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Sommet 2022 sur la Transformation de l’Education: Notes de synthèse sur Les futurs de l’éducation Год публикации: 2022 Организация-автор: UNESCO Les consultations nationales qui visent à développer une vision, un engagement et un alignement des actions partagés entre les groupes constitutifs sont l'un des principaux axes de travail de la TES. Le rapport Reimagining our futures together est proposé comme un cadre pour examiner comment les systèmes éducatifs doivent changer pour mieux servir les apprenants et les sociétés à l'avenir. Une série de notes d'information a été préparée conformément aux cinq pistes d'action du sommet : o Des écoles inclusives, équitables, sûres et saineso Apprentissage et compétences pour la vie, le travail et le développement durableo Enseignants, enseignement et profession enseignanteo Apprentissage et transformation numériqueso Financement de l'éducation 
What Do We Work for? Год публикации: 2022 Организация-автор: CuriosaMente In this video he presents us the objective of working and how it humanizes or dehumanizes us. It shows how the perspective on work has been changing as time goes by and its meaning for our lives and for the world. ¿Para que trabajamos? Год публикации: 2022 Организация-автор: CuriosaMente En este video nos presenta el objetivo de trabajar y como nos humaniza o deshumaniza. Muestra como la perspectiva sobre el trabajo ha venido cambiando a medida que avanzan los tiempos y su sentido para nuestras vidas y para el mundo. 
For a Transnational History of Disability: Argentina, Brazil and Spain 20th Century Год публикации: 2022 Автор: Gildas Bregain Организация-автор: Latin American Council of Social Sciences (CLACSO) Publications on disability have been mostly limited to health, rehabilitation and education editorials. On the other hand, this new Editorial Series, open to social movements, platforms of struggle, academic groups, collaboration networks, public policy makers, citizens of all of our Latin America and the Caribbean and other latitudes of the global South, combines a multiplicity of edges, perspectives and approaches. This volume comes to occupy a vacant place in critical studies on disability in Latin America, which is to record the struggles for the rights of these people in our region. Introducing a historical problematization in this regard not only has an epistemological and political relevance, but also makes a contribution to the present and to contemporary disability policies. 
Challenges of Distance Education Facing Students with Learning Disabilities from the Teachers’ Perspective (Arts for Psychological & Educational Studies; vol. 1, no. 14) Год публикации: 2022 Автор: Abd al-Rahman al-Matroudi | Abdullah Al-Rubaian Организация-автор: Dhamar University The current study aimed to identify the challenges of distance education facing students with learning disabilities in the primary schools of Al Qassim region from the teachers’ perspective. The study sample consisted of 92 teachers of learning disabilities (58) males and (34) females. To achieve the study objectives, the descriptive survey method was used by designing a questionnaire to collect the study data. The study revealed many interesting findings, the most important of which is teachers’ insufficient knowledge of the necessary curriculum modifications needed to meet the needs of their students during distance education. The results also revealed statistically significant differences in teachers’ responses to distance education challenges facing students with learning disabilities in the primary schools due to gender differences, in favor of males. Based on these results, it was recommended that effective educational alternatives be provided by educational institutions in the case of communication problems or internet outages. These alternatives would enable students with learning disabilities to continue learning and get the fullest benefits. 
