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Advocacy kit for promoting multilingual education: including the excluded Année de publication: 2007 Auteur institutionnel: UNESCO Bangkok Who Can Use This Kit? This kit was prepared for all of those who want to ensure that “Education for All” does, indeed, include everyone! The kit will be especially valuable for policy makers, education practitioners and specialists who want to improve access to and quality of education for those excluded by language. It will also be helpful for speakers of ethnic minority languages who want to improve the education situation in their own communities.This kit is designed to raise awareness on the importance of mother tongue-based multilingual education (MLE). It presents key arguments and facts about MLE and provides important insights about the value and benefits of providing education in learners’ mother tongue. The kit also presents ideas, research findings and concrete examples that you can use to think about your own situation and suggests steps for taking actions to make your school system more responsive to linguistic diversity.The kit is not a definitive textbook, and it will not have an answer for every problem that you might face. To help you as much as possible, at the end of each booklet we have included lists of references. In addition, each booklet contains a glossary of terms and, at the front of each booklet is a one-page summary of its contents.How Can You Use This Kit? This kit contains three main booklets. Each booklet has a designated audience: 1) policy makers, 2) education programme planners and practitioners and 3) community members. Please remember that developing MLE requires contributions from everyone at all levels. For that reason, we encourage you to use all three booklets along with other available resources as you work together to plan, implement and sustain your MLE programmes.This kit can be used in many different ways. For those who are already involved in MLE programmes, you might use these ideas to help you to promote mother tongue instruction and strengthen your programme. Those who are not familiar with multilingual education but want to improve educational access for minority language students might use these booklets to identify specific points that they can investigate and discuss in their own contexts. 
MTB MLE resource kit: Including the excluded: promoting multilingual education Année de publication: 2016 Auteur: Susan Malone Auteur institutionnel: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a “big picture” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources. MTB MLE resource kit: Including the excluded: promoting multilingual education (chi) Année de publication: 2016 Auteur: Susan Malone Auteur institutionnel: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a “big picture” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources. 
公民身份视角下高中生权利义务意识调查与启示 (社会科学前沿; vol. 7, no. 9) Année de publication: 2018 Auteur: Li Haiyan 高中阶段是学生自主发展、价值观形成的关键阶段。高中生公民意识教育在公民意识教育体系中占据核心地位。当代高中生对公民身份的认识、权利意识的知觉及社会责任感的建立会影响到国家、社会和个 人发展。本文采取问卷调查的形式，了解高中生公民身份认知、权利义务意识现状，深入分析当前高中 生存在的问题和面临的挑战，提出高中阶段加强公民教育的对策，实现高中生顺利完成由学生到社会公 民角色的过渡。 
International Conference on Human Security and Peace in Central Asia Année de publication: 2007 Auteur institutionnel: UNESCO | OSCE Academy in Bishkek From the perspective of confronting threats and encouraging development in Central Asia, UNESCO and the OSCE Academy organized an international conference on 'Human Security and Peace in Central Asia'. These two organizations are dedicated to promoting international security and understanding through highlighting and developing the diverse human and cultural values of peace and encouraging dialogue based on recognition, respect for diversity, and observance of human rights. Международной конференции Гуманитарная безопасность и мир в Центральной Азии Année de publication: 2007 Auteur institutionnel: UNESCO | Академия ОБСЕ в Бишкеке В перспективе противостояния угрозам и поощрения развития в Центральной Азии, на основе сотрудничества ЮНЕСКО и Академией ОБСЕ была организована международная конференция «Гуманитарная безопасность и мир в Центральной Азии». Эти две организации целенаправленно занимаются вопросами укрепления международной безопасности и взаимопонимания путем выявления и развития разнообразных гуманитарных и культурных ценностей мира и поощрения диалога на основе признания и уважения разнообразия и соблюдения прав человека. 
National Report on the State of the Environment and the Use of Natural Resources of the Republic of Kazakhstan for 2011-2014 Année de publication: 2015 Auteur institutionnel: Kazakhstan. Ministry of Energy National report on the state of the environment and use of natural resources is compiled in order to annually inform the population about the actual environmental situation on the territory of the Republic of Kazakhstan and the measures taken to improve it. The National Report presents the values of indicators characterizing the relationship between the state of the environment and indicators of socio-economic development. Национальный доклад о состоянии окружающей среды и использовании природных ресурсов Республики Казахстан за 2011 – 2014 годы Année de publication: 2015 Auteur institutionnel: Kazakhstan. Ministry of Energy Национальный доклад о состоянии окружающей среды и использовании природных ресурсов составляется в целях ежегодного информирования населения о фактической экологической ситуации на территории Республики Казахстан и мерах, принимаемых по ее улучшению. В Национальном докладе представлены значения показателей, характеризующих взаимосвязь состояния окружающей среды и показателей социально-экономического развития. 
The Current Situation of the Russian Language in the Central Asian States (Journal of Post-Soviet Studies; vol. 3, no. 3) Année de publication: 2020 Auteur: Yu Haiju The article examines the current situation of the Russian language in the five Central Asian states of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan, which appreciate the sovereignty they have gained, elevating their own language policies to the level of a manifestation of national independence and a symbol of sovereignty. The status of the Russian is no longer a simple question of language, but a complex political issue. The author shows that the attitudes of the five Central Asian states toward the Russian language can be divided into three main categories: acceptance, resistance and uncertainty. Современное положение русского языка в государствах Центральной Азии (Постсоветские исследования; vol. 3, no. 3) Année de publication: 2020 Auteur: Yu Haiju В статье рассматривается современное положение русского языка в пяти государствах Центральной Азии – Казахстан, Киргизия, Таджикистан, Туркменистан и Узбекистан, которые высоко ценят приобретённый суверенитет, поднимают свою собственную языковую политику до уровня проявления национальной независимости и символа суверенитета. Статус русского языка уже не простой вопрос языка, а сложный политический вопрос. Автор показывает, что отношение пяти государств Центральной Азии к русскому языку можно разделить на три основные категории: принятие, сопротивление и неопределенность.