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Mettre le genre au premier plan de la réponse éducative au COVID-19: Cadre de messagerie commun 出版年份: 2020 机构作者: United Nations Girls' Education Initiative (UNGEI) Les fermetures d’écoles à l’échelle nationale dans le cadre des mesures visant à prévenir la propagation du COVID-19 ont perturbé l’éducation de toute une génération d’enfants et de jeunes. Les urgences sanitaires antérieures démontrent que les filles sont touchées de manière disproportionnée, les effets de l’inégalité entre les sexes et des structures de pouvoir inégales étant exacerbés en temps de crise.En tant que partenariat mondial dédié à la promotion de l’égalité des sexes dans et à travers l’éducation, nous devons tirer parti de la puissance de l’action collective pour placer le genre au premier plan de la réponse COVID-19 et renforcer la cohérence dans le plaidoyer et la communication entre les organisations partenaires et alliées.Cette initiative de messagerie commune représente une opportunité stratégique pour favoriser le dialogue et attirer l’attention sur les impacts sexospécifiques de COVID-19, plaider en faveur de stratégies pour répondre aux dimensions sexospécifiques de cette crise et envisager la réouverture en toute sécurité des écoles à travers une perspective sexospécifique. 
Remote Learning During the Global School Lockdown: Multi-Country Lessons 出版年份: 2020 作者: Maria Barron Rodriguez | Cristobal Cobo | Alberto Muñoz-Najar | Iñaki Sánchez Ciarrusta 机构作者: World Bank This study includes three main sections that have been organized in a chronological order within this report: the first one, “What can we learn from education emergency responses in low- and middle-income countries?” analyzes the emergency education responses to the COVID-19 pandemic of over 120 governments from April until May, 2020. The second section, “Is remote learning perceived as effective? An in-depth analysis across five countries” discusses the main national education responses deployed by Brazil, Kenya, Nigeria, Sierra Leone, and Peru, as well as the perceived effectiveness of these strategies conducted from May until August, 2020. The third section, “What works with remote and remedial strategies? an analysis across 13 countries” builds on key lessons learned during the analysis of the five multi-country experiences and presents global trends of remote learning implemented during school closures and the actions governments adopted to get ready for remedial learning, conducted from August until December 2020. The countries prioritized for the third section are IDA borrowing countries of which six are low-income countries: Afghanistan, Haiti, Malawi, Mozambique, Niger, and Rwanda; and five are lower-middle-income countries: Cambodia, Cameroon, Kenya, Nepal, and Pakistan. Additionally, two high-income countries, Estonia and Uruguay, have been included in the report. The main trends across this report are discussed below and have been grouped in five themes: (1) Adopt delivery systems with an inclusive approach; (2) Adjust the curriculum to ensure effectiveness; (3) Secure sustained teacher training and in-service support; (4) Leverage institutional capacities while ensuring sustained monitoring and evaluation; and (5) Consolidate national strategies to remediate learning losses. 
The Sustainable Development Goals Report 2021 出版年份: 2021 机构作者: United Nations (UN) As the pandemic continues to unfold, The Sustainable Development Goals Report 2021 outlines some significant impacts in many areas that are already apparent. The global extreme poverty rate rose for the first time in over 20 years, and 119 to 124 million people were pushed back into extreme poverty in 2020. There is a risk of a generational catastrophe regarding schooling, where an additional 101 million children have fallen below the minimum reading proficiency level, potentially wiping out two decades of education gains. Women have faced increased domestic violence, child marriage is projected to rise after a decline in recent years, and unpaid and underpaid care work is increasingly and disproportionately falling on the shoulders of women and girls, impacting educational and income opportunities and health. Notwithstanding the global economic slowdown, concentrations of major greenhouse gases continue to increase. With the global average temperature reaching about 1.2°C above pre-industrial levels, the climate crisis has well and truly arrived, and its impacts are being felt across the world. The pandemic has also brought immense financial challenges, especially for developing countries – with a significant rise in debt distress and dramatic decreases in foreign direct investment and trade. Yet, with a surge in global solidarity and leadership from the highest political level, countries can still deliver on the 2030 Agenda and the 2015 Paris Agreement on Climate Change. A global vaccination plan, designed and implemented by the countries that can produce vaccines today or will be able to do so if properly supported, is an urgent first step in that direction. A recommitment by Governments, cities, businesses, and industries to ensure that the recovery reduces carbon emissions, conserves natural resources, creates better jobs, advances gender equality and tackles growing poverty and inequalities is a further imperative. 
Advocacy kit for promoting multilingual education: including the excluded 出版年份: 2007 机构作者: UNESCO Bangkok Who Can Use This Kit? This kit was prepared for all of those who want to ensure that “Education for All” does, indeed, include everyone! The kit will be especially valuable for policy makers, education practitioners and specialists who want to improve access to and quality of education for those excluded by language. It will also be helpful for speakers of ethnic minority languages who want to improve the education situation in their own communities.This kit is designed to raise awareness on the importance of mother tongue-based multilingual education (MLE). It presents key arguments and facts about MLE and provides important insights about the value and benefits of providing education in learners’ mother tongue. The kit also presents ideas, research findings and concrete examples that you can use to think about your own situation and suggests steps for taking actions to make your school system more responsive to linguistic diversity.The kit is not a definitive textbook, and it will not have an answer for every problem that you might face. To help you as much as possible, at the end of each booklet we have included lists of references. In addition, each booklet contains a glossary of terms and, at the front of each booklet is a one-page summary of its contents.How Can You Use This Kit? This kit contains three main booklets. Each booklet has a designated audience: 1) policy makers, 2) education programme planners and practitioners and 3) community members. Please remember that developing MLE requires contributions from everyone at all levels. For that reason, we encourage you to use all three booklets along with other available resources as you work together to plan, implement and sustain your MLE programmes.This kit can be used in many different ways. For those who are already involved in MLE programmes, you might use these ideas to help you to promote mother tongue instruction and strengthen your programme. Those who are not familiar with multilingual education but want to improve educational access for minority language students might use these booklets to identify specific points that they can investigate and discuss in their own contexts. 
MTB MLE resource kit: Including the excluded: promoting multilingual education 出版年份: 2016 作者: Susan Malone 机构作者: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a “big picture” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources. MTB MLE resource kit: Including the excluded: promoting multilingual education (chi) 出版年份: 2016 作者: Susan Malone 机构作者: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a “big picture” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources. Rapport sur les objectifs de développement durable 2021 出版年份: 2021 机构作者: United Nations (UN) Le Rapport sur les objectifs de développement durable pement durable 2021 décrit certains effets importants qui se manifestent déjà dans de nombreux domaines. Le taux mondial d’extrême pauvreté a augmenté pour la première fois en plus de 20 ans, et entre 119 et 124 millions de personnes ont basculé dans l’extrême pauvreté en 2020. Un risque de catastrophe générationnelle se dessine en matière de scolarisation, alors que 101 millions d’enfants de plus sont passés sous le seuil minimum de compétence en lecture, ce qui pourrait réduire à néant deux décennies de progrès scolaires. Les femmes ont été confrontées à une hausse de la violence conjugale, le mariage d’enfants devrait augmenter après des années de baisse, et le travail domestique non rémunéré et sous-payé repose de plus en plus et de façon disproportionnée sur les femmes et les filles, avec des répercussions sur leurs possibilités d’édu- cation et de revenu et leur santé. Malgré le ralentissement économique mondial, la concentration des principaux gaz à effet de serre continue d’augmenter. La température moyenne mondiale s’établissant à environ 1,2 °C au-dessus des niveaux préindustriels, la crise climatique est bel et bien là et ses effets se font sentir partout dans le monde. La pandémie a également engendré d’immenses défis financiers, en particulier pour les pays en développement, avec une augmentation significative du surendettement et une baisse spectaculaire de l’investissement étranger direct et du commerce.Pourtant, avec un élan de solidarité mondiale et un leadership au plus haut niveau politique, les pays peuvent encore réaliser le Programme 2030 et l’Accord de Paris sur les changements climatiques adopté en 2015. Un plan mondial de vaccination, conçu et mis en œuvre par les pays qui peuvent aujourd’hui produire des vaccins ou qui le pourront dans le futur avec le soutien adéquat, est une première étape urgente pour y parvenir.Il est également impératif que les gouvernements, les villes, les entreprises et les industries s’engagent de nouveau à assurer une reprise qui prises et les industries s’engagent de nouveau à assurer une reprise qui réduise les émissions de carbone, préserve les ressources naturelles, crée de meilleurs emplois, fasse progresser l’égalité entre les sexes et fasse reculer la pauvreté et les inégalités croissantes. 
Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa 出版年份: 2011 作者: Adama Ouane | Christine Glanz 机构作者: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. Optimiser l'apprentissage, l'éducation et l'édition en Afrique: le facteur langue; étude bilan sur la théorie et la pratique de l'enseignement en langue maternelle et l'éducation bilingue en Afrique subsaharienne 出版年份: 2011 作者: Adama Ouane | Christine Glanz 机构作者: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. 
The Current Situation of the Russian Language in the Central Asian States (Journal of Post-Soviet Studies; vol. 3, no. 3) 出版年份: 2020 作者: Yu Haiju The article examines the current situation of the Russian language in the five Central Asian states of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan, which appreciate the sovereignty they have gained, elevating their own language policies to the level of a manifestation of national independence and a symbol of sovereignty. The status of the Russian is no longer a simple question of language, but a complex political issue. The author shows that the attitudes of the five Central Asian states toward the Russian language can be divided into three main categories: acceptance, resistance and uncertainty.