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Sexual harassment in the workplace: challenges and responses Год публикации: 2017 Автор: 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 Год публикации: 2017 Автор: 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 Год публикации: 2019 Организация-автор: 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. 
UNESCO Institute for Lifelong Learning: promoting lifelong learning for all Год публикации: 2019 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) The UN’s 2030 Agenda for Sustainable Development is our guide to action. Leaving no one behind is at the centre of this global planof action for people, planet and prosperity. The 2030 Agenda for Sustainable Development consists of 17 Sustainable Development Goals (SDGs). UIL has a special responsibility for supporting countries to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (SDG 4). But we are also charged with realizing the potential contribution of lifelong learning to the other 16 SDGs. In today’s fast-changing world, where social, economic and political contexts are being constantly reshaped, learning must be continuous and lifelong, for everyone. 
Gender mainstreaming principles, dimensions and priorities for PVE Год публикации: 2019 Автор: Katherine Brown | Jayne Huckerby | Laura J. Shepherd Организация-автор: United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) This guidance note offers comprehensive background information and resources, along with guidelines and guidance for the UN system, in supporting Member States in their efforts to prevent and counter violent extremism and terrorism (P/CVE)—with a primary focus on preventing violent extremism (PVE). It proposes a model for gender mainstreaming across PVE efforts that is human rights–compliant.The objective of this document is not to provide a single template or one-size-fits-all approach for PVE—in part because a wide range of activities potentially falls under PVE—but more significantly because, to be successful, each context requires a human rights–compliant, gender-responsive, bespoke, and locally derived set of practices and policies. 
#CommitToEducation Год публикации: 2019 Организация-автор: UNESCO In December 2018, building on a series of regional consultations, the education community struck a common chord at the Global Education Meeting in Brussels, the first gathering of its kind since the adoption of the 2030 Agenda. Ministers, representatives of government, multilateral organizations, civil society and other stakeholders agreed on a set of priorities for collective action. These include an overarching focus on the right to inclusive quality education; eradicating illiteracy; including migrants, displaced persons, refugees and stateless persons in education; quality gender-responsive education and training; strengthened education for global citizenship and sustainable development; more flexible and open learning systems providing a broader range of knowledge, skills and competences at all levels; qualified teachers and domestic and international resource mobilization. This set the ground for the first review of SDG 4 by the July 2019 High level Political Forum, the UN apex platform for the follow-up and review of Agenda 2030. As the UN agency responsible for the coordination of SDG 4, mandated by the World Education Forum in Incheon (Republic of Korea, 2015), UNESCO provided an analysis of where the world stands on SDG 4, how countries have taken up the goal in their policies, and made recommendations to act better, differently and collaboratively. 
A Lifeline to Learning: Leveraging Mobile Technology to Support Education for Refugees Год публикации: 2018 Организация-автор: UNESCO This publication examines the evidence base for key assumptions on using mobile technology to address individual refugees’ learning challenges, broader education system challenges, and challenges to providing refugees with specific levels and types of education. The report presents findings from a review of 117 relevant papers and reports, and lessons drawn from the implementation of 52 projects that use mobile learning for refugees and the actual use of 35 digital apps or platforms. While acknowledging a limited reach, the report identifies effective mobile solutions and organizational strategies that should be scaled up. 
Education and Migration Policy Paper: Language, Education and Migration in the Context of Forced Displacement (Policy Brief Series, no 1) Год публикации: 2018 Автор: Francine Sara Menashy | Zeena Zhakaria A surge in global migration, spurred in part by conflict, emergency, and fragility, has elicited increased attention to the specific needs of migrant and refugee learners. The international community faces an urgent global challenge: more people are now displaced than since the end of the Second World War. Half of those displaced are under the age of 18. Further, while two-thirds of international migrants are in high-income countries, 85% of those displaced by conflict and natural disaster now live in low-income countries. Forced displacement creates particular vulnerabilities, including access to education free from discrimination. Meeting Sustainable Development Goal 4 by 2030 demands that all children, youth, and adults receive an inclusive and equitable quality education. Education is a right that plays a critical role in advancing both sustainable development and peace. Yet refugees, migrants, and asylum seekers encounter numerous barriers to an inclusive andequitable quality education in host countries worldwide. 
UNESCO, Climate Change Education and COP22 Год публикации: 2016 Организация-автор: UNESCO Education is a key vector to prepare societies for global changes. It plays a critical role in achieving sustainable development goals and putting into practice a global agreement on climate change. Education plays a paramount role in raising awareness and promoting behavioural change for climate change mitigation and adaption. It helps increase the climate change mitigation and adaptation capacity of communities by enabling individuals to make informed decisions. L'UNESCO, l'éducation au changement climatique et la COP22 Год публикации: 2016 Организация-автор: UNESCO L’éducation est un vecteur clé pour préparer les sociétés à faire face aux changements globaux. Elle joue un rôle essentiel dans la réalisation des objectifs de développement durable et de mettre en pratique un accord mondial sur le changement climatique.L’éducation joue un rôle primordial dans la promotion de la sensibilisation et le changement de comportement concernant l’atténuation et l’adaptation en matière de changement climatique.Elle aide à accroitre l’atténuation du changement climatique et la capacité d’adaptation des collectivités en permettant aux individus de prendre des décisions informées.