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UNICEF CHINA 2016 - 2020: FIVE YEARS OF RESULTS FOR CHILDREN IN CHINA 발행 연도: 2021 단체 저자: United Nations Children's Fund (UNICEF) This report introduces the work of UNICEF in China during 2016-2020, including children protection, education and social policies. 携手共进 造福儿童：联合国儿童基金会在华工作成果 (2016-2020年) 발행 연도: 2021 단체 저자: United Nations Children's Fund (UNICEF) 该报告介绍了联合国儿童基金会2016-2020期间在中国所进行的工作，包含儿童保护、教育、社会政策等方面内容。 
مقرر علم البيئة 발행 연도: 2021 저자: Ula Madwer | Sakher Ajouz | Ali Alsahyouni 단체 저자: University of Hama يقدم المستند توضيحا للجلسة العملية الأولي في مقرر علم البيئة. ويحتوي الجزء العملي من مقرر علم البيئة على مجموعة من التدريبات العملية. وتتضمن الأهداف التالية: التعرف على أدوات وأجهزة المختبر البيئي تحديد أنواع ومصادر التلوث البيئي معايير جودة الهواء ووحدات القيا س قياس تركيز ثاني أوكسيد الكربون Environmental Science Course 발행 연도: 2021 저자: Ula Madwer | Sakher Ajouz | Ali Alsahyouni 단체 저자: University of Hama This document provides an explanation of the initial practical session in the environment science course. The practical part of the environment science course contains a set of practical exercises. It includes the following objectives: Familiarize students with the tools and equipment of the environmental laboratory Determine the types and sources of environmental pollution Air quality standards and measurement units Measurement of carbon dioxide concentration 
عدم المساواة في التعليم بين الجنسين وأثرها على النمو الاقتصادي في الجزائر: دراسة تطبيقية للفترة (1980-2014) 발행 연도: 2017 저자: Latifa Al-Sabti | Taleb Warrad 단체 저자: University of Jordan تعاني أغلب الدول النامية من عدم المساواة بين الجنسين في التعليم، الصحة، فرص التشغيل، الأجور وفرص التمثيل والتمكين السياسي وغيرها، حيث وُجد أن هذه الأخيرة - حسب ما توصلت إليه أغلب الدراسات السابقة في هذا الموضوع-لها تأثير سلبي على النمو الاقتصادي، والذي يعد من الأهداف الاقتصادية المهمة على المستوى الكلي، ما دفع بالباحث إلى دراسة العلاقة بينهما في الجزائر.هدفت الدراسة بشكل أساسي إلى اختبار أثر عدم المساواة في التعليم بين الجنسين على النمو الاقتصادي في الجزائر، باستخدام بيانات سنوية تغطي الفترة من 1980 إلى 2014، ولتحقيق ذلك تم تصميم نموذج قياسي يستند إلى النظريات الاقتصادية والدراسات العلمية المنشورة ومن ثم تطبيقه على الجزائر، كما تم استخدام اختبارات التحليل القياسي المناسبة، أما البيانات فتم الحصول عليها من موقع البنك الدولي (WB) وموقع منظمة اليونسكو.بينت نتائج التحليل القياسي وجود علاقة إيجابية طردية ذات دلالة إحصائية بين متغير عدم المساواة بين الجنسين في التعليم الثانوي والنمو الاقتصادي في الجزائر (ما يعني أن هناك مساواة بين الذكور والإناث في الالتحاق بالتعليم الثانوي)، ووجود علاقة عكسية ذات دلالة إحصائية بين متغير عدم المساواة بين الجنسين في التعليم الابتدائي والنمو الاقتصادي في الجزائر (ما يعني أنه ليس هناك مساواة بين الذكور والإناث في الالتحاق بالتعليم الابتدائي)، كما بينت وجود علاقة طردية إيجابية ذات دلالة إحصائية بين كل من الانفتاح التجاري، رأس المال وعكسية بين عرض العمل وبين النمو الاقتصادي في الجزائر.أوصت الدراسة بضرورة العمل على القضاء على مسببات عدم المساواة في التعليم بين الجنسين في الجزائر أو على الأقل التقليل منها قدر الإمكان لما لها من أثر سلبي على النمو الاقتصادي، وذلك عن طريق دعم المنظومة التعليمية من بناء مدارس جديدة بالمناطق الريفية والنائية، تعبيد الطرقات لتسهيل وصول التلاميذ بأمان إلى المدارس، تجهيز المدارس بالوسائل اللازمة لإتمام العملية التعليمية على أكمل وجه، نشر الوعي عبر وسائل الإعلام المختلفة بأهمية تعليم الإناث، سن تشريعات بإجبارية تعليم الإناث، تشجيع الطلب على الإناث في سوق العمل كمحاولة لرفع معدل إقبالهن على التعليم باعتباره محددا أساسيا للحصول على وظيفة جيدة. Gender Inequality in Education and its Impact on Economic Growth in Algeria: An Applied Study for the Period (1980-2014) 발행 연도: 2017 저자: Latifa Al-Sabti | Taleb Warrad 단체 저자: University of Jordan Most of the developing countries suffer from gender inequality in education, health, employment opportunities, wages and opportunities of representation and political empowerment. It was found that this inequality - according to the findings of most previous studies on this topic- had a negative effect on economic growth. As economic growth is one of the important macroeconomic goals, this has induced the researcher to investigate the relationship between them in Algeria. This study aimed mainly at investigating the impact of gender inequality in education on the economic growth in Algeria, using annual data covering the period from 1980 to 2014, in order to achieve this objective, an econometric model