Ресурсы
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Вопросы религии и убеждений в странах Центральной Азии (Кыргызстан, Казахстан, Узбекистан, Таджикистан) и России в материалах СМИ. Апрель 2016 г. - апрель 2017 г. Год публикации: 2017 Автор: Evgeny Zavyalov Организация-автор: Open Position (Kyrgyzstan) Настоящее издание представляет собой обзор новостей по вопросам религии и убеждений, вышедших в СМИ в период с апреля 2016 по апрель 2017 года, по странам Центральной Азии (Кыргызстан, Казахстан, Узбекистан, Таджикистан) и России. Вошедшие в публикацию материалы ежемесячно рассылались по рассылке, включающей членов религиозных общин и экспертов, занимающихся вопросами религии и убеждений. 
Gender Report 2020: A New Generation; 25 Years of Efforts for Gender Equality in Education (Global Education Monitoring Report) Год публикации: 2020 Организация-автор: UNESCO | Global Education Monitoring Report Team Building on the 2020 Global Education Monitoring Report, this report investigates how inclusion in education can advance gender equality in and through education, which is critical to make progress towards gender equality in society. The goal of gender equality is, of course, not new. It was enshrined in the 1979 Convention on the Elimination of All Forms of Discrimination Against Women and was at the core of the 1995 Beijing Declaration and Platform for Action, whose 25th anniversary is marked in 2020. 
Cultivating Ecological Citizens: Education for Building Ecological Civilization (Research in Educational Development; No. 12) Год публикации: 2019 Автор: Liu Xia Организация-автор: Shanghai Academy of Educational Sciences | Shanghai Higher Education Mankind is heading for a new era of ecological civilization. The construction of ecological civilization requires education to cultivate the ecological citizens of the times. This requires the traditional citizenship theory to accept the challenge of Eco-Citizenship theory, from dealing with the relationship between people and the state to the relationship between man and nature, from focusing only on the public sphere to the private sphere of citizen life, citizen exchanges also need to expand from the nation-state to the human community. Education needs to cultivate eco-citizens with ecological awareness, ecological thinking, ecological virtues, and ecological action with ecological literacy. 培养生态公民：建设生态文明的教育担当 (生态文明教育; No. 12) Год публикации: 2019 Автор: Liu Xia Организация-автор: Shanghai Academy of Educational Sciences | Shanghai Higher Education 人类正在走向生态文明新时代。建设生态文明需要教育培养出时代需要的生态公民。为此，传统公民理 论需要接受生态公民理论的挑战，从处理人与国家的关系扩展到人与自然的关系，从只关注公共领域扩展到关注私 人领域的公民生活，公民交往也需要从民族国家扩展到人类共同体。教育也需要培养出具有生态意识、生态思维、生 态美德和生态行动的生态公民。 
إطار سياسة التعليم الدامج في دبي Год публикации: 2017 Организация-автор: Knowledge and Human Development Authority هذا الاطار لسياسة التعليم الدامج في إمارة دبي بهدف توفير كافة المعلومات المطلوبة عن الاجراءات والمعايير اللازمة لتحسين مقومات التعليم الدامج على مستوى الامارة، ولتعميم توجيهات وإرشادات محددة الى جميع المنشآت التعليمية في دبي، على النحو الذي يضمن تحقيق رؤية الامارة. Dubai Inclusive Education Policy Framework Год публикации: 2017 Организация-автор: Knowledge and Human Development Authority The policy framework has been developed in partnership with a diverse range of stakeholders. It is based on international evidence of successful inclusive practices in education. It is also the culmination of an international benchmarking literature review, a participatory research process, based on extensive consultation with many stakeholders and an environmental scan of the enablers and barriers to inclusive education.Based on international best-practice and research, the policy framework purposefully offers definitions of key terms with the intention of informing a clear, common language and approach. This policy framework also takes into account the complexity and the uniqueness of the education landscape of Dubai, which hosts schools from all over the world, collectively delivering over 17 different curricula. This landscape is characterised by a diverse range of different education settings including schools, early learning centres, higher education providers and special education centres. 
Why RAMAA Is Important for Literacy: Testimonies From Participating Countries; Action Research on Measuring Literacy Programme Participants’ Learning Outcomes (RAMAA) Год публикации: 2016 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) The RAMAA action research, launched at the initiative of the UNESCO Institute for Lifelong Learning (UIL), and piloted in partnership with local UNESCO offices, responds to this vital need to assess the quality of literacy programmes by taking the learning effectively acquired by the beneficiaries at the end of their training as an objective variable.The first phase of RAMAA involved five countries, now twelve countries are participating in the second phase of RAMAA – Benin, Burkina Faso, Cameroon, Côte d'Ivoire, Central African Republic, Democratic Republic of Congo, Morocco, Mali, Niger, Senegal, Chad and Togo. The countries’ commitment throughout the implementation of the second phase of RAMAA and the integration of the results into the national systems are key to the project. Pourquoi la RAMAA est importante pour le secteur de l'alphabétisation: Témoignages des pays; Recherche-action sur la mesure des apprentissages des bénéficiaires des programmes d'alphabétisation (RAMAA) Год публикации: 2016 Организация-автор: UNESCO Institute for Lifelong Learning (UIL) La Recherche-action RAMAA, lancée à l’initiative de l’Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL), et pilotée en partenariat avec les bureaux UNESCO répond à ce besoin vital d’évaluer la qualité des programmes d’alphabétisation en prenant comme variable objective les apprentissages réellement acquis par les bénéficiaires à la sortie de leur formation.La première phase de la RAMAA comptait cinq pays, douze pays sont désormais engagés dans la deuxième phase de la RAMAA - Bénin, Burkina Faso, Cameroun, Côte d’Ivoire, République centrafricaine, République démocratique du Congo, Maroc, Mali, Niger, Sénégal, Tchad et Togo. L’engagement des pays tout au long de la mise en œuvre de la deuxième phase de la RAMAA et l’intégration des résultats dans les dispositifs nationaux deviennent impératifs. 
The Remapping and Analysis of Human Rights and Peace Education in ASEAN/Southeast Asia Год публикации: 2019 Организация-автор: Strengthening Human Rights and Peace Research/Education in ASEAN/Southeast Asia (SHAPE-SEA) | AUN Human Rights Education Network (AUN-HRE) This book is the result of SHAPE-SEA’s Research Project on “The Remapping and Analysis of Human Rights and Peace Education in ASEAN/Southeast Asia.” It is a follow-up to the 2013 report on “The Mapping and Analysis of Human Rights and Peace Education in Southeast Asia.” It aimed at establishing a systematic updating of developments in human rights and peace education/studies in ASEAN/Southeast Asia. The study investigated courses and programmes on human rights and peace & conflict being undertaken by higher education institutions in all ASEAN member countries and Timor Leste. It had also identified new developments and/or setbacks in human rights and peace education. Researchers located existing academic institutions that have been running programmes and courses on human rights and/or peace. The analysis of existing course syllabi and curriculum in the region was also conducted. To a certain extent, materials being used by instructors were also examined. 
Holocaust and Genocides of the 20th Century: Questions, Answers and Proposals for Your Teaching Год публикации: 2014 Автор: María Celeste Adamoli | Cecilia Flachsland Организация-автор: Argentina. Ministry of Education This book presents, in questions and answers format, basic information and the enumeration of the main historical and theoretical problems that arise from the Holocaust and other genocides of the 20th century, to accompany teachers in the complex task of teaching this subject.