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External sources (not reviewed)

[...] [...] the formulation of educational policy, planning and management; the social and human sciences, on issues relating to the “Ethics of Science and Technology”, to knowledge societies, and ways of participating in the democratic process; the collection and conservation of cultural heritage with a view to protecting cultural diversity and promoting cultural pluralism and intercultural dialogue; the training of librarians, archivists, computer and media specialists [...] [...]

The National Central Bureau carried out other specific work such as appointing the terrorism liaison official; linking the INTERPOL I-24/7 computer system and police units, giving the General Directorate of Migration and Immigration access to the Fixed Interpol Network Database and Mobile Interpol Network Database (FIND/MIND) to check passenger lists at the international [...] [...]

However, Internet issues are crucial to universities and scientific research in the developing world, and may soon be central to secondary and even primary education in developing nations [...] [...]

[...] [...] for the development of higher education and scientific and technological research are defined as priority areas for action in the national policy documents, [...] [...]

D. Senior Science and Pedagogy Advisor for EnglishCentral and Professor of Applied Linguistics at Meiji Gakuin University in Japan, is a specialist in CALL (Computer Assisted Language Learning) and Second Language Vocabulary Acquisition and has helped guide the development of EnglishCentral's language learning [...] [...]

UNESCO foresees participation in CP Outcomes in improved governance and social protection, ensuring quality and inclusive education through curriculum revision and teacher training, especially for marginalized groups; strengthened capacities for data collection and management; strengthened environmental sustainability policy, programmes and implementation; HIV/AIDS prevention; access to effective knowledge systems and mechanisms; enhanced employment and livelihood opportunities through facilitation and support to develop an entrepreneurship culture, improved local business climates for micro-, small- and medium-enterprise [...] [...]

[...] Children’s Fund; Secretariat of the United Nations Convention to Combat Desertification; United Nations Development Programme; United Nations Entity for Gender Equality and the Empowerment of Women; United Nations Environment Programme; United Nations Educational, Scientific and Cultural Organization; United Nations Human Settlements Programme; United Nations International Strategy for Disaster [...]

The seminar focused its deliberation on the questions of access for all to information, ethics and perspectives [...] [...]

[...] capacity-building, training and education offered by the Sanjay Gandhi Postgraduate Institute of Medical Sciences were also discussed in order to identify important areas of focus: the short-term goals of raising awareness of technology and applications, understanding basic issues in day-to-day management of the programme, awareness of privacy and security issues, availability of operational research such as evaluation tools and methodologies etc.; the mid-term goals of a training programme designed for technical professionals [...]

Finally, Major Programme V has set a welcome example by earmarking at least 20% of its regular budget resources for intersectoral engagement, with particular focus on HIV and AIDS; climate change (including education for sustainable development and science education); new knowledge acquisition processes (including ICT-enhanced learning; media and information literacy); diversity and mutual understanding (including multilingualism and heritage preservation); and support to countries in post-conflict and post-disaster situations.

As indicated in the 2012/13 budget proposal for UNLB (A/66/724, para. 12), the Roster Management Unit and the capacity-building team would form part of the Field Human Resources Management Section, proposed to be established in Valencia, which would also include the Field Central Review Board Unit, the Reference Verification Unit, and the Education Grant Unit, currently situated in Brindisi and proposed for relocation to Valencia with [...] [...]

[...] [...]

[...] Governments of Kuwait and Morocco, UNIDO submitted requests to the 53rd Meeting for halon banking activities that did not comply with the requirement of decision 44/8 para. (d), which “requests bilateral and implementing agencies concerned to assist the companies or institutions hosting recovery and recycling centres to review the original planning agreed by the countries and stakeholders in developing a new business plan, which should include calculations of operational [...] [...]

[...] effective and feasible interventions to prevent child injuries, the Centre for Injury Prevention and Research and its partners — UNICEF Bangladesh and The Alliance for Safe Children — designed a comprehensive community-based child injury prevention model, Prevention of Child Injuries through Social Intervention and Education (PRECISE).

[...] [...] Geo-Informatics and Space Technology Development Agency of Thailand, Helwan University of Egypt (through its Space Weather Monitoring Centre), International Academy of Astronautics, IAF, International Committee on Global Navigation Satellite Systems (ICG) (through its Executive Secretariat), Kyushu University of Japan, the Ministry of Higher Education and Scientific Research of Egypt, National Space Research and Development Agency and Obafemi Awolowo University of Nigeria, Regional Centre for Training in Aerospace Surveys in Nigeria, Japan Aerospace Exploration Agency (JAXA) and NASA.

[...] [...] “Implementation of 32 C/Resolution 54 concerning educational and cultural institutions in the occupied Arab territories”, 5.24 “Proposed establishment of the International Centre for Girls’ and Women’s Education in Africa (CIEFFA) under the auspices of UNESCO, in Ouagadougou [...] [...]

[...] to the six EFA goals where science and culture specialists should contribute to the development of the content of programmes and communication and information specialists should support a globally connected network of schools.

Through its network of botanical gardens, state-of-the-art research and horticulture complexes, and living and resource collections, the organization’s purposes are to: (a) establish, develop, operate and maintain an educational and scientific centre with libraries, herbaria, laboratories and museums [...] [...]

[...] [...] coexistence of States, it is important to consider possible aggression against national networks through the use of foreign computer programmes, or even internal sources of the State concerned itself, that are conceived and promoted [...] [...]

State systems of higher education as well as individual universities should develop policies and programs to link K–12, undergraduate, and graduate programs so as to provide educational pathways for students to enter fields that prepare them to address pressing challenges in energy independence, [...] [...]

UNESCO was also urged to increase action with respect to the introduction and use of ICTs at all levels of education, especially through the development of national distance education courses and access to other online content to be made available in Arabic, multilingual content development, and enhancing lifelong learning opportunities through access to diversified delivery systems.

[...] [...] Asia-Pacific Network Information Center (APNIC), visited CNNIC under the company of Director Liao Fangyu of CAS Informatization Office and Mr. Huang Xiangyang, Director of CAS Computer Network Information [...]

The UNODC Computer-based Training (CBT) programme, given a “UN 21 Award”, has remained a cornerstone of UNODC technical assistance delivery, and 10 new areas of the CBT curriculum are being developed: the smuggling of migrants, advanced anti-human trafficking [...] [...]

[...] [...] and promoting ICT training for national and local governments; (c) identifying potential partners for the roll-out of the APCICT core programme, the Academy of ICT Essentials for Government Leaders and the collection and documentation of case studies of good practices; and (d) encouraging regional cooperation in the sharing of resources, experts and trainers, with particular focus on the [...]