Academic literature on the topic 'Unesco. Dept. of Education'
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Journal articles on the topic "Unesco. Dept. of Education"
Quitllet, Rosa. "Unesco and adult education." Educar 7 (January 1, 1985): 119. http://dx.doi.org/10.5565/rev/educar.574.
Full textPavlič’, Breda. "UNESCO and Media Education." Educational Media International 24, no. 1 (January 1987): 32–37. http://dx.doi.org/10.1080/0952398870240107.
Full textSavage, Donald C., and Patricia A. Finn. "Letters: UNESCO Accurate." Academe 86, no. 2 (2000): 3. http://dx.doi.org/10.2307/40251846.
Full textSavage, Donald C., and Patricia A. Finn. "UNESCO and the Universities." Academe 85, no. 4 (1999): 40. http://dx.doi.org/10.2307/40251403.
Full textLipatti, Valentin. "40th ANNIVERSARY OF UNESCO." Higher Education in Europe 11, no. 4 (January 1986): 48–51. http://dx.doi.org/10.1080/0379772860110408.
Full textMilana, Marcella. "UNESCO, Adult education and political mobilization." Confero Essays on Education Philosophy and Politics 2, no. 1 (August 21, 2014): 73–107. http://dx.doi.org/10.3384/confero.2001-4562.140604a.
Full textCheng, Xiaoqiao. "Education Should Respect the Nature of Children." Science Insights Education Frontiers 7, no. 1 (October 27, 2020): 725–26. http://dx.doi.org/10.15354/sief.20.ed009.
Full textOmolewa, Michael. "UNESCO as a Network." Paedagogica Historica 43, no. 2 (April 2007): 211–21. http://dx.doi.org/10.1080/00309230701248313.
Full textde-Fontcuberta-Balaguer, María-del-Mar. "Mentor: International Association for Media Education." Comunicar 12, no. 24 (March 1, 2005): 41–45. http://dx.doi.org/10.3916/c24-2005-07.
Full textFarnham, Nicholas. "Taking Withdrawal from Unesco Seriously." Comparative Education Review 30, no. 1 (February 1986): 148–56. http://dx.doi.org/10.1086/446575.
Full textDissertations / Theses on the topic "Unesco. Dept. of Education"
Johansson, Ellen. ""Det är ju en överlevnadsfråga" : Hinder och möjligheter att undervisa i och för Hållbar Utveckling i Engelska A/B." Thesis, University of Skövde, School of Humanities and Informatics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2596.
Full textÅr 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna.
In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.
Bendrath, Eduard Angelo. "A Educação Não-Formal a partir dos relatórios da UNESCO /." Presidente Prudente, 2014. http://hdl.handle.net/11449/123334.
Full textBanca: Graziela Abdian Zambão
Banca: Célio da Cunha
Banca: Yoshie Ussami Ferrari Leite
Banca: Everraldo Santos Melazzo
Resumo: O presente estudo está vinculado à linha de pesquisa: "Políticas Públicas, Organização Escolar e Formação de Professores", do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Com a expansão de movimentos educativos paralelos ao sistema formal de ensino, as ações educacionais com foco nos processos de desenvolvimento humano e econômico tornaram-se importantes ferramentas para a resolução de problemas locais, o que encaminhou novas diretrizes nas construções de matrizes de educação não-formal ao redor do mundo. Tais pressupostos alinham-se às concepções políticas internacionais atualmente vigentes, na tentativa de adequar o crescimento econômico ao desenvolvimento social tomando como referência os modelos de acumulação do capital social e capital humano. O capital social surge como mecanismo de valorização da ação coletiva em prol do estabelecimento de laços de confiança e reciprocidade, ao mesmo tempo em que o capital humano favorece possibilidades de avanços individuais frente a novas demandas econômicas e sociais, ambos tendo a educação nãoformal como ponto de convergência para suas iniciativas. Dessa forma esse estudo tomou como parâmetro a análise de documentos da UNESCO em 31 países cujo objetivo foi verificar a relação estabelecida entre as políticas de educação não-formal e os princípios do desenvolvimento econômico e social com aporte às bases do capital social e humano...
Abstract: This study is related to the line of research: "Public Policy, School Organization and Teachers Training," of the Education Post-Graduate Program - Faculty of Sciences and Technology, Sao Paulo State University. With the expansion of educational movements parallel to the formal education system, educational activities focusing on the processes of human and economic development have become important tools for solving local problems, leading to new guidelines in the construction of arrays of non-formal education around the world. Such assumptions are in accordance with international political conceptions currently prevailing, in an attempt to match economic growth and social development with reference to social and human capital accumulation models. The social capital arises as an appreciation mechanism of collective action towards the establishment of trust and reciprocity relations, while the human capital favors individual advances opportunities with reference to new requirements of economic and social demands, both having non-formal education as a central point for their initiatives. Thus, this research aimed of the analysis of UNESCO documents in 31 countries verifying the relationship between non-formal education policies and economic and social development principles with the basis of social and human capital, as well as the direct interest of local governments and the involved international organizations...
