Ressources
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Preventing Conflict, Transforming Justice, Securing the Peace: A Global Study on the Implementation of United Nations Security Council resolution 1325 Année de publication: 2015 Auteur institutionnel: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) The Global Study on the Implementation of Resolution 1325 is an important part of the United Nations' global agenda for change to better serve the world's most vulnerable people. According to the High Level Independent Panel on United Nations Peace Operations and the Consultative Group of Experts in the 2015 review of the United Nations peacebuilding architecture, changes in conflict may outpace the ability of United Nations peace operations to respond effectively. Any reforms must include gender equality and women's leadership as central components. منع النزاع وتحويل العدالة وضمان السلام: دراسة عالمية حول تنفيذ قرار مجلس األمن التابع لألمم المتحدة رقم 1325 Année de publication: 2015 Auteur institutionnel: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) تمثل الدراسة العالمية بشأن تنفيذ القرار 1325 جزءًا هامًا من جدول أعمال الأمم المتحدة العالمي للتغيير من أجل خدمة أكثر الأشخاص تعرضًا للخطر في العالم على نحوٍ أفضل. طبقًا لما ذكره الفريق المستقل رفيع المستوى المعني بعمليات السلام للأمم المتحدة، وفريق الخبراء الاستشاري في استعراض عام 2015 لهيكل الأمم المتحدة لبناء السلام، فإن التغييرات في النزاع قد تفوق سرعتها قدرة عمليات السلام للأمم المتحدة على الاستجابة بفعالية. ويجب أن تشمل أية إصلاحات المساواة بين الجنسين وقيادة النساء كمكوِّنات مركزية. 
Central Asia and Mongolia. OSCE Sub-regional Expert Meeting on Eliminating Violence against Women and Girls Année de publication: 2021 Auteur institutionnel: Organization for Security and Co-operation in Europe (OSCE) In 2020, the OSCE Gender Issues Programme conducted a series of sub-regional expert meetings in order to take stock of progress towards fulfilment of OSCE commitments on preventing and combating violence against women and girls.The report summarizes the outcomes of the meeting aimed at exchanging information and identifying areas of progress as well as persistent challenges. Центральная Азия и Монголия. Субрегиональная экспертная встреча ОБСЕ по вопросам недопущения насилия в отношении женщин и девочек Année de publication: 2021 Auteur institutionnel: Organization for Security and Co-operation in Europe (OSCE) В 2020 году Отдел Секретариата ОБСЕ по гендерным вопросам организовал серию субрегиональных экспертных встреч с целью оценки прогресса осуществления обязательств ОБСЕ по предотвращению и борьбе с насилием в отношении женщин и девочек.Отчет содержит данные о результатах встреч, которые были направлены на обмен информацией и определение сфер прогресса, а также сохраняющиеся проблемы по вопросам гендерного насилия. 
Youth Engagement to Counter Violent Extremism and Radicalization that Lead to Terrorism: Report on Findings and Recommendations from an OSCE Secretariat - OSCE ODIHR Expert Roundtable Année de publication: 2013 Auteur institutionnel: Организация по безопасности и сотрудничеству в Европе (ОБСЕ) This report is based on the results of a joint meeting of experts in a round-table format of the OSCE Secretariat and the OSCE Office for Democratic Institutions and Human Rights on October 23-24, 2012 in Vienna, Austria.This report should not be considered official OSCE recommendations on the basis of an agreed decision or the official position of the OSCE Secretariat, the OSCE Office for Democratic Institutions and Human Rights, or any OSCE participating State. It presents opinions individually expressed by the participants in the expert meeting in a round-table format. Вовлечение молодежи в усилия по противодействию насильственному экстремизму и радикализации, ведущим к терроризму: Отчет о выводах и рекомендациях Année de publication: 2013 Auteur institutionnel: Организация по безопасности и сотрудничеству в Европе (ОБСЕ) Данный отчет составлен по итогам совместного заседание экспертов в формате «круглого стола» Секретариата ОБСЕ и Бюро ОБСЕ по демократическим институтам и правам человека 23-24 октября 2012 года в Вене, Австрия.Настоящий отчет не следует считать официальными рекомендациями ОБСЕ на основании согласованного решения или официальной позицией Секретариата ОБСЕ, Бюро ОБСЕ по демократическим институтам и правам человека или какого-либо государства-участника ОБСЕ. В нем представлены мнения, индивидуально выраженные участниками заседания экспертов в формате «круглого стола». 
