulan Orynbaev The article is devoted to the analysis of the post-Soviet society of Central Asia on the example of Uzbekistan and Kazakhstan with reference to the phenomenon of multiculturalism. In addition, the authors will try to answer the following basic questions: what social problems do multinational and multicultural post-Soviet societies face? and how to solve interethnic and intercultural problems of societies of post-Soviet countries in the process of creating each of them their own unitary national state. Переосмысление постсоветское общество: мультикультурализм в странах Центральной Азии Año de publicación: 2014 Autor: Nurlan Muminov, Zhasulan Orynbaev Статья посвящена анализу постсоветского общества Центральной Азии на примере Узбекистана и Казахстана со ссылкой на феномен мультикультурности. Кроме того, вавторы постараются ответить на следующие основные вопросы: какими общественными проблемами сталкиваются многонациональные и мультикультурные постсоветские общества; и как решаются межэтнические и межкультурные проблемы обществ постсоветских стран в процессе создания каждым из них собственного унитарного национального государства. 
Культурная идентичность таджиков и мультикультурализм Año de publicación: 2014 Autor: Khamrokhon Zarifi Статья посвящена вопросам истории, культурной идентичности и наследию таджикского народа. Обсуждаются вопросы сохранения и преемственности культурного разнообразия, а также феномен мультикультурализма. 
Tolerance of Kazakhstani society in the context of ensuring the harmony of values Año de publicación: 2013 Autor: Alma Sagyngali This article discusses the process of multinational Kazakh society searching for its cultural and civilizational identity in the framework of Kazakhstan's building of a social state and integration into the world community. Particular attention is paid to tolerance as a key cultural value. Толерантность казахстанского общества в контексте обеспечения ценностного согласия Año de publicación: 2013 Autor: Alma Sagyngali В данной статье рассматривается процесс поиска многонациональным казахстанским обществом своей культурно-цивилизационной идентичности в рамках построения Казахстаном социального государства и интеграции в мировое сообщество. Особое внимание уделяется толерантности, как ключевой культурной ценности. 
Girls' Right to Education Programme in Pakistan Año de publicación: 2018 Autor corporativo: UNESCO Islamabad The programme is in progress in 14 very marginalized districts of the country selected in consultation with concerned education counterparts. Basic indicators for education, such as literacy rate, enrolment and retention of girls, and level of learning outcomes in primary grades are quite low in each selected district. Each province and area based project has three integrated components: (a) improving girls’ access through social mobilization and advocacy, (b) improving retention through improvement in school physical and learning environments – activation of parents-teachers committees (PTCs), school management committees (SMCs) and teachers training in multi-grade teaching and activity-based learning and, (c) capacity building of education officials at district, provincial and national level to create an enabling environment for girls’ education. All projects are implemented through local civil society organizations (CSOs) as implementing partners in consultation with national, provincial and area education departments. The programme is making significant progress in transforming the parental and community perception towards girls' education. Over seven thousand out of school girls have been enrolled in the target areas and retention is ensured through the provision of school facilities and improvement in overall learning environment. 
Teachers: changing lives (The UNESCO Courier no. 4, October-December 2019) Año de publicación: 2019 Autor corporativo: UNESCO Certainly, everyone recognizes the key role teachers play. On a personal level, we can all name at least one teacher who made a difference – sometimes to such an extent that it redirected our whole lives. At the international level, the United Nations Sustainable Development Goals (SDGs), Goal 4 in particular, recognize the importance of teachers in the implementation of the Sustainable Development Agenda by 2030. Yet, the profession is being undermined. The development of cognitive neuroscience and the many applications of new technologies in the field of education are forcing the profession to adapt and reinvent itself. Docentes que cambian el mundo (El Correo de la UNESCO 4, Octubre-Diciembre 2019) Año de publicación: 2019 Autor corporativo: UNESCO Sin duda, todo el mundo reconoce la función esencial que desempeñan los docentes. A título individual, cada uno de nosotros puede mencionar el nombre de al menos un maestro que le influyó decisivamente, a veces hasta el punto de reorientar toda su vida. En el ámbito internacional, los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, en particular el ODS 4, destacan la importancia del profesorado en la consecución de la Agenda 2030 de desarrollo sostenible.Y, sin embargo, la profesión docente está en crisis. El desarrollo de la neurociencia cognitiva y las múltiples aplicaciones de las nuevas tecnologías en el sector educativo imponen al magisterio la necesidad de adaptarse, de reinventarse.