Doutor
Shchedrin, A. (Andrey). "The idea of global citizenship in the documents and publications of Unesco." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201310091774.
Full textBendrath, Eduard Angelo [UNESP]. "A Educação Não-Formal a partir dos relatórios da UNESCO." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/123334.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O presente estudo está vinculado à linha de pesquisa: Políticas Públicas, Organização Escolar e Formação de Professores, do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Com a expansão de movimentos educativos paralelos ao sistema formal de ensino, as ações educacionais com foco nos processos de desenvolvimento humano e econômico tornaram-se importantes ferramentas para a resolução de problemas locais, o que encaminhou novas diretrizes nas construções de matrizes de educação não-formal ao redor do mundo. Tais pressupostos alinham-se às concepções políticas internacionais atualmente vigentes, na tentativa de adequar o crescimento econômico ao desenvolvimento social tomando como referência os modelos de acumulação do capital social e capital humano. O capital social surge como mecanismo de valorização da ação coletiva em prol do estabelecimento de laços de confiança e reciprocidade, ao mesmo tempo em que o capital humano favorece possibilidades de avanços individuais frente a novas demandas econômicas e sociais, ambos tendo a educação nãoformal como ponto de convergência para suas iniciativas. Dessa forma esse estudo tomou como parâmetro a análise de documentos da UNESCO em 31 países cujo objetivo foi verificar a relação estabelecida entre as políticas de educação não-formal e os princípios do desenvolvimento econômico e social com aporte às bases do capital social e humano...
This study is related to the line of research: Public Policy, School Organization and Teachers Training, of the Education Post-Graduate Program - Faculty of Sciences and Technology, Sao Paulo State University. With the expansion of educational movements parallel to the formal education system, educational activities focusing on the processes of human and economic development have become important tools for solving local problems, leading to new guidelines in the construction of arrays of non-formal education around the world. Such assumptions are in accordance with international political conceptions currently prevailing, in an attempt to match economic growth and social development with reference to social and human capital accumulation models. The social capital arises as an appreciation mechanism of collective action towards the establishment of trust and reciprocity relations, while the human capital favors individual advances opportunities with reference to new requirements of economic and social demands, both having non-formal education as a central point for their initiatives. Thus, this research aimed of the analysis of UNESCO documents in 31 countries verifying the relationship between non-formal education policies and economic and social development principles with the basis of social and human capital, as well as the direct interest of local governments and the involved international organizations...
Cruz, Ana Cristina Juvenal da. "Antirracismo e educação: uma análise das diretrizes normativas da UNESCO." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2338.
Full textFinanciadora de Estudos e Projetos
This dissertation intends to analyze the guiding principles and normative directives related to racism treatment in Education by United Nations Educational, Scientific and Cultural Organization UNESCO. Through a theoretical qualitative approach, the research verifies how the organization deals with uses and meanings of racial thematic in Education. In this way, the investigation aims to reflect critically upon different uses and meanings about the debate on racial relations, and to comprehend the education construction as an anti-racist policy performed by UNESCO. Therefore, UNESCO s official documents were analyzed using a historical perspective as a way to understand how the development of the debates produces normative instruments to the management of the racial issue. Since its beginning, UNESCO has published several documents and materials as an attempt to join countries and make them find out the universal peace. Moreover, its position about the theme became a key point to deal with the racial matter, seen as a problem to have peace. So, the education was a chosen option by it to win this obstacle. For this reason, it can be said that UNESCO proposes education as an anti-racist policy. The research focuses on a contemporary debate about racial relations, especially in aspects of racialized people production as an individual or group.