الضمانات الدولية لحماية الحق في التعليم في القانون الإنساني الدولي (مجلة ذي قار للفنون ، المجلد 33 ، العدد 1). Год публикации: 2019 Автор: Firas Jasim Организация-автор: Dhi Qar University يعد الحق في التعليم واحداً من أهم حقوق الإنسان الذي حرص القانون الدولي على ضمان حمايته وقت السلم والنزاعات المسلحة. إذ يعزز القانون الدولي الإنساني إلى جانب الأنظمة القانونية الأخرى الأحكام القانونية الرامية لضمان حصول الأفراد على حقهم في التعليم الذي كثيرًا ما يتعرض للانتهاك في أوضاع النزاعات المسلحة. قسم البحث الى ثلاثة مباحث تضمن الأول مفهوم الحق في التعليم، في حين تناول الثاني آليات القانون الدولي الإنساني في حماية الحق في التعليم، بينما تعرض المبحث الثالث الى السبل القانونية لمواجهة انتهاكات الحق في التعليم. وانتهى البحث بخاتمة تضمنت أبرز الاستنتاجات التي توصل البحث إليها ومجموعة من التوصيات التي نأمل أن تسهم في تعزيز حماية الحق في التعليم إبان النزاعات المسلحة. International Guarantees to Protect the Right to Education in International Humanitarian Law (Thi Qar Arts Journal; vol. 33, no. 1) Год публикации: 2019 Автор: Firas Jasim Организация-автор: Dhi Qar University The right to education is one of the most important human rights that international law is keen to ensure its protection in times of peace and armed conflicts. International humanitarian law, along with other legal systems, reinforces legal provisions aimed at ensuring that individuals obtain their right to education, which is often violated in situations of armed conflict. The research was divided into three sections, the first included the concept of the right to education, while the second dealt with the mechanisms of international humanitarian law in protecting the right to education, while the third section presented legal means to confront violations of the right to education. 
EIU Best Practices 2022: Sustainable Lifestyle Challenge; A Case from Norway (EIU Best Practices Series; no.62) Год публикации: 2022 Автор: Barbara Anna Zielonka Организация-автор: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.61 is focusing on providing opportunity for teachers and students worldwide to learn about environmentally friendly alternatives by changing their lifestyles and engaging with the world through the lens of sustainability. 
Sites for Sustainable Development: Realizing the Potential of UNESCO Designated Sites to Advance Agenda 2030 Год публикации: 2022 Автор: Tim Carter | Eleanor R. Haine | Alexander J. Kent | Matthew Rabagliati Организация-автор: Canadian Commission for UNESCO | United Kingdom National Commission for UNESCO This report outlines the role that UNESCO’s global network of designated sites — World Heritage Sites, global geoparks and biosphere reserves — can play in helping stakeholders (including businesses, communities, government agencies and their local organizations, Indigenous Peoples, traditional authorities, councils of elected representatives, and heritage and nature groups) carry out sustainable development approaches to tackle, mitigate and adapt to challenges like these.The ideas contained in this report emerge from a study designed to explore the merits of UNESCO’s increasing tendency to refer to biosphere reserves, global geoparks and World Heritage Sites as “sites for sustainable development.” 
Education Investments in Middle East, Eastern and Southern Africa: Gaps & Opportunities Towards Sustainable Financing Beyond GPE Commitments Год публикации: 2022 Организация-автор: Plan International To achieve the goals of the global and continental agendas of repositioning access, equity, quality education and skills development as key drivers of inclusive growth and sustainable development, African governments must provide a level of predictable and sustainable investment in education. With these strategic investments, African countries can change the status quo, accelerate the pace of catching up with the developed countries and be able to compete in an increasingly technology and knowledge-based world where skills have become the “global currency of the 21st century”. Plan International in Middle East, Eastern and Southern Africa commissioned a study to assess the extent to which the Education Sector budget is adequate, gender-responsive and inclusive and to analyse education budget trends between 2019 and 2021. The focus was to generate concrete evidence regarding trends in education sector budget allocations and expenditure. Furthermore, due to the recent pandemic, the study aimed to compare current and previous allocations to detect trends/patterns in allocations and any reallocations due to COVID-19. Specifically, the study sought to: Analyse allocations (and expenditure) to the education sector with a particular focus on initiatives aimed at supporting the provision of gender-responsive and disability-inclusive education in line with the country policies; Assess the efficiency of resource allocation and use against planned expenditure; and Recommend effective strategies for CSOs and citizens to advocate for education budget increase to or above 20% of the national budget and 6% of GDP. The study focused on 10 countries in the region – Kenya, Uganda, Zambia, Malawi, Zimbabwe, South Sudan, Tanzania, Egypt, Somalia and Rwanda. With a multi-pronged research process of budget tracking and analysis, policy analysis, political economy analysis and varied data collection methods – the research findings and recommendations are ready for wider dissemination and use.