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Некоторые аспекты устойчивого развития Кыргызской республики (Международный журнал гуманитарных и естественных наук; Vol.1-1, No.76) Année de publication: 2023 Auteur: А.И. Абдиева | Сыдыкова Жылдыз В статье раскрывается современная позиция Кыргызской Республики в области продвижения принципов устойчивого развития, в частности, раскрыты какие стратегические документы приняты и реализовываются на настоящий момент по данному направлению, в статье делается попытка на обращение внимания о состоянии загрязнения атмосферного воздуха и его влиянии на здоровье населения республики. 
Asia-Pacific Regional Synthesis: Climate Change, Displacement and the Right to Education Année de publication: 2023 Auteur institutionnel: UNESCO | United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) | UNESCO Bangkok In 2020, 30.7 million people were displaced by natural disasters – disasters which the scientific community acknowledges are more frequent and more intense as a result of climate change. In Asia and the Pacific alone, 21.3 million people were displaced, making it the region the most impacted by national disasters and climate change in the world. Therefore, country case studies were carried out in Bangladesh, India, Indonesia, Tuvalu, and Viet Nam to examine not only specific vulnerabilities to climate change and related mobility, but also the impacts of climate change on the right to education in Asia and the Pacific. These case studies show that climate change directly threatens education – through the destruction of schools and property – but also indirectly puts education in peril by forcing people to cross borders, ensuring neither legal residency nor the right to education. This regional synthesis report aims to guide policy-makers through providing operational policy recommendations on how to ensure education is protected in Asia and the Pacific in the face of climate change and displacement from a human rights-based approach. The report is one of four being developed and will contribute to the global initiative on climate change and displacement and the right to education – launched by UNESCO in 2020 – by informing the development of a Global Report with global policyrecommendations.How climate change impacts the right to education in Asia and the Pacific21.3million displacementstook place in Asia and the Pacific 
Good Practices in South-South and Triangular Cooperation: Transforming Education and Delivering on SDG 4 Année de publication: 2023 Auteur institutionnel: UNESCO | United Nations Children's Fund (UNICEF) | UN. Office for South-South Cooperation (UNOSSC) Quality Education: South-South cooperation as a lever for action. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.South-South and triangular cooperation is at the heart of SDG4 implementation on Quality Education. As demonstrated in the last few years, this kind of cooperation can mobilize action, ambition, solidarity and solutions to transform education in a rapidly changing world. From the inclusive approach to digital learning in Lao People’s Democratic Republic to distance learning and teacher training strategies in Caribbean SIDS, South-South cooperation is a key modality of cooperation for transforming education and supporting internationally agreed development goals, including the 2030 Agenda. This publication showcases 40 innovative solutions on how South-South and Triangular Cooperation can transform education.This publication presents forty innovative solutions from around the world which showcase how South-South and triangular cooperation can support the development of more efficient, equitable and resilient education systems that are adapted to the challenges of the 21st century. Countries of the South, with the support of partners, must enhance South-South and triangular cooperation to exchange resources, technology, skills and knowledge to realize the promise of making inclusive, quality education available to all. 
Learner-Centred Teaching in Technical and Vocational Education and Training: Perspectives and Reviews of Six Asia-Pacific Countries Année de publication: 2023 Auteur institutionnel: UNESCO Bangkok Learner-centred Teaching in Technical and Vocational Education and Training: Perspectives and Reviews of Six Asia-Pacific Countries A learner-centred approach to teaching in Technical and Vocational Education and Training (TVET) is based on learner engagement, autonomy and outcome-based activities to support professional development. This report analyses the status of learner-centred TVET teaching in six selected countries across Asia and the Pacific, including China, Republic of Korea, Samoa, Sri Lanka, Thailand, and Uzbekistan. The countries were selected because of their geographic diversity, access to national experts, and potential around learner-centred TVET.The first part of the study is a review of the theoretical background on the learner-centred approach and TVET teaching with an international scope. A total of 25 indicators were used to assess three components of TVET teaching in the region. The analysis includes 17 examples corresponding to the selected indicators. The findings showcase lessons learned and recommendations for countries to self-assess their TVET teaching strategies. These examples will help to inform future projects and capacity building in each sub-region of Asia-Pacific.As a result, seven proposals are identified and discussed to promote the development of learner-centred TVET teaching in the region. These proposals include: 1) supporting national reform of the pedagogy based on the results of pilot projects; 2) increasing two-way communication between students and teachers; 3) producing learning materials adapted to learner-centred methods; 4) using technology in the learning process; 5) implementing competency-based learning to support the learner-centred pedagogy; 6) integrating transversal and core skills; and 7) developing teachers’ capacities by employing a learner-centred approach. These proposals (on reform, teaching method, use of materials, etc.) also address gender dimensions throughout the planning, implementation and review process. Conclusions from the study provide lessons learned as well as proposals for further research and implementation of learner-centred TVET teaching in Asia-Pacific. 
Leave No One Behind: Equity and Inclusion in Education at UNESCO Multisectoral Regional Office in Bangkok (UNESCO Bangkok) Année de publication: 2023 Auteur institutionnel: UNESCO Bangkok Equity and inclusion in education ensures a process intended to respond to students’ diversity by increasing their participation and reducing exclusion within and from education. 
“Can Education Transform Our World?: Global Citizenship Education and the UN’s 2030 Agenda for Sustainable Development” Année de publication: 2020 Auteur: Joel Westheimer Auteur institutionnel: Brill This book chapter is taken from the book Grading Goal Four: Tensions, Threats, and Opportunities in the Sustainable Development Goal on Quality Education, which aims to support the immplementation of Sustainable Development Goal 4 by exploreing various tensions, threats, and opportunities. This chapter specifically focuses on the role of eucation in fostering global citizenship and how educational systems and policies can be improved to facilitate creating a sustainable society and contribute to the 2030 SDG Agenda. 
Digital Museum: Citizenship and Culture 2020 Année de publication: 2022 Auteur institutionnel: National Autonomous University of Mexico (UNAM) Conversations about digitality and museums were transformed, as a result of the COVID-19 pandemic, towards actions and topics related to the creation of content with perspectives of building a digital citizenship where activism, free access and the exercise of cultural rights They are confronted with the paradoxes of the privatization of knowledge, job insecurity, 2.0 exploitation systems and the emergence of asymmetrical time horizons. This publication expands on the conferences, dialogues, workshops and case studies presented at the homonymous meeting held in November 2020. Museo digital: Ciudadanía y cultura 2020 Année de publication: 2022 Auteur institutionnel: National Autonomous University of Mexico (UNAM) Las conversaciones sobre digitalidad y museos se transformaron, a raíz de la pandemia por COVID-19, hacia acciones y temas relativos a la creación de contenidos con perspectivas de construcción de una ciudadanía digital donde el activismo, el acceso libre y el ejercicio de derechos culturales se confrontan con las paradojas de la privatización de saberes, la precarización laboral, los sistemas de explotación 2.0 y la emergencia de horizontes temporales asimétricos. Esta publicación expande las conferencias, diálogos, talleres y estudios de caso presentados en el encuentro homónimo celebrado en noviembre de 2020. 
[Summary] Accountability in Education: Meeting Our Commitments: Global Education Monitoring Report Summary, 2017/8 Année de publication: 2017 Auteur institutionnel: UNESCO This summary of the 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.The report emphasizes that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasizes the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not. [Resumen] Rendir Cuentas en el Ámbito de la Educación: Cumplir Nuestros Compromisos, Resumen del Informe de Seguimiento de la Educación en el Mundo, 2017/8 Année de publication: 2017 Auteur institutionnel: UNESCO El segundo Informe de Seguimiento de la Educación en el Mundo (el Informe GEM) presenta las pruebas más recientes de los progresos alcanzados en el mundo en cuanto a la consecución de las metas relativas a la educación de los Objetivos de Desarrollo Sostenible de las Naciones Unidas.Puesto que hay centenares de millones de personas que todavía no están escolarizadas y muchas que no adquieren unas competencias mínimas en la escuela, es evidente que los sistemas educativos no llevan camino de alcanzar los objetivos mundiales. Las personas marginadas son quienes sufren actualmente la mayoría de las consecuencias, pero también son las que más se beneficiarán si los encargados de formular políticas prestan suficiente atención a sus necesidades. Ante estos retos, junto con presupuestos muy ajustados y una mayor importancia concedida a obtener rendimiento del dinero en forma de resultados, los países están buscando soluciones, entre las cuales a menudo la rendición de cuentas ocupa el primer lugar.Este resumen del Informe GEM 2017/18 muestra todos los diversos enfoques de la rendición de cuentas en el ámbito de la educación. Abarca desde los países que no están acostumbrados al concepto, en los que no se cuestionan las violaciones del derecho a la educación, hasta aquellos en los que la rendición de cuentas se ha convertido en un fin en sí misma, en lugar de un medio para alcanzar una educación y un aprendizaje a lo largo de toda la vida para todos que sean inclusivos, equitativos y de gran calidad.En el informe se recalca que la educación es una responsabilidad compartida.Aunque son los gobiernos los principales responsables de ella, a todos los actores – las escuelas, los docentes, los padres, los estudiantes, las organizaciones internacionales, los prestatarios del sector privado, la sociedad civil y los medios de comunicación – les corresponde desempeñar un papel en la mejora de los sistemas educativos. El informe recalca la importancia de la transparencia y la disponibilidad de la información, pero exhorta a manejar con prudencia los datos. Explica por qué debemos evitar unos sistemas de rendición de cuentas que den una importancia desproporcionada a unos resultados definidos de manera demasiado restringida y a sanciones punitivas. En una época en la que existen y se emplean múltiples instrumentos para rendir cuentas, el informe demuestra palmariamente con pruebas empíricas cuáles funcionan y cuáles no dan buenos resultados.