Esta tese objetiva analisar os princípios orientadores e as diretrizes normativas relativas ao tratamento do racismo em matéria de educação da Organização das Nações Unidas para a Educação a Ciência e a Cultura UNESCO. A investigação consiste em analisar o modo pelo qual a Organização atribui determinados usos e sentidos à temática racial. Constitui-se em uma abordagem qualitativa de cunho teórico no interior dos estudos sobre relações raciais e educação. Visa diagramar nos documentos os diferentes usos e sentidos do debate acerca da questão racial, tendo por objetivo identificar o processo de construção da educação como uma política antirracista empregada pela UNESCO. Isto foi feito através da análise em perspectiva histórica, dos documentos oficiais da UNESCO buscando identificar com o desenvolvimento dos debates que culminam em instrumentos normativos na gestão relativa à questão racial. Desde a sua constituição a UNESCO publicou documentos e materiais a fim de propiciar uma união intergovernamental entre países de modo a atingir uma paz universal . Essa inclinação da UNESCO frente ao tema se converteu desde logo, em conceitualizar e compreender a questão racial vista, então, como um obstáculo na busca da paz. A educação foi justamente o meio escolhido pela Organização para equacionar esse obstáculo. Neste sentido, pode-se dizer que a UNESCO institui a educação como uma política antirracista. Dar-se-á foco a partir do debate contemporâneo das relações raciais, especialmente no que se refere aos aspectos da produção racializada das diferentes populações, no que confere a dimensão plural e subjetiva da questão racial.
Nygren, Thomas. "UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002." Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43766.
Full textHistory Beyond Borders; Historia utan gräns
Silva, Lenildes Ribeiro da. "O discurso moderno sobre educação, diversidade e tolerância = os documentos da UNESCO e a crítica de Marcuse." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251195.
Full textTese (Doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-18T22:20:07Z (GMT). No. of bitstreams: 1 Silva_LenildesRibeiroda_D.pdf: 1729981 bytes, checksum: bc975219e7d6f32740b7e3b5d3308606 (MD5) Previous issue date: 2011
Resumo: Este trabalho objetiva analisar criticamente os conceitos de diversidade e tolerância, presentes nas propostas de políticas de educação no mundo, publicadas a partir de 1990. Busca-se pensar esses conceitos relacionados à estrutura da sociedade capitalista em processo de mundialização e globalização, focando, mediante análise teórico/histórica, seu sentido e relevância na contemporaneidade. Trata-se de uma pesquisa bibliográfica e de análise documental que, além da retomada histórica e filosófica dos conceitos, se propõe fazer uma análise de sua incidência nos relatórios e nos documentos mundiais sobre educação, publicados pela UNESCO. O texto se divide em três partes: na primeira, busca-se perfazer uma retomada histórica da defesa da tolerância no nascimento da modernidade, trazendo autores como Las casas, Locke, Voltaire e Stuart Mill. Esta retomada visa compreender os fundamentos filosóficos políticos e sociais que marcaram a defesa liberal da tolerância, identificando aproximações e distanciamentos desta defesa com o ressurgimento da necessidade do conceito de tolerância nos séculos XX e XXI; a segunda parte traz as reflexões críticas de Marcuse, relacionando os conceitos de diversidade e tolerância com as promessas de liberdade, autonomia, entre outras, na sociedade sem oposição. Marcuse interroga a tolerância de um ponto de vista crítico, ressaltando seu aspecto ideológico, afinado com uma sociedade opressora. O autor considera os limites, ambigüidades e contradições internas do conceito e relacionadas à sociedade em que se constitui, chegando a denunciar a tolerância pura como falsa e regressiva, porquanto não atenta para o intolerável para o progresso humano; sob o referencial de Marcuse, a terceira parte vem com a análise dos documentos que tratam da diversidade e tolerância a partir do contexto do pós-guerra. Mais especificamente, são abordados o relatório Educação: Um tesouro a descobrir, a Declaração sobre os princípios da tolerância e a Declaração sobre a diversidade cultural e ainda as discussões levantadas na Conferência sobre a tolerância na América Latina e no Caribe e a Conferência de Educação para a Tolerância em Lisboa. A partir dessa análise, o trabalho tematiza o esmaecimento do debate sobre a tolerância nos documentos da UNESCO e nas discussões a respeito da educação no mundo que sucedeu à efervescência da temática na década de 1990. Chega-se à conclusão de que, na tentativa de não ignorar as críticas realizadas e, ao mesmo tempo, sem abandonar a idéia de tolerância enquanto conceito matricial da UNESCO, preserva-se o conceito na forma de uma discussão menos enfática. Ameniza-se o debate a respeito da tolerância paulatina pela inserção de questões menos conflituosas como o respeito à diversidade, à proteção do patrimônio e à questão dos direitos humanos. Entende-se que a tolerância é um conceito ambíguo e contraditório, entretanto, não superado, permanecendo nos debates acadêmicos, nos documentos mundiais, nas práticas educativas e no senso comum, o que torna, todavia, necessária sua constante interrogação e crítica, desviandose de um sentido consensual e ideológico para um sentido crítico e progressivo.