has been designed based on the economic theories and the published researches, using data obtained from the World Bank's (WB) and UNESCO websites. The Results of the econometric analysis showed the existence of significant positive relationship between gender inequality in secondary education and economic growth in Algeria (which means that there is a gender equality in secondary education enrollment according to the definition of Gender Parity Index), and the existence of a negative significant relationship between gender inequality in primary education and economic growth in Algeria (which means that there is a gender inequality in primary education enrollment according to the definition of Gender Parity Index), also showed the presence of a positive significant relationship between each of the trade openness, physical capital and economic growth, and the presence of a negative significant relationship between labor supply and economic growth in Algeria. The study recommended the need of Algeria to work on the elimination of the causes of gender inequality in education, or at least minimizing them as much as possible because of their negative impact on economic growth, and supporting the educational system through the construction of new schools in rural and urban areas, the paving of roads to facilitate access of pupils safely to schools, equipping schools with the required means to complete the educational process as it should be, to spread awareness through various media of the importance of female education, to enact legislations that obligate the education of females, to encourage the demand for females in the labor market as an attempt to raise their rate of enrollment to education as a major determinant for getting a good job. 
UNICEF in China and Beyond 발행 연도: 2019 단체 저자: United Nations Children's Fund (UNICEF) This report seeks to give an overview of UNICEF’s work in China and, through these experiences, provide a global perspective on the major development areas relevant to children today. This includes child-friendly spaces, poverty reduction and early childhood education. The publication presents a snapshot of the issues, challenges and accomplishments in health, education, child protection, and social policy and reform sectors in China. 中国经验 全球视角：联合国儿童基金会在华合作项目概览 발행 연도: 2019 단체 저자: United Nations Children's Fund (UNICEF) 该报告概述了联合国儿童基金会在中国所开展的项目，并通过这些项目的经验，为关乎儿童利益的主要发展领域提供全球视角，包括儿童友好家园、减贫与儿童早期教育等。这份报告还简要介绍了合作项目在卫 生保健、教育、儿童保护、社会政策与改革等领域所关注的重点、取得的成果与面临的挑战。 
Is History Teaching in Quebec Instrumentalized by Citizenship Education? (Bulletin d'histoire politique; vol. 21, no. 3) 발행 연도: 2013 저자: Félix Bouvier | Philippe Chamberland | Marie-Line Belleville 단체 저자: Association québécoise d'histoire politique | VLB Éditeur In 2001, the Quebec Ministry of Education made the decision to formally join, for the first time, the teaching of history and education to citizenship. Logical according to many, since implicit" since the very beginning. beginnings of public schools, in Quebec as in most Western countries”, the association had to respond to the Western context encountered by democratic societies and characterized by the increase in population movements and the globalization of the economy. In secondary school since 2005, the associated teaching of the two subjects aims to promote a harmonious living together to preserve social cohesion. However, a problem remains. history with regard to civic education has long been recognized, the attribution of responsibility for political socialization and the shaping of consciousness citizen of students to history teachers risk instrumentalizing this subject? In other words, is it not dangerous to assert, as the Assistant Deputy Minister for Preschool, Elementary and Secondary Education Pierre Bergevin does, “that now history must above all serve as education for citizenship”? This association poses the question that François Audigier evokes, namely, should we proceed from history and question the latter's contribution to citizen consciousness, or proceed from the aspects of citizen consciousness that one wishes to construct and then determine the historical objects which should be studied? The experience of comparable nations on a planetary scale makes us doubt the relevance of the association of the two disciplines. In fact, some Western democracies are worried about the quality of the civic education of their young people since