State Program on Countering Religious Extremism and Terrorism in the Republic of Kazakhstan for 2018 - 2022 Année de publication: 2018 Auteur institutionnel: Government of the Republic of Kazakhstan The document contains the main provisions of the State program on countering religious extremism and terrorism in the Republic of Kazakhstan for 2018 - 2022.The geopolitical changes taking place in the world initiate a new spectrum of challenges and risks in the field of national security, which is becoming more diverse and emanating from a greater number of sources of danger. This determines the complexity and relevance of the tasks within the framework of a systematic prevention of threats of religious extremism and terrorism.Under these conditions, the current national system of combating religious extremism and terrorism needs to be further improved in the context of creating a mechanism for reliable protection of individuals, society and the state from extremist manifestations of a violent nature and threats of terrorism. Государственная программа по противодействию религиозному экстремизму и терроризму в Республике Казахстан на 2018 – 2022 годы Année de publication: 2018 Auteur institutionnel: Government of the Republic of Kazakhstan Документ содержит основные положения Государственной программы по противодействию религиозному экстремизму и терроризму в Республике Казахстан на 2018 – 2022 годы.Происходящие в мире геополитические изменения инициируют новый спектр вызовов и рисков в сфере национальной безопасности, который становится все более разнообразным и исходящим от большего числа источников опасности. Этим обусловлены сложность и актуальность задач в рамках системного предупреждения угроз религиозного экстремизма и терроризма.В этих условиях действующая общегосударственная система противодействия религиозному экстремизму и терроризму нуждается в дальнейшем совершенствовании в контексте создания механизма надежной защиты личности, общества и государства от экстремистских проявлений насильственного характера и угроз терроризма. 
Aprender a vivir juntos: un programa intercultural e interreligioso para la educacion ética Année de publication: 2008 Auteur institutionnel: Arigatou Foundation (Switzerland) | Interfaith Council on Ethics Education for Children Learning to Live Together has been developed for use in different religious and secular contexts as a resource for everyone concerned with promoting ethics and values. The objective has been to develop a resource that is relevant on a global level and yet flexible enough to be interpreted within different cultural and social contexts. The resource has been tested in many different regions and cultural contexts to assure that it is relevant in regional and local contexts (see ‘We did it like this’, p.187). Test workshops have been held in 10 different countries, where the GNRC was able to bring together various religious and secular organisations working with children. During the test workshops, this resource manual was used to the benefit of more than 300 children and youth, representing African Traditional Religions, Bahá’í Faith, Buddhism, Christianity, Hinduism, Islam, Judaism, members of Brahma Kumaris and a number of people of secular thinking. Test workshops as well as input and comments from experts in the area of education, ethics, spirituality, intercultural and interfaith learning and child rights have contributed important experiences and opportunities for learning for the development of this resource. Learning to Live Together is already having an impact. In a GNRC programme in Israel, the resource material was used during a six-day journey made by a group of Jewish, Christian, and Muslim youth to the historical sites of Israel and Palestine, all of which have symbolic relevance to the conflict in their region. At each stop, youth participants discussed their values and their differing perceptions of their shared history. Learning to Live Together is an adaptable resource that can be used with children from many different cultural, religious and social contexts to nurture common values and a mutual respect for different backgrounds and traditions. The resource provides space for enhancing children’s innate potential for spirituality and hope for a better world, as a contribution to changing the situation for children worldwide. The Users Guide provides all necessary information for its use. UNESCO and UNICEF have been closely involved in developing Learning to Live Together and have endorsed the material as an important contribution to a quality education, which takes a multicultural and multi-religious society into consideration. UNESCO’s Guidelines for Intercultural Education underpin the philosophy and the approach of the resource: “Religious education can be described as learning about one’s own religion or spiritual practices, or learning about other religions or beliefs. Interfaith education, in contrast, aims to actively shape the relations between people from different religions”. Apprendre à vivre ensemble: un programme interculturel et interreligieux pour l'enseignement de l'éthique Année de publication: 2008 Auteur institutionnel: Arigatou Foundation (Switzerland) | Interfaith Council on Ethics Education for Children Learning to Live Together has been developed for use in different religious and secular contexts as a resource for everyone concerned with promoting ethics and values. The objective has been to develop a resource that is relevant on a global level and yet flexible enough to be interpreted within different cultural and social contexts. The resource has been tested in many different regions and cultural contexts to assure that it is relevant in regional and local contexts (see ‘We did it like this’, p.187). Test workshops have been held in 10 different countries, where the GNRC was able to bring together various religious and secular organisations working with children. During the test workshops, this resource manual was used to the benefit of more than 300 children and youth, representing African Traditional Religions, Bahá’í Faith, Buddhism, Christianity, Hinduism, Islam, Judaism, members of Brahma Kumaris and a number of people of secular thinking. Test workshops as well as input and comments from experts in the area of education, ethics, spirituality, intercultural and interfaith learning and child rights have contributed important experiences and opportunities for learning for the development of this resource. Learning to Live Together is already having an impact. In a GNRC programme in Israel, the resource material was used during a six-day journey made by a group of Jewish, Christian, and Muslim youth to the historical sites of Israel and Palestine, all of which have symbolic relevance to the conflict in their region. At each stop, youth participants discussed their values and their differing perceptions of their shared history. Learning to Live Together is an adaptable resource that can be used with children from many different cultural, religious and social contexts to nurture common values and a mutual respect for different backgrounds and traditions. The resource provides space for enhancing children’s innate potential for spirituality and hope for a better world, as a contribution to changing the situation for children worldwide. The Users Guide provides all necessary information for its use. UNESCO and UNICEF have been closely involved in developing Learning to Live Together and have endorsed the material as an important contribution to a quality education, which takes a multicultural and multi-religious society into consideration. UNESCO’s Guidelines for Intercultural Education underpin the philosophy and the approach of the resource: “Religious education can be described as learning about one’s own religion or spiritual practices, or learning about other religions or beliefs. Interfaith education, in contrast, aims to actively shape the relations between people from different religions”.