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Arts Education: An Investment in Quality Learning Año de publicación: 2023 Autor: Vivek Venkatesh | Lydia Ruprecht | Martha K. Ferede Autor corporativo: UNESCO This paper reviews key research on the impact and outcomes of Arts Education (AE), with the objective of demonstrating how AE and its conceptualizations, methodological approaches, theoretical foundations and applications are closely aligned with the objectives and expectations of quality education as notably envisioned by Sustainable Development Goal 4 (SDG 4) on education. For UNESCO (2006), AE is understood to include two different approaches: o the teaching of art as an individual study subject and AE as developing learners’ artistic skills, abilities and sensibilities; o the mobilization of the arts, its tools, methods and stakeholders as a pedagogical approach, also referred to as 'arts in education' or 'learning through the arts.”The evidence gathered in this paper points to six main conclusions. • Arts education contributes to the humanistic outcomes associated with quality education as captured in Target 4.7 of SDG 4 on education, namely the promotion of values grounded in global peace, sustainability, justice and respect for cultural diversity and the development of social and emotional skills such as empathic concern and perspective-taking, all of which support personal and collective well-being and indices associated with increased societal happiness1 such as healthy life expectancy, freedom and generosity. • The evidence demonstrates that the “learning of the arts” positively impacts learning in ways that are relevant to broader academic and non-academic outcomes(see Tables 1 and 2).It has been associated with improvements in mathematics performance, writing skills, reading achievements, creativity, student engagement and attendance, as well as perseverance in pursuit of educational goals and classroom behaviours. • Arts education fosters teacher innovation and collaboration, positively impacting school culture and can help students gain a sense of mastery and accomplishment and engage with their communities. • By linking formal and non-formal learning settings, including both in-person and digital cultural spaces such as museums, festivals, performance venues and cultural centres, AE supports the capacity-building of artists and cultural bearers, while expanding the pedagogical role of cultural institutions and spaces. • Considering the nature of local and Indigenous knowledge in spanning language, cultural practices, land use practices, social interactions, ritual and spirituality, AE holds the potential to support knowledge revitalization for Indigenous peoples, which have been historically compromised or delegitimized within traditional education settings. • Last but not least, by building on the economic potential of the arts and creative industries, AE creates opportunities for employment and economic growth, which cannot be underestimated. • On a methodological note, the review of existing research highlights the limitations of quantitative methods and the absence of evaluation mechanisms to assess the contribution and impact of AE to learning. 
ОТЧЕТ по результатам проведенного исследования на тему «Мониторинг ситуации с профилактикой буллинга в средних образовательных школах Республики Казахстан» Año de publicación: 2023 Autor corporativo: Қадір-қасиет (Казахстан) Общественное объединение «КадірКасиет» организовало и провело исследование, посвященное мониторингу ситуации с профилактикой буллинга в средних образовательных школах Казахстана. Целью исследования выступало изучение шести школ, в которых планируется внедрить пилотную программу «Ынсап» по противодействию буллингу в школах. Настоящий доклад подготовлен в рамках проекта «Фокус прав человека: женщины и дети», реализуемого ОО «Қадір-қасиет» и Агентством США по международному развитию (USAID). 
세계시민교육 전문가양성과정 종료평가: 최종보고서 Año de publicación: 2023 Autor corporativo: 유네스코 아시아태평양 국제이해교육원 본 연구는 유네스코 아시아태평양 국제이해교육원에서 진행되는 다양한 세계시민교육 전문가양성과정 중 2022년 시행된 제8회 세계시민교육 청년리더십 워크숍과 제7회 세계시민교육 교사교육가 글로벌연수에 대한 종료평가로서, 사업성과에 대한 심층분석과 교훈 및 제언 도출을 주요 목표로 하였다. 적절성, 효율성, 효과성, 지속가능성 등 4개 기준을 적용하고, 문헌검토, 워크숍 참여자 대상 설문조사, 심층면담 등의 방법을 활용해 데이터를 확보하여 연구를 진행하였다. 연수 종료 후 확인 가능한 성과(outcome)에 대한 효과성과 지속가능성 항목에 대한 평가에는 2021년 연수 자료가 포함되었다. 
2023년 한국어학급 관리자 다문화 역량 강화 워크숍: 초중등 Año de publicación: 2023 Autor corporativo: 국가평생교육진흥원 | 중앙다문화교육센터 교육부, 17개 시도교육청, 국가평생교육진흥원, 중앙다문화교육센터 주최로 2023년 4월 25일(화)에 개최되었던 '2023년 한국어학급 관리자 다문화 역량 강화 워크숍'의 초중등용 자료집입니다. 중앙다문화교육센터 홈페이지 자료실(https://www.edu4mc.or.kr/edu/list.html)에서 제목으로 검색하시면 다운받으실 수 있습니다. 
The Future of Green Transition in Uzbekistan Año de publicación: 2023 Autor corporativo: UNDP Kazakhstan In support of the government, UNDP Uzbekistan applied participatory futures and foresight tools to explore possibilities for a Green Transition in Uzbekistan. The process produced a range of outputs, including a signals database, drivers, narrative scenarios, and a custom scenario exploration system. They were used to develop policy ideas, which outline innovative approaches. Будущее зелёного перехода в Узбекистане Año de publicación: 2023 Autor corporativo: UNDP Uzbekistan При поддержке правительства ПРООН в Узбекистане применила инструменты совместного будущего и прогнозирования для изучения возможностей зеленого перехода в Узбекистане. В результате был получен ряд результатов, включая базу данных сигналов, драйверы, нарративы сценариев и систему изучения произвольных сценариев. Они использовались для разработки идей политик, в которых изложены инновационные подходы. 
