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External sources (not reviewed)

cultures and traditions of other countries and nations are promoted and the spirit of international peace, tolerance, equality and friendship is cultivated.

International Federation of Agricultural Producers, on behalf of the farming sector.

for people of African descent; the strengthening of Afro-Ecuadorian civil society; measures to eliminate racism and discrimination in the media; further efforts to encourage participation of persons of African descent in public administration; the establishment of a centre for Afro-Ecuadorian studies; the further development of free legal aid services; the creation within the office of the Ombudsman of a sub-unit dedicated to issues related to people of African descent and the creation of special programmes to promote the education of women of African descent.

Libya, Lithuania, Luxembourg, Madagascar, New Zealand, Netherlands, Norway, Palau, Papua New Guinea, Poland, Portugal, Samoa, Senegal, Slovenia, Sweden, Tuvalu, Uruguay; co-sponsored by: Barbados, Costa Rica, Germany, Kazakhstan, Latvia, Lebanon, Malaysia, Monaco, Pakistan, Solomon Islands, Suriname, and Zambia), requesting the Director-General to strengthen UNESCO’s specialized capacity on climate change, building upon UNESCO’s unique interdisciplinary profile.

to explore new methods, through simple experimentation and group discussion and analysis, over the course of a growing season.

primary school enrolment, there were several Goals in which progress had been either slow or insufficient; they included employment generation, increase in the primary school completion rate, creation of more wage employment for women, reducing maternal mortality, increasing forest coverage, and greater use of information and communications technology.

immigration policy that respects the human rights of migrants and ensures their integration into the Japanese society.

teaching of history in Africa so that curricula place more emphasis on historical factors of convergence than on acts of war.

economies are some of the disturbing realities that this simmering Somali situation has given rise to.

its efforts to provide human rights education and, in particular, peace education for all children in school and train teachers with respect to including these themes in children’s education.

for diversity in the education sector.

Latin American Faculty of Social Sciences (FLACSO) on the development of postgraduate training in educational policy and management) and in Nigeria (support for the establishment of a training institute in educational planning – NIEPA).

cartographic publications, a heat and sanitation unit, a unit to service electrical equipment and elevators, units for fire safety, construction and repair, publications, a legal information centre, a centre for Tajik studies, a language centre, a department to organize exhibitions, a media centre, a service for further training of librarians and a centre for library science studies and teaching.

to defend greater recognition of their rights in international human rights law.

for children belonging to ethnic groups to learn their mother tongue, in particular having regard to the information given by the State party that schools offering private language courses have been “all been closed down by their founders and owners due to lack of interest and non-attendance” (article 5 (e) (v)).

average number of years of schooling, in particular between the richest and poorest, and between boys and girls.