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Libyan Experience in Literacy and Adult Education 발행 연도: 2017 단체 저자: Masouda Ali Al Aswad Libya, like other Third World countries, has suffered from the illiteracy problem as one of the most important challenges it has faced and continues to face the progress it is seeking. The country has gone through stages of underdevelopment, colonialism and mandate that have had a bad impact on the individual and societal level, which has delayed human development and weakened the pace of development and construction. Given the importance of education in nation-building, Libya has long sought to spread science and learning among different segments of society, young and old, and has had great ambitions for the literacy program from the 1950s to the present day.The methods and methods of illiteracy have been varied, from the alphabetical illiteracy targeted to segments of society that have lost their opportunity to read and write in a timely manner, to try to eradicate vocational illiteracy, vocational training, craft preparation, home training and health education, by acquiring these categories. Adequate skills to achieve autonomy, to combat civilizational, functional, technical and training illiteracy aimed at training cadres capable of meeting the needs in the labor market. The Libyan state has adopted all possible means and methods to eliminate illiteracy, from adult education schools to evening schools to extraordinary classes in leisure time, to mosques, lighthouses and corners that contributed to spreading the culture of memorizing and studying the Holy Qur'an, which reflected positively on the level of learning among large groups of people who were unable to From entering schools.This is in addition to the Open University program, which is an achievement that provided golden opportunities for those who missed the opportunity of university education. The State also achieved a balance between the workforce and the high levels of education for these forces. Libya has achieved high levels in terms of its ability to cope with illiteracy, spread awareness and alphabet culture, as well as achieve tangible stages in terms of technical illiteracy. Reports have proved to be high on the list of countries that have succeeded in fighting illiteracy. At the same time, however, they continue to face significant challenges and problems that require thorough studies and efforts to eliminate them. 
INTRAC in Central Asia 1994-2018: A Story of the Past, the Present and the Future; Special Series Paper 발행 연도: 2019 저자: Charles Buxton | Anne Garbutt | Janice Giffen | Chynara Irisova | Konstantin Kovtunets | Anara Moldosheva | Brian Pratt | Medet Tiulegenov | Chris Wardle | Nazgul Zakiriaeva 단체 저자: International Non-Governmental Organisation Training and Research Centre (INTRAC) This publication is a special newsletter which marks the next phase of support provided by INTRAC to civil society in Central Asia. The articles in this special bulletin describe the history of INTRAC in Central Asia from the very first days to the present, and also provide a glimpse into the future. ИНТРАК в Центральной Азии с 1994 по 2018 годы: прошлое, настоящее и будущее; Специальный выпуск 발행 연도: 2019 저자: Charles Buxton | Anne Garbutt | Janice Giffen | Chynara Irisova | Konstantin Kovtunets | Anara Moldosheva | Brian Pratt | Medet Tiulegenov | Chris Wardle | Nazgul Zakiriaeva 단체 저자: International Non-Governmental Organisation Training and Research Centre (INTRAC) Это издание является специальным бюллетенем, который ознаменует следующий этап поддержки, оказываемой ИНТРАК гражданскому обществу в Центральной Азии. Статьи в этом специальном бюллетене описывают историю ИНТРАК в Центральной Азии с самых первых дней и до настоящего времени, а также позволяют заглянуть в будущее. 
Éducation à la citoyenneté mondiale : Préparer les apprenants aux défis du XXIe siècle 발행 연도: 2014 단체 저자: UNESCO Qu’est-ce que l’éducation à la citoyenneté mondiale ? Est-ce que nous l’apprenons à l’école ? Quels changements peut-elle générer ? Comment peut-elle être introduite dans les programmes scolaires et devenir une pratique courante ? Cette publication cherche à répondre à ces questions, ainsi qu’à d’autres encore.Pour l’UNESCO, l’éducation à la citoyenneté mondiale (ECM) renforce les connaissances, les compétences, les valeurs et les comportements dont les apprenants ont besoin pour construire un monde plus juste, pacifique et durable, et pour prospérer en tant que citoyens du monde au XXIe siècle.Dans un monde globalisé en rapide mutation, il est fondamental que les générations actuelles et futures développent la capacité d’agir dès aujourd’hui et de trouver des solutions aux problèmes mondiaux de demain.Le point de départ de l’ECM est la reconnaissance de l’apport de l’éducation dans la compréhension et la résolution de problèmes mondiaux complexes. C’est aussi la reconnaissance du rôle qu’elle a à jouer pour aller au-delà du simple développement de capacités cognitives – par exemple, lire, écrire et compter – en inculquant aux apprenants des valeurs et des compétences sociales et émotionnelles capables de promouvoir le changement social et la coopération entre les nations.Cette publication a pour objectif : d’améliorer la compréhension de l’ECM en tant qu’approche éducative et de ses implications sur les contenus éducatifs et les méthodes d’enseignement ; d’identifier des approches novatrices et de bonnes pratiques en matière d’ECM ; et de partager les enseignements tirés et les moyens de promouvoir davantage encore l’ECM. Cette publication a été préparée à l’intention des responsables des politiques chargés de l’éducation, des praticiens, des organisations de la société civile et des leaders de la jeunesse, à partir des conclusions de deux conférences internationales consacrées à l’ECM. 글로벌시민교육: 21세기 새로운 인재 기르기 발행 연도: 2014 단체 저자: UNESCO 이 보고서는 글로벌시민교육을 주제로 열렸던 두 차례의 국제회의 - 글로벌시민교육 전문가회의(2013년 9월 9-10일, 대한민국 서울)와 제1차 유네스코 글로벌시민교육 포럼(2013년 12월 2-4일, 태국 방콕) - 결과를 토대로 교육정책 입안자, 교육 실천가, 시민사회단체 및 청소년 리더들을 위해 만들어졌다. 글로벌시민교육을 처음 접하거나 이미 실천하고 있는 모든 독자들에게 유용한 지침서가 될 것이다. 