the waves of industrialization and the great wars of the XIXth and XXth centuries which changed manners forever: intensification of migrations, upheavals social roles, loss of influence of religions, etc. Thus, although Great Britain has for some time taken the path taken by Quebec, France clearly dissociates the teaching of history from that of civic education. In order to understand all the ins and outs of the issue, we first provide a portrait of the context at the origin of the association of history and education for citizenship. Then, we will discuss the arguments in favor of combining the two subjects, especially in Great Britain, France and Australia. Finally, our gaze will focus on the case of Quebec and the type of privileged citizenship, in order to determine whether the teaching of history is not instrumentalised for the benefit of a citizenship education valuing the concealment of conflicts and divergences and if, to use the writings of Robert Martineau, the Ministry of Education has sacrificed the history class on the altar of citizenship education. L’enseignement de l’histoire au Québec instrumentalisé par l’éducation à la citoyenneté? (Bulletin d'histoire politique; vol. 21, no. 3) 발행 연도: 2013 저자: Félix Bouvier | Philippe Chamberland | Marie-Line Belleville 단체 저자: Association québécoise d'histoire politique | VLB Éditeur En 2001, le ministère de l’Éducation du Québec prenait la décision de joindre formellement, pour la première fois, l’enseignement de l’histoire et l’éducation à la citoyenneté. Logique selon plusieurs, puisqu’implicite « depuis les tout débuts de l’école publique, au Québec comme dans la plupart des pays occidentaux », l’association devait répondre au contexte occidental rencontré par les sociétés démocratiques et caractérisé par l’ac-croissement des mouvements de population et la globalisation de l’économie. Effectif au secondaire depuis 2005, l’enseignement associé des deux matières a pour dessein la promotion d’un vivre-ensemble harmonieux devant préserver la cohésion sociale. Pourtant, un problème subsiste. Tan-dis que le rôle salutaire de la formation historique en regard de l’éducation civique est reconnu depuis longtemps, le fait d’attribuer la responsabilité de la socialisation politique et du façonnement de la conscience citoyenne des élèves aux enseignants d’histoire ne risque-t-il pas d’instrumentaliser cette matière ? En d’autres mots, n’est-il pas dangereux d’affirmer, comme le fait le sous-ministre adjoint à l’éducation préscolaire et à l’enseignement primaire et secondaire Pierre Bergevin, « que maintenant l’histoire doit avant tout servir d’éducation à la citoyenneté » ? Cette association pose la question qu’évoque François Audigier, à savoir, faut-il pro-céder de l’histoire et s’interroger sur la contribution de cette dernière à la conscience citoyenne, ou procéder des aspects de la conscience citoyenne que l’on souhaite construire et déterminer alors les objets historiques dont il faut privilégier l’étude ? L’expérience de nations comparables à l’échelle planétaire nous fait douter de la pertinence de l’association des deux dis-ciplines. En fait, certaines démocraties occidentales s’inquiètent de la qualité de la formation citoyenne de leurs jeunes depuis les vagues d’industriali-sation et les grandes guerres des XIXe et XXe siècles qui ont bouleversé à jamais les mœurs : intensifi cation des migrations, bouleversements des rôles sociaux, perte d’infl uence des religions, etc. Ainsi, bien que la Grande-Bretagne prenne depuis un moment le chemin pris par le Québec, la France dissocie clairement l’enseignement de l’histoire et celui de l’édu-cation civique. Afi n de saisir l’ensemble des tenants et aboutissants de la question, nous dressons d’abord le portrait du contexte à l’origine de l’as-sociation de l’histoire et de l’éducation à la citoyenneté. Ensuite, nous aborderons les arguments en faveur de l’association des deux matières, notamment en la Grande-Bretagne, en France et en Australie. Finalement, notre regard se portera sur le cas québécois et le type de citoyenneté privi-légié, afi n de déterminer si l’enseignement de l’histoire n’est pas instru-mentalisé au profi t d’une éducation à la citoyenneté valorisant l’occulta-tion des confl its et des divergences et si, pour reprendre des écrits de Robert Martineau, le ministère de l’Éducation a sacrifi é la classe d’histoire sur l’autel de l’éducation à la citoyenneté.