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La citoyennetรฉ mondiale: Guide d'un รฉducateur de l'รฉcole secondaire (les niveaux 9-12) ๋ฐํ ์ฐ๋: 2013 ๋จ์ฒด ์ ์: TeachUNICEF La citoyennetรฉ mondiale est une unitรฉ de quatre leรงons visant ร introduire le concept de la citoyennetรฉ mondiale et le placer dans le contexte des droits de l'homme internationaux; pour engager les รฉlรจves dans une enquรชte guidรฉe dans le sens de la citoyennetรฉ mondiale et de sa relation ร la citoyennetรฉ nationale; d'รฉduquer sur la faรงon dont l'Organisation des Nations Unies a formulรฉ des droits et des responsabilitรฉs mondiales pour le 21e siรจcle et est d'agir sur eux par l'intermรฉdiaire des Objectifs du Millรฉnaire pour le dรฉveloppement (OMDs); et d'enquรชter sur la faรงon dont le Fonds amรฉricain pour l'UNICEF a engagรฉ des individus ร l'appui de la citoyennetรฉ mondiale, ainsi que d'engager les รฉlรจves dans la conception et la mise en ลuvre d'un plan d'agir localement en faveur des enjeux mondiaux. 
2019 Arab Region SDG Index and Dashboards Report ๋ฐํ ์ฐ๋: 2019 ์ ์: Lara Dahan ๋จ์ฒด ์ ์: Emirates Diplomatic Academy (EDA) | Sustainable Development Solutions Network (SDSN) The Arab Region SDG Index and Dashboards are intended as a tool for governments and other stakeholders to measure progress on the Sustainable Development Goals (SDGs), and to highlight gaps in both implementation and data. The 2019 Arab Region SDG Index is the first in its kind and is therefore also intended as a conversation-opener about priority areas, policies and actions.The 2019 Arab Region SDG Index comprises 105 indicators, each of which have an assigned score (0โ100) and a traffic light colour (green, yellow, orange, or red) to indicate performance. In addition, arrows indicate trends in progress towards achieving the goals for those indicators where data for multiple years are available.Compared to the Sustainable Development Report 2019, which contains the SDG Index and Dashboards for all UN Member States, the Arab Region Index introduces 30 new indicators that reflect regional priorities and challenges. The selection of these indicators, along with related thresholds, was greatly informed by two rounds of regional expert consultations, which were conducted in May and August 2019 and collected more than 200 comments from more than 40 individuals. The regional Index also removes indicators that are not useful or relevant for the region or where data coverage is currently insufficient.In addition, the 2019 Arab Region Index includes Palestine, which has so far not been included in the global SDG Index reports. It also provides a total SDG achievement score for two countries โ Libya and Somalia โ that did not receive one in the global Index due to low data availability. 
Safe to Learn: Ending Violence in and Through Schools ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: End Violence Against Children Safe to Learn โ is an initiative dedicated to ending violence in and through schools so children are free to learn, thrive and pursue their dreams. Safe to Learn presents an opportunity to unlock the multiple win of ending violence in schools, improving learning outcomes, better leveraging investments in education, and raising awareness and change attitudes towards violence against children. To date, 11 countries have endorsed Safe to Learnโs Call to Action, which sets out in high-level terms what needs to happen to end violence in schools. These countries include Cambodia, Georgia, Ghana, Honduras, Mexico, Moldova, Nepal, Sierra Leone, South Africa, South Sudan, Uganda and El Salvador. 
Journal on Education in Emergencies: Special Issue on Refugees and Education, Part I (Vol. 5, No.1 December 2019) ๋ฐํ ์ฐ๋: 2019 ์ ์: Sarah Dryden-Peterson | Jo Kelcey | S. Garnett Russell ๋จ์ฒด ์ ์: Inter-agency Network for Education in Emergencies (INEE) This special issue of JEiEโthe first of two partsโshowcases research on important developments in the field of refugee education across several regions, including the Middle East, Latin America, and Africa. The issue includes four research articles, one interview, two field notes, and three book reviews.The contributing authors describe and analyze how international agencies, state bureaucracies, local organizations and their partners, and refugees shape the structures that influence the education of refugees, both historically and in the present, and how these actors imagine their roles. In so doing, the authors help to untangle key questions about how responsibility for meeting refugeesโ educational needs and aspiration is taken up and shared. The articles in this issue include immediate and long-term lessons for how refugee education is designed and experienced. 
"Education First" - UN Secretary-General's video message ๋ฐํ ์ฐ๋: 2012 ์ ์: United Nations. Secretary-General, 2007-2016 (Ban, Ki-moon) UN Secretary-General, Mr. Ban Ki-moon launched a Global Initiative on Education (Education First), which aims to achieve quality, relevant and inclusive education for every child on 26 September, 2012. "Education First" - UN Secretary-General's video message ๋ฐํ ์ฐ๋: 2012 ์ ์: United Nations. Secretary-General, 2007-2016 (Ban, Ki-moon) Secrรฉtaire gรฉnรฉral de l'ONU, M. Ban Ki-moon, a lancรฉ une initiative Mondiale sur lรducation (Education First), qui vise ร atteindre une qualitรฉ, une รฉducation pertinente et inclusive pour tous les enfants le 26 Septembre, de 2012. 
Address by Irina Bokova, Director-General of UNESCO, on the occasion of the event organized by Albania, Jordan and the Holy See: Fighting radicalization and extremism through Education; United Nations General Assembly 2016; New York, 20 September 2016 ๋ฐํ ์ฐ๋: 2016 ๋จ์ฒด ์ ์: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This address was presented by Irina Bokova, Director-General of UNESCO, on the occasion of the event organized by Albania, Jordan and the Holy See. 
Policy Brief: The Impact of Covid-19 on Women ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: United Nations (UN) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) The year 2020, marking the twenty-fifth anniversary of the Beijing Platform for Action, was intended to be ground-breaking for gender equality. Instead, with the spread of the COVID-19 pandemic, even the limited gains made in the past decades are at risk of being rolled back. The pandemic is deepening pre-existing inequalities, exposing vulnerabilities in social, political and economic systems which are in turn amplifying the impacts of the pandemic.Across every sphere, from health to the economy, security to social protection, the impacts of COVID-19 are exacerbated for women and girls simply by virtue of their sex.This policy brief by the UN Secretary-General explores how women and girlsโ lives are changing in the face of COVID-19, and outlines suggested priority measures to accompany both the immediate response and longer-term recovery efforts. 
Universal Rights, Global Action: Impact Report 2019-2020 ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Spotlight Initiative Universal rights, global action is a shortened, visual adaptation of the 2019 Global Annual Narrative Progress Report. The Spotlight Initiative is a global, multi-year partnership between the European Union and the United Nations to eliminate all forms of violence against women and girls by 2030. This report outlines the Spotlight Initiativeโs key signature results from 2019.The 32-page document highlights the ways the Spotlight Initiative country and regional programmes have meaningfully reached women and girls, including those facing multiple and intersecting forms of discrimination. 
Global Guidance on Reopening Early Childhood Education Settings ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) | World Bank | UNESCO This guidance note outlines key principles and practical measures for decision-makers to consider before, during and after the transition from closure to reopening. It focuses on safe operations in ECE settings, staff training and support, child well-being and development, and parental communication and support.