| 单词 | 学习区 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 释义 | 学习区 noun —learning zone nSee also:学习 v—do v 学区—school district 习 n—practiceAE n 习—surname Xi
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像正规和非正规教育一样，非正式学 习可与顺带学习或无约束学习区别开 来。 unesdoc.unesco.org | Like formal and non-formal education, informal learning can be distinguished from incidental or random learning. unesdoc.unesco.org |
学院配备了先进、专用的设施：配有笔记本电脑的舒适教室、便捷的网络、世界级的技能开发实践中心、厨房设施和供学生复习用的安 静 学习区 域。 australiachina.com.au | The College is equipped with state-of-the-art, purpose-designed facilities: comfortable classrooms with laptop computers, internet [...] access, world class skill development practical centres, kitchen facilities [...] and quiet study areas for students to revise. australiachina.com.au |
网络的宗旨，是要透过将十年计划的 [...] 纲领，根据所属次地区当地社群的风土民情重 新编写翻译，制造成「东非地区可持续发 展学 习区」。 worldinfo.org | It intends to create an Eastern Africa Learning Space for [...] Sustainable Development by translating the objectives of the Decade into the context of [...] local communities in the sub-region. worldinfo.org |
施工时间的安排对于学校项目而言非常关键，因为寝室、教室和公共生活 及 学习区 域 一 年当中只在特定的时期使用，如果在这些期间的任何其他时间关闭这些场所，承包商将会因为无法按时完工而增加成本，同时也会给教育机构和学生带来很大的不便。 cn.lubrizol.com | Timing is crucial in school projects as [...] dormitories, classrooms and common [...] living and learning spaces are only occupied for certain [...]spans of time during the year, and [...]any other closures of the space can mean that plumbing contractors lose money for missing their goals, and educational institutions and their students can be majorly inconvenienced. lubrizol.com |
首届伊比利亚美洲议会向在墨西哥坎昆举行的气候公约缔约方会议第十六次会议 [...] 传递了一个信息，介绍了在气候变化背景下生物圈保护区作为可持续发 展 学习区 的作用。 unesdoc.unesco.org | Ÿ The first IberoAmerican Congress transmitted a message to UNFCCC COP 16 [...] in Cancun, Mexico, on the role of [...] biosphere reserves as learning places for sustainable [...]development in the context of climate change. unesdoc.unesco.org |
这个项目包括建造一个社区学习中心 ，为学生、教 师和社区成员提供培训，开展社会和文化活动，商业计划以及其他教育服务。 daccess-ods.un.org | The project includes the construction [...] of a community learning centre to provide [...]training, social and cultural activities, [...]business programmes and other educational services to students, teachers and community members. daccess-ods.un.org |
许多国家通过社区学习中心 提供了以社 区为基础的扫盲方案，并越来越多地提供终生学习平台。 daccess-ods.un.org | A large number of countries offer community-based literacy programmes through the centres, which, increasingly, are providing a platform for lifelong learning. daccess-ods.un.org |
教科文组织的社区学习中心计划运作与管理透明，而且强调以社区为主的参与，因此没 [...] 有受到干扰。 unesdoc.unesco.org | UNESCO’s community learning centre programme [...] was not disturbed as it is transparent in its operation and management and [...]stresses community participation ownership. unesdoc.unesco.org |
为在黎巴嫩提高已经建立的社区学习 中 心 的能力，出版并散发了关于 社 区学习 中 心 的培 训手册。 unesdoc.unesco.org | In order to build the capacity of already established Community Learning Centres in Lebanon, training manuals on Community Learning Centres were published and disseminated. unesdoc.unesco.org |
在所有地区倡导利用社区学习中心 (CLCS)促进扫盲和掌握生活技能, 特别是在农村地区适当 使用信息和通信技术。 unesdoc.unesco.org | Promotion of [...] Community Learning Centres (CLCs) for literacy and life skills in all regions, with appropriate [...]use of ICTs especially in rural areas. unesdoc.unesco.org |
为了进行 综合机构管理，包括以负责任、透明和问责的方式提供有关 社 区学习 中 心 的信 息，政府建立了社区学习中心 数据库，在 社 区学习 中 心机构重组过程中，该数据 库为非正式和非正规教育方案的监督者、组织者和管理者及其他利益攸关方提供 指导。 daccess-ods.un.org | To conduct a comprehensive institutional management, including the delivery of information of PKBM in a responsible, transparent and accountable manner, the Government had established a PKBM database, serves as guidance for the supervisor, organizer and manager of non-formal and informal educational programs, and other stakeholders in conducting the PKBM institutional restructuring process. daccess-ods.un.org |