파리협정 함께 보기 Año de publicación: 2022 Autor corporativo: 대한민국 환경부 기후변화국제협력팀 | 한국환경공단 기후정책지원부 이 책자는 ‘파리협정(Paris Agreement)’에 대한 우리 국민의 이해를 높이고, 모든 사회 주체가 함께하는 파리협정 이행 체계를 조성하는데 도움이 되고자 제작되었습니다.이 책자는 환경부와 한국환경공단이 공동으로 발간한 「파리협정 길라잡이(’16.5)」와 「파리협정 이행규칙 안내서(’19.6)」를 통합·개정·증보한 것으로, 기존 발간 자료는 환경부 누리집(me.go.kr)>발행물>환경책자>알기쉬운 소책자에서 받아볼 수 있습니다. 발행처: 환경부 기후변화국제협력팀 (044-201-6601)발행일: 2022.3.31 
État de la migration dans le monde en 2024 Año de publicación: 2024 Autor corporativo: Organisation Internationale pour les Migrations (OIM) Le Rapport État de la migration dans le monde 2024 publié par l'OIM a vocation à faire mieux comprendre le phénomène migratoire à travers de grandes questions: Quelle est la proportionde migrants dans le monde? Les migrants sont-ils majoritairement des hommes ou des femmes? Quels sont les principaux pays d'accueil ? L'édition interactive présente uniquement une partie des informations clés contenues dans le rapport complet rédigé en Anglais. 
Towards More Gender Equality in Sport: Recommendations and Action Plan From the High Level Group on Gender Equality in Sport (2022) Año de publicación: 2022 Autor corporativo: European Commission | European Union (EU) Gender equality is a fundamental European Union (EU) principle. Enshrined in the Treaties, it is something the EU is actively trying to achieve – most recently through its Gender Equality Strategy 2021-2025. The Strategy aims to give women, men, girls and boys, in all their diversity, the freedom to pursue their chosen path in life and equal opportunities to thrive and to participate in and lead European society. Looking back at the steps already taken, the ‘Gender equality in sport – Proposal for strategic actions 2014-2020’ has certainly led to achievements, but the pace of reforms needs to be accelerated. Firstly, the principle of gender equality now underpins all actions funded under Erasmus+ Sport and projects supporting women’s sport are actively encouraged. Secondly, awareness raising is at the core of EU action in this field, notably through studies or discussions, such as within the Commission Expert Group on Good Governance. Finally, initiatives such as the annual #BeInclusive EU Sport Awards recognise those organisations using sport to increase social inclusion, including gender equality. In 2020, Commissioner Gabriel announced the setting up of an expert group with the aim of discussing the way forward and proposing future actions in the area of gender equality in sport to the European Commission, EU Member States and sports organisations. The work of the experts will lead to the implementation of concrete actions at local, national and European level. This report is the result of the work of the European Commission High-Level Group (HLG) on Gender Equality in Sport. The 15 members of the HLG were appointed in December 2020. Work began in February 2021 and was completed in December 2021. Meetings focused on six areas of engagement identified by the experts. Scientists and practitioners shared findings of their research and good practices. Each meeting was followed by working sessions to summarise the presentations and formulate recommendations. Vers une plus grande égalité des genres dans le sport: Recommandations et plan d'action du groupe de haut niveau sur l’égalité des genres dans le sport (2022) Año de publicación: 2022 Autor corporativo: European Commission | European Union (EU) L’égalité des genres est l’un des principes fondamentaux de l’Union européenne (UE). Inscrite dans les traités, elle constitue un objectif que l’UE s’efforce activement d’atteindre – notamment dans le cadre de sa stratégie en faveur de l’égalité entre les femmes et les hommes 2021-2025. Cette stratégie a pour objectif de donner aux femmes, aux hommes, aux jeunes filles et aux jeunes garçons, dans toute leur diversité, la liberté de suivre le chemin qu’ils ont choisi dans la vie et des chances égales de s’épanouir, de participer à la société européenne et de la diriger. Si l’on considère les mesures déjà prises, le rapport « Égalité des genres dans le sport – Proposition d’actions stratégiques 2014-2020 » a certes permis des avancées, mais le rythme des réformes doit être accéléré. Tout d’abord, le principe de l’égalité des genres sous-tend désormais toutes les actions financées dans le cadre du programme Erasmus+ Sport, et les projets soutenant le sport féminin sont activement encouragés. Ensuite, la sensibilisation est au coeur de l’action de l’UE dans ce domaine, notamment par le biais d’études ou de discussions, comme au sein du groupe d’experts de la Commission sur la bonne gouvernance. Enfin, des initiatives telles que les prix annuels #BeInclusive EU Sport Awards récompensent les organisations qui se servent du sport pour accroître l’inclusion sociale, notamment l’égalité des genres. En 2020, la commissaire Mariya Gabriel a annoncé la création d’un groupe d’experts chargé de déterminer la marche à suivre et de proposer des actions à implémenter dans le domaine de l’égalité des genres dans le sport à la Commission européenne, aux États membres de l’UE et aux organisations sportives. Le travail des experts permettra de mettre en oeuvre des actions concrètes aux niveaux locaux, nationaux et européen. Ce rapport est le résultat du travail du groupe de haut-niveau (GHN) de la Commission européenne sur l’égalité des genres dans le sport. Les 15 membres du groupe de haut-niveau ont été nommés en décembre 2020 Les travaux ont commencé en février 2021 et se sont terminés en décembre 2021. Les réunions ont porté sur six domaines d’engagement identifiés par les experts. Des scientifiques et des praticiens ont partagé le fruit de leurs recherches et leurs bonnes pratiques. Chaque réunion a été suivie par des sessions de travail destinées à résumer les présentations et à formuler des recommandations.