Abstract: This paper aims to critically examine the concepts of diversity and tolerance, present in the proposed education policies in the world, published since 1990 and that influence educational policies. The aim is to think about these concepts related to the structure of capitalist society in the process of globalization, focusing upon theoretical/historical analysis their meaning and relevance in contemporary times. This is a bibliographic search and document analysis that, besides the resumption of the historical and philosophical concepts, proposes to make an analysis of its impact on global reports and documents on education published by UNESCO. The text is divided into three parts: the first, we try to make up a resume of the historical defense of tolerance in the birth of modernity, bringing authors such as Las Casas, Locke, Voltaire and Mill. This return is to understand the philosophical underpinnings of political and social changes that marked the liberal defense of tolerance, identifying similarities and differences of this defense with the resurgence of the concept of the need for tolerance in XX and XXI centuries; the second part presents the critical reflections of Marcuse, relating the concepts of diversity and tolerance with the promises of freedom, autonomy, among others, into society without opposition. Marcuse questioned the tolerance of a critical point of view, stressing its ideological aspect, in tune with an oppressive society. The author considers the limitations, ambiguities and internal contradictions of the concept and related to the society in which it is, coming to denounce as false and regressive the pure tolerance, because no attention to the intolerable to human progress; under the reference of Marcuse, the the third part comes with the analysis of documents dealing with diversity and tolerance from the post-war. More specifically are discussed the report Education: A Treasure Within, the Declaration on the principles of tolerance and the Declaration on cultural diversity and also the discussions raised at the Conference on tolerance in Latin America and the Caribbean and the Conference on Education for Tolerance in Lisbon. From this analysis, the paper deals fading debate over tolerance in UNESCO documents and discussions about education in the world that succeeded the effervescence of this issue in the 1990. We come to the conclusion that, in order not to ignore the criticisms made, at the same time, without abandoning the idea of tolerance as a concept matrix of UNESCO, preserves the concept in the form of a discussion less emphatic. Softens up the debate about tolerance by gradual insertion of fewer conflicting issues such as respect for diversity, protection of assets and the issue of human rights. It is understood that tolerance is an ambiguous and contradictory concept, however, not overcome, remaining in academic debate, documents in the world, educational practices and common sense, which makes, however, required his constant questioning and criticism, diverting is a consensual and ideological sense for a critical sense and progressive.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
Paula, Luciane Miranda de. "As cátedras Unesco: análise de uma proposta para a cooperação ineternacional interuniversitária na América Latina." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/84/84131/tde-17122012-123853/.
Full textThe study of relationships between international university cooperation and the production and sharing of knowledge among Latin American universities allows us to understand the context of discussions and theories on the contemporary higher education system. Thus, the objective of this dissertation consists of analyzing the factors that contribute towards the importance of the UNESCO Chairs Program in Latin American universities, proposed by UNESCO as an agent for fostering international university cooperation aiming at promoting cultural development and exchange in emerging countries. This research is based on a theoretical referential of Studies on Higher Education and International Cooperation in Latin America found in literature, aimed at understanding the nature, object, structure and dynamics applied to the UNITWIN Program of UNESCO Chairs. As regards the methodological treatment, we combined our documentary analysis and qualitative research with our interviews conducted with chair holders. First we searched for the theoretical referential of UNESCOs origin and the theories and models of international cooperation in Latin American universities. As regards the qualitative research, we analyzed the indicators that create and share knowledge among the universities where there are Chairs in Latin America. We administered a questionnaire and interviewed chair holders both at universities and UNESCO. We visited UNESCO as well as some universities with Chairs. We analyzed the reports based on the theoretical referential, and the results of the study greatly contributed to understanding the influence of research groups in producing knowledge, which is the key element of cooperation and represents the influence wielded by an outside organization on a highly self-referenced institution like the university. We also observed another result, namely that higher education institutions have a crucial role in forming networks designed to produce and disseminate knowledge in Latin America, thus, taking on the role of agents in the process of social and technological innovation in our contemporary world.
Kalinka, Claudia. "Die Einbeziehung der Nichtregierungsorganisationen in die Arbeit der UNESCO." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-129327.
Full textKuriakose, Karikottuchira Gandhi. "Implications and application of the educational philosophy of Mahatma Gandhi to the United Nation's Literacy Program /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848339.
Full textIncludes tables. Typescript; issued also on microfilm. Sponsor: Florence McCarthy. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 152-159).
Books on the topic "Unesco. Dept. of Education"
Council of Ministers of Education (Canada). Education in the Unesco Context. S.l: s.n, 1985.
Find full textKrönner, Hans, and Hans Krönner. Die UNESCO-Konvention zur beruflichen Bildung. Edited by Germany Deutsche UNESCO-Kommission. Bonn: Deutsche UNESCO-Kommission, 1992.
