Ressources
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Женщины и насильственный экстремизм в Таджикистане Année de publication: 2017 Auteur institutionnel: Anna Matveeva | Bakhrom Fayzullayev Данное исследование основано на обзоре существующей исследовательской и политической литературы, а также на сборе данных в Таджикистане, в основном предоставленных должностными лицами, респондентами из сообществ, журналистами-расследователями, учеными и местными экспертами гражданского общества. Целью исследования является изучение роли женщин в вопросе противодействия распространению насильственного экстремизма. 
Sexual harassment in the workplace: challenges and responses Année de publication: 2017 Auteur: Dase Kavasa This report contains information on legal and policy challenges related to sexual harassment and recommendations for improving legislation and practice in the Republic of Kazakhstan. Сексуальные домогательства на рабочем месте: вызовы и пути реагирования Année de publication: 2017 Auteur: Dase Kavasa Данный отчет содержит информацию о вызовах в области права и политики, связанных с сексуальными домогательствами, и рекомендации по совершенствованию законодательства и практики в Республике Казахстан. 
Gender in Education Network in Asia-Pacific (GENIA) Toolkit: Promoting Gender Equality in Education Année de publication: 2019 Auteur institutionnel: UNESCO Bangkok The GENIA Toolkit was originally designed in 2003 when the Gender in Education Network in Asia Pacific was established. The fifth edition of the GENIA Toolkit (25 tools) is designed for use by gender focal points and education planners and implementers. It introduces key concepts and theoretical debates, and outlines practical approaches for mainstreaming gender equality throughout the education system, and within education policy.The toolkit is designed to be used selectively, depending on the user’s needs. It can be used as a self-study tool. Readers can select topics that they have identified as priority learning areas to help them improve their own understanding and practical capacity. The toolkit can also be used by trainers to facilitate training sessions. Trainers can choose tools from the kit that best match the needs of their trainees. 
Pursuing quality in early learning, vol. 1: Early childhood care and education (ECCE) teacher competency framework for Southeast Asia (SEA) Année de publication: 2018 Auteur institutionnel: Southeast Asian Ministers of Education Organization (SEAMEO) | UNESCO Bangkok With the United Nation’s (UN) Sustainable Development Goals (SDGs) as a platform for achieving quality early childhood care and education outcomes by 2030, ECCE policy-makers, practitioners, and academicians from Asia-Pacific countries gathered at the second Asia-Pacific Regional Policy Forum on Early Childhood Care and Education in Putrajaya, Malaysia in 2016 to share experiences, innovations, and lessons learned in developing and implementing ECCE policies and initiatives. This document first provides a brief background, and discusses the purposes and intended audience for which the framework was developed (Section I). A succeeding section reflects on the regional ECCE landscape (Section II), before proceeding to a discussion of the ECCE teacher competency framework for Southeast Asia (Section III). Section IV suggests possible uses of the ECCE teacher competency framework; a final section concludes with areas for future action. 
Online Programme and Meeting Document Situation Analysis of SDG 4 with a Gender Lens, Target 4.C Année de publication: 2018 Auteur institutionnel: UNESCO Bangkok Teachers play a critical role in delivering high-quality education and learning outcomes. Indeed, the quality of an education system cannot exceed that of its teachers (OECD, 2010). Target 4.c recognizes this fact by calling on countries to increase the supply of qualified teachers. East Asia and the Pacific does not have enough trained and qualified teachers, particularly in remote and impoverished areas where children are most in need of highquality education. Moreover, the gender distribution of teachers is uneven across the education system, in teaching and administration. While integrating Target 4.c into national education policies and sector plans, governments should develop specific strategies to ensure that teachers are trained, qualified and deployed in an equitable manner. 
Situation Analysis of SDG 4 with a Gender Lens, Target 4.5 Année de publication: 2018 Auteur institutionnel: UNESCO Bangkok Equity and inclusion are at the heart of the SDG 4-Education 2030 Agenda. Target 4.5 calls for monitoring equity using disaggregated parity indices for all education indicators “by income, sex, age, race, ethnicity, migratory status, disability and geographic location, or other characteristics” (UN, 2016). In East Asia and the Pacific, access to basic education has expanded in recent decades, especially for girls (UNESCO & UNICEF, 2012). Despite these gains, many girls are still denied the right to education in the sub-region, but this should not mask the fact that boys also face barriers to education. As policymakers seek to implement Target 4.5, they must address the multiple, intersecting disadvantages that all children and youth face. 
Tajik cultural identity and multiculturalism Année de publication: 2014 Auteur: Khamrokhon Zarifi The article is devoted to issues of history, cultural identity and the heritage of the Tajik people. The issues of preservation and continuity of cultural diversity, as well as the phenomenon of multiculturalism are discussed. 
Language and education in post-Soviet Central Asia Année de publication: 2008 Auteur: Monica Perotto In the article, the author tries to assess the dynamics of the changing role of Russian and the titular languages in the post-Soviet republics of Central Asia with reference to demographic and geopolitical data, as well as to determine the consequences of the language policy pursued in these countries. Язык и образование в постсоветской Центральной Азии Année de publication: 2008 Auteur: Monica Perotto В статье автор пытается дать оценку динамике изменения роли русского и титульных языков в постсоветских республиках Центральной Азии со ссылкой на демографические, геополитические данные, а также определить последствия проводимой в этих странах языковой политики.