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External sources (not reviewed)

For non-literate female adults and out-of-school young people who have missed out on opportunities to gain access to schooling or who have dropped out before having completed the full cycle of primary education, a non-formal education programme can make a major contribution to encouraging the enrolment of their children in preschool education and enhancing the learning outcomes and [...]

The resolution of this apparent contradiction appears to be that if teachers are to change, they need to participate in a professional learning community that is focused on becoming responsive to students, because such a community gives teachers opportunities to process new information while helping them keep their eyes on the goal.

The expected outcomes of the study are the formulation of recommendations on the development of a national strategy to prevent dropping out from school, on the one hand, and, on the other, greater effectiveness in implementing new curricula in order to raise the levels of learning achievements.

During their visit, the Working Group found that the challenges faced by people of African descent in Portugal related mainly to their lack of recognition as a specific group in the national policy and legal framework; the lack of recognition of their positive contribution throughout history to the construction and development of the country; the lack of qualitative and quantitative disaggregated data by racial or ethnic origin; the existence of a circle of poverty, unequal access to education, public services, employment, as well as discrimination in the administration and functioning of the justice system; existence of racial profiling and police violence; underrepresentation in political and institutional decision-making processes, as well as the lack of special measures or affirmative action policies in Portugal for people of African descent or other minorities.

[...] [...] admitted that it was rather difficult in the present circumstances to prove the existence of a general customary obligation to extradite or prosecute, and its drafting was rather tentative.

The Framework links together all these qualifications and is a highly visible, quality-assured national system of educational recognition that promotes lifelong learning and a seamless and diverse education and training system.

Specific activities that assisted countries in relation to terrorism targeted at food products included: (a) capacity-building (training courses, projects) concerning food safety, animal and plant health, including promotion of risk analyses and developing base-level capacity to ensure national ability to monitor, diagnose, report and respond to pest and disease outbreaks; (b) the standard setting work of the Codex Alimentarius Commission and the International Plant Protection Convention; (c) the establishment of a Food Chain Crisis Management Framework for prevention, early warning, preparedness and response to food chain crises caused by transboundary animal and plant pests and diseases, food safety threats and emergencies, as well as nuclear and radiological threats and emergencies; and the organization of international forums to discuss biological risk management in relation to food and agriculture.

[...] [...] specific “deployment schools”, where scientists from developing countries can attend a single deployment, which will help them to deploy their own observatories [...]

The Secretary-General states that the Departments of Peacekeeping Operations and Field Support would continue to define the training objectives and learning outcomes, while the Staff College and UNITAR leverage their comparative advantages in instructional design and delivery methodologies (see A/65/644, para. 26).

[...] [...] international platform that mobilizes Member State’s support for social sciences in their countries; being a resource that in a highly visible way creates demand and awareness in policymakers of their need for social science research in policy formulation; having the responsibility to promote and support capacity-building initiatives, particularly on systemic issues that require government action; the illustration of the credibility and relevance of MOST’s objectives by working through a select number of globally-significant social transformations, in accordance with Main Lines of Action 2 and 3 in Major Programme III on Social and Human Sciences of 36 C/5; and, encouraging participatory processes, engaging with civil society, and creating greater sensitivity to the [...]

To facilitate enforcement efforts of the CR and help safeguard the integrity of the public register, we will proceed with empowering the Registrar to obtain documents, etc. for the purpose of ascertaining whether there is misconduct which amounts to an offence concerning false or misleading information that relates to an application for deregistration of a company; and making of misleading or deceptive statements in any material particulars.

Notes with concern reports of continued violations of human rights and international humanitarian law, including violent or discriminatory practices, violations committed against persons belonging to ethnic and religious minorities, as well as violations committed against women and children, in particular girls, stresses the need to promote tolerance and religious freedom, as guaranteed by the Afghan Constitution, emphasizes the necessity of investigating allegations of current and past violations, and stresses the importance of facilitating the provision of efficient and effective remedies to the victims and of bringing the perpetrators to justice in accordance with national and international law

The main issues deliberated by the Bills Committee included the registration requirements on persons involved in lift and escalator works and the related transitional arrangements; the coverage and liabilities of responsible persons; the penalty levels of the offences under the Bill; control over subcontracting of lift and escalator works; measures to ensure proper functioning of the emergency devices of lifts; composition of the disciplinary boards and appeal boards; and the manpower supply for lift and escalator works.

[...] [...] and using evaluative knowledge for organizational learning, managing for results and accountability.

It will provide the first ever global coverage of the temperature and salinity of the upper ocean, an essential ingredient in the improvement of numerical models and forecasts of the behaviour of the ocean, weather and climate systems.

The total amount of fish consumed and the species composition of the food fish supply vary according to regions and countries, reflecting the different levels of availability of fish and other foods, including the accessibility of fishery resources in adjacent waters as well as the interaction of several socio-economic and cultural factors.

There is no firm evidence to support the claims that testing boosts standards of achievement.

[...] [...] existing programs to address new needs such as assessing student learning outcomes and teaching the responsible and ethical conduct of research.

It is a young, vibrant and friendly country in which students can live, learn and grow.

[...] [...] national capacity to generate gender statistics and reliable data.

[...] [...]

[...] [...] technical and vocational training and lifelong learning, geared to bridging skills gaps for advancing national sustainable development [...]

In the past five years in particular, graduates of the Sawa school had been (depending on their academic performance) provided with basically three career opportunities: joining degree programme institutions; joining one-to-three-year diploma or certificate schools; or joining the civil service.