6.58． 会议还提请联合国教科文组织，在尤其是伦理领域以及支持像社区广播、社区多媒 体中心和社区学习中心 这类以社区为基础的行动等方面，继续促进言论与新闻自由，支持媒 体能力建设。 unesdoc.unesco.org | 6.58 UNESCO was also enjoined to continue promoting freedom of expression and journalism, and supporting capacity-building in the media, particularly in the area of ethics and for communitybased initiatives like community radio and community multimedia centres and community learning centres. unesdoc.unesco.org |
尼泊尔进行了一次社区学习中心方案中期评估，23 个国家 开展了参与式研究，以确定社区学习 中 心 在提供扫盲教育和继续教育方面的有效 性。 daccess-ods.un.org | Nepal conducted an interim assessment of the programmes, and participatory research was conducted in 23 countries to determine their effectiveness in providing literacy and continuing education. daccess-ods.un.org |
经社会获悉，定于 11 月 27 日和 28 [...] 日在曼谷举行的、其主题为“通过交流亚洲经验加强中亚区 [...] 域经济合作和一体化”的 2012 年中亚经济体特别方案经济论坛将是一个很好 的机会来学习亚太区域经 济合作方面的各种最佳做法，从而在出现新的全球 挑战的背景下加强中亚经济体特别方案各国之间的区域合作。 daccess-ods.un.org | The Commission was informed that the 2012 SPECA Economic Forum, which was scheduled to be held in Bangkok on 27 and 28 November under the theme ―Strengthening regional economic cooperation and integration in Central Asia by sharing the Asian experience‖, [...] would provide a good [...] opportunity to learn about the best practices associated with regional economic cooperation [...]in Asia and the [...]Pacific in order to strengthen regional cooperation in SPECA countries against the backdrop of new global challenges. daccess-ods.un.org |
在中亚，吉尔吉斯斯坦 建立了社区学习中心 ，并将重点放在针对偏僻地区的边缘化群体和妇女的扫盲后 培训和生活技能培训。 daccess-ods.un.org | In Central Asia, Kyrgyzstan has established such centres with a focus on post-literacy and life skills training that target marginalized populations and women in geographically isolated areas. daccess-ods.un.org |
从 3 年级起，学生们就开始在州内的德语 区学习 第一 门外语“法语”，而在州内的法语区 则 学习 “ 德 语”。 primspiez.ch | In year 3 the pupils in the German-speaking part of the canton begin to learn French as their first foreign language, those in the French-speaking part begin with German. primspiez.ch |
此外，将继续实 施支持教育部这一战略的大型项目（即“培养信息技术能力，促进教育改革 （CaDER）”项目，由黎巴嫩恢复基金（LRF）提供 820,000 美元；以及“支持教育中 的性别平等”项目，由意大利提供 750,000 [...] 美元），而且一旦获得资金就开始实施与黎 [...] 巴嫩恢复基金（LRF）共同筹备中的项目（即“支持教育部将全纳教育制度化的工 作”项目，1,000,000 美元；“公民权、公民意识和生活技能教育”项目，500,000 美 元；“通过在受影响地区和设在黎巴嫩的巴勒斯坦难民营实施创新教育方式，使辍学 儿童重返基础教育课堂”项目，450,000 美元；“通过多用途社区学习中心 来恢复黎巴 嫩受影响地区的生活”项目，450,000 美元）。 unesdoc.unesco.org | In addition, large-scale projects in support of the Ministry’s strategy will be continued (i.e. “IT Capacity Development for Education Reform (CaDER)”, $820,000 funded by the Lebanon Recovery Fund (LRF); and “Supporting Gender Equality in Education”, $750,000 funded by Italy), while projects in the pipeline with the Lebanon Recovery Fund (LRF) will be implemented as soon as funds become available (i.e. “Supporting the Ministry of Education efforts to institutionalize inclusive education”, $1 million; “Civic, Citizenship and Life Skills Education”, $500,000; “Reintegration of drop-out children in basic education through [...] innovative educational modalities [...] in affected areas and Palestinian camps in Lebanon”, $450,000; and “Restoring Livelihood in the Affected Areas in Lebanon through Multi-Purpose Community Learning Centres”, $450,000). unesdoc.unesco.org |
这样可以让学校能自主管理自己的资源，以 满足各自社区学习者的 多样化需求，承担制定全纳教育计划方面的 风险，积极主动地与其它各部门协调，动员社区资源让本校学生受 益。 unesdoc.unesco.org | This allows schools to manage their own [...] resources in order to meet the [...] diverse needs of learners in their communities, to take risks [...]in developing inclusive education [...]programmes and to be proactive in co-ordinating other services and mobilizing community resources in the interests of