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Peculiarities of Environmental Education of Youth in the Republic of Kazakhstan Année de publication: 2018 Auteur: Agila Sh. Nurgabylova In the modern era of mankind’s existence, a productive solution to the vital environmental issues and problems faced by the world community is largely correlated with the success of environmental education and the upbringing of the future generation. In this regard, the pedagogical and social aspects of environmental education and the education of young people is the main issue in the period of modernization of education in the Republic of Kazakhstan. Особенности экологического образования молодежи в республике Казахстан Année de publication: 2018 Auteur: Agila Sh. Nurgabylova В современную эпоху существования человечества продуктивное решение жизненно важных экологических вопросов и проблем, с которыми сталкивается мировое сообщество, во многом соотносится с успешностью экологического образования и воспитания будущего поколения. В этой связи педагогические и социальные аспекты экологическое образование и воспитание молодежи стоит главным вопросом в период модернизации образования в Республике Казахстан. 
Uzbekistan: Failure to Protect Women from Domestic Violence (CEDAW submission) Année de publication: 2022 Auteur institutionnel: International Partnership for Human Rights (IPHR) This piece focuses on the problem of domestic violence against women in Uzbekistan. It identifies protection gaps in both domestic law as well as in practice, and makes recommendations to the government of Uzbekistan in anticipation of the Committee on the Elimination of Discrimination against Women (CEDAW Discrimination against Women (CEDAW) periodic report of Uzbekistan on the implementation of Convention on the Elimination of All Forms of Discrimination against Women. Узбекистан: неспособность защитить женщин от домашнего насилия (представление CEDAW) Année de publication: 2022 Auteur institutionnel: International Partnership for Human Rights (IPHR) В этом материале основное внимание уделяется проблеме домашнего насилия в отношении женщин в Узбекистане. В нем выявляются пробелы в защите как во внутреннем законодательстве, так и на практике, и даются рекомендации правительству Узбекистана в преддверии рассмотрения Комитетом по Ликвидации Дискриминации Женщин (КЛДЖ) (Committee on the Elimination of Discrimination against Women (CEDAW)) периодического доклада Узбекистана о выполнении Конвенции о ликвидации всех форм дискриминации в отношении женщин. 
Effective Employment Policy: Realizing Women's Work Opportunities Année de publication: 2013 Auteur: Inna Maltseva | Alexandr Navotniy | Yana Chicherina | Gulnora Marufova | Jamoliddin Ismailov | Sherzod Kudbiev | Khaydar Tashmuradov Auteur institutionnel: UNDP Uzbekistan The analytical report aims to analyze the current situation of women and men in the field of employment, to identify the key causes of gender differences in the labor market of the country and to develop proposals for improving the effectiveness of employment policies to promote the employment opportunities of women. Эффективная политика занятости: реализация трудовых возможностей женщин Année de publication: 2013 Auteur: Инна Мальцева | Александр Навотный | Яна Чичерина | Гульнора Маруфова | Жамолиддин Исмаилов | Шерзод Кудбиев | Хайдар Ташмурадов Auteur institutionnel: UNDP Узбекистан Целью аналитического доклада является анализ существующего положения женщин и мужчин в сфере занятости, выявление ключевых причин гендерных различий на рынке труда страны и разработка предложений по повышению эффективности политики в сфере занятости в целях содействия реализации трудовых возможностей женщин. 
The Russian Language in the Central Asian Region Année de publication: 2014 Auteur: Ksenia .P. Borishpolets This article focuses on the role of the Russian language in Central Asia and The Russian language has been used in Central Asia for a long time now. 
Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises Année de publication: 2022 Auteur: Ruth Naylor | Ella Page | Kate Sims Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) This report summarizes progress, gaps, challenges and opportunities in improving education and training for girls and women affected by conflict and crisis. This report monitors progress since the first Mind the Gap report and highlights the following thematic areas: distance education and the digital divide, school-related gender-based violence, and girls’ education during climate crisis.The report aims to support the Charlevoix Declaration on Quality Education’s commitment to enhance the evidence base and monitor progress toward gender-equitable education in crises. The report draws from data on 44 crisis-affected countries, from recent research, and from a set of case studies of interventions in a range of crisis-affected contexts. 
Bridging the Gap: Strengthening the Evidence Base for Gender-Responsive Education in Emergencies Année de publication: 2022 Auteur: Lauren Gerken | Sumbal Bashir Auteur institutionnel: Inter-agency Network for Education in Emergencies (INEE) This brief was developed by the INEE Gender Task Team in response to global calls for more and better data and evidence on gender-responsive EiE. The brief draws from findings of the 2021 and 2022 editions of the INEE Mind the Gap report on the state of girls’ education in emergencies, and from consultations with gender and education experts.The objectives of this brief are: To highlight key gaps in the evidence base on gender and EiE To provide strategic guidance and thematic content for new research initiatives focused on gender and EiE To promote collaborative action and knowledge-sharing among key actors working on gender and EiE 
5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-Being: Recommendations for Action Towards Transformative Education Année de publication: 2022 Auteur institutionnel: UNESCO In light of contemporary and emerging challenges such as climate change, violent and hateful ideologies, conflicts and risks of global pandemics, education must teach young people the knowledge, skills, values and attitudes to live cooperatively, be flexible, think critically, respect diversity, care for the environment, and be actively involved in finding solutions, both locally and globally. Transformative education – as enshrined in Target 4.7 of Sustainable Development Goal 4 – is critical in supporting individuals to develop these competencies. Transformative education involves teaching and learning that motivates and empowers learners to make informed decisions and actions at the individual, community and global levels. With a focus on sustainability, global citizenship, health and well-being for all, transformative education implies ensuring that curriculum, pedagogy, learning materials, schools and learning environments are meaningful for the social, political, economic, cultural and environmental contexts. To better understand concrete progress in transformative education, UNESCO and the Asia Pacific Centre of Education for International Understanding (APCEIU) co-organized the 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being (29 November – 1 December 2021).The conference enabled a productive dialogue among a diverse range of actors from the fields of education for sustainable development (ESD), global citizenship education (GCED), education for health and wellbeing under the broader “banner” of transformative education.