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UNESCO Malala Fund for Girls' Right to Education Autor corporativo: UNESCO The UNESCO Malala Fund for Girls’ Right to Education was launched in 2012 to expand girls’ access to quality education, especially in countries affected by conflict and disaster. 
Exploring the Development of Special Education Professional Knowledge of Teachers in Ordinary Schools from the Perspective of the Inclusive Education (Advances in Educatio; vol. 10, no. 3) Año de publicación: 2020 Autor: Chi-Man Tong | Kim-Cho Ng This paper discusses problems related to the acculturation of dislocated Chinese ethnic minority students and provides suggestions for future improvement. 从融合教育角度探讨普通学校教师的特教专业知能发展 (教育进展; vol. 10; no. 3) Año de publicación: 2020 Autor: 董志文 | 伍剑佐 文章探讨中国异地就读的少数民族学生的文化适应问题，并对如何改变和提升这些学生的文化适应提出相关建议。 
An Effective Way to Strengthen the Ecological Civilization Education of College Students (Advances in Education; vol. 11, no. 4) Año de publicación: 2021 Autor: Lijiao Ma Using Tsinghua University and Nankai University as two examples, this paper discusses different ways of carrying out ecological education in Chinese universities. 加强大学生生态文明教育的有效途径探索 (教育进展; vol. 11, no. 4) Año de publicación: 2021 Autor: Lijiao Ma 本文以清华大学和南开大学为例，探讨在中国的大学中开展生态文明教育的有效途径。 
Flexible learning strategies for out-of-school children and youth Año de publicación: 2017 Autor corporativo: UNESCO Bangkok Flexible learning strategies for out-of-school children and youth Año de publicación: 2017 Autor corporativo: UNESCO Bangkok Flexible learning strategies for out-of-school children and youth Año de publicación: 2017 Autor corporativo: UNESCO Bangkok 
Race, Culture and Institution: The Construction of National Identity in Singapore’s Bilingual Policy (Advances in Social Sciences; vol. 10, no. 4) Año de publicación: 2021 Autor: Zhang Lifang This paper introduces the bilingual education policy in Singapore, and discusses how the policy has contributed to the construction of national identity in Singapore. 种族·文化·制度: 新加坡双语政策中的国家认同构建 (社会科学前沿; vol. 10, no. 4) Año de publicación: 2021 Autor: Zhang Lifang 本文介绍了新加坡的双语教育政策，并探讨了相关政策与国家认同建构的关系。