Her Atlas: Girls’ and Women's Right to Education Atlas 발행 연도: 2019 단체 저자: UNESCO Her Atlas, the online atlas of girls’ and women’s right to education, is developed as part of Her education, our future, UNESCO’s initiative to accelerate action for girls’ and women’s education by leveraging political and financial commitments. Her Atlas aims to enhance public knowledge and monitor the status of national constitutions, legislation and regulations related to girls’ and women’s education rights in order to encourage countries to improve their legal and policy frameworks. 
Fostering a culture of reading and writing: examples of dynamic literate environments 발행 연도: 2017 저자: Hanemann, Ulrike | Krolak, Lisa 단체 저자: UNESCO Institute for Lifelong Learning (UIL) The examples of literacy programmes showcased and analysed in this publication confirm the critical role of literate environments. They have been selected from UNESCO’s Effective Literacy and Numeracy Practises Database (LitBase), which UIL develops on a continuous basis. They demonstrate first and foremost how the development of literate environments can positively influence people’s motivation to (re-)engage in literacy and learning and how they can practise their newly acquired skills in their daily activities to reach sustainable skills levels. In addition, they reveal successful strategies towards a culture of reading, writing and learning in the family, community or wider society. The examples reflect different contexts, such as families, libraries and prisons, to illustrate the potential of ICTs, intergenerational approaches, and community, mobile and prison libraries to engage young people and adults in literacy and learning. Créer des cultures de la lecture, de l'écriture et de l'apprentissage 발행 연도: 2017 저자: Hanemann, Ulrike | Krolak, Lisa 단체 저자: UNESCO Institute for Lifelong Learning (UIL) Les exemples de programmes d'alphabétisation présen-tés et analysés dans cette publication confirment le rôle déterminant des environnements alphabétisés. Ils sont tirés de la base de données Pratiques efficaces d'alpha-bétisation (LitBase) de l'UNESCO, que UIL développe en permanence. Ils démontrent, d'abord et avant tout, com-ment la mise en place d'environnements alphabétisés peut influencer positivement une personne et la pousser à se (re)mettre à l'alphabétisation et à l'apprentissage, mais aussi comment l'apprenant peut pérenniser ses acquis en les appliquant à ses activités quotidiennes. En outre, ils révèlent des stratégies efficaces pour créer une culture de la lecture, de la lecture et de l'apprentissage au sein de la famille, de la communauté ou de la société. Les exemples incluent divers contextes – familles, biblio-thèques et prisons – pour illustrer la capacité des TIC, des approches intergénérationnelles et des bibliothèques communautaires, mobiles et carcérales à encourager jeunes et adultes à s'alphabétiser et à apprendre. 
Achieving gender equality in and through education 발행 연도: 2019 단체 저자: GPE The purpose of this paper is to describe the current landscape in gender equality in education and spark discussion and debate around potential areas for Knowledge and Innovation Exchange (KIX) investment. The paper is part of a series of discussion papers, drafted to support the engagement and consultation of developing country partners and technical experts in the initial design of the GPE Knowledge and Innovation Exchange. Réaliser l’égalité entre les sexes, dans et par l’éducation 발행 연도: 2019 단체 저자: GPE Le présent document a pour objet de décrire la situation actuelle de l’égalité entre les sexes dans l’éducation et d’encourager l’examen des domaines dans lesquels le KIX pourrait investir. Il fait partie d’une série de documents de travail établis pour soutenir la consultation des pays en développement partenaires et des experts techniques, et les faire participer à la conception initiale du Mécanisme de partage de connaissances et d’innovations du PME. Les idées qu’il présente doivent servir de point de départ aux discussions et pourraient sensiblement évoluer au fil du processus de consultation.