Find full textBook chapters on the topic "Unesco. Dept. of Education"
Preckler Galguera, Miriam. "TVET at UNESCO." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 67–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91107-6_5.
Full textBoel, Jens. "UNESCO’s Fundamental Education Program, 1946–1958: Vision, Actions and Impact." In A History of UNESCO, 153–67. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-58120-4_8.
Full textDikay, Josué Mikobi. "Education for Independence: UNESCO in the Post-colonial Democratic Republic of Congo." In A History of UNESCO, 168–80. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-58120-4_9.
Full textTrifonas, Peter Pericles. "UNESCO, Rights to Education and Peaceful Resolutions." In Encyclopedia of Educational Philosophy and Theory, 1–8. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-532-7_588-1.
Full textIeong, Helen H. K. "Memory of the World Education in Macau." In The UNESCO Memory of the World Programme, 247–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18441-4_17.
Full textWells, Clare. "The Postwar UNESCO Debate on Regulation of Education." In The UN, UNESCO and the Politics of Knowledge, 114–27. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-08409-8_6.
Full textWells, Clare. "The Contemporary UNESCO Debate on Regulation of Education." In The UN, UNESCO and the Politics of Knowledge, 128–42. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-08409-8_7.
Full textSingh, Ranbir. "The Role of IAU in Facilitating International Cooperation." In The Promise of Higher Education, 73–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_11.
Full textBouhlal, Anasse, and Peter J. Wells. "UNESCO Conventions on the Recognition of Higher-Education Qualifications." In Major Challenges Facing Higher Education in the Arab World: Quality Assurance and Relevance, 225–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03774-1_11.
Full textDfez, Jaime Nino, and Francine Fournier. "2. Education and Participatory Research; UNESCO and Participatory Research." In People’s Participation, 19–26. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1998. http://dx.doi.org/10.3362/9781780442969.002.
Full textConference papers on the topic "Unesco. Dept. of Education"
Rakhman, Anita, and Naser Abdel Raheem Al Ali. "UNESCO AND UNICEF ACTIVITIES FOR THE RIGHTS OF INDIGENOUS CHILDREN." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021211.
Full textRakhman, Anita, and Naser Abdel Raheem Al Ali. "UNESCO AND UNICEF ACTIVITIES FOR THE RIGHTS OF INDIGENOUS CHILDREN." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021212.
Full textMusliman, Dita Anggraini Nurjannah. "Educational Governance Innovation through Implementation of Four UNESCO Education Pillars." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.50.
Full textNavickiene, Egle. "New Buildings in the Vilnius Historical Centre, a UNESCO World Heritage Site." In Urban Heritage: Research, Interpretation, Education. Vilnius, Lithuania: Vilnius Gediminas Technical University Publishing House Technika, 2007. http://dx.doi.org/10.3846/uh20070925.83-89.
Full textTokuyasu, Tatsushi. "Installation of Mechatronics Education Using the MindStorms for Dept. of Mechanical Engineering, O.N.C.T." In Mechatronics, 2007 IEEE International Conference on. IEEE, 2007. http://dx.doi.org/10.1109/icmech.2007.4279987.
Full textMarsalek, Milan. "SUSTAINABLE TOURIST TRAFFIC AT UNESCO BIOSPHERE RESERVES IN THE CZECH REPUBLIC." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s23.016.
Full textMouga, Teresa, Maria Natália Santos, Maria Sofia Lopes, Gilberto Moiteiro, and Roberto Gamboa. "MAKING INFORMAL LEARNING VISIBLE THROUGH BADGES: CASE STUDY OF BERLENGAS UNESCO BIOSPHERE RESERVE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1327.
Full textBerrada, K., R. Channa, A. Outzourhit, M. Azizan, and A. Oueriagli. "UNESCO active learning approach in optics and photonics leads to significant change in Morocco." In 12th Education and Training in Optics and Photonics Conference, edited by Manuel F. P. C. Martins Costa and Mourad Zghal. SPIE, 2014. http://dx.doi.org/10.1117/12.2070289.
Full textDudko, Svetlana. "TEACHER CAPACITY BUILDING AS A MEANS OF PROMOTING EDUCATION FOR SUSTAINABLE DEVELOPMENT (Based on UNESCO and UNECE MATERIALS)." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-30-37.
Full textKoohang, Alex, Tom Seymour, Robert Skovira, and Gary DeLorenzo. "Panel Discussion: Challenges of Open Educational Resources." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3050.
Full textReports on the topic "Unesco. Dept. of Education"
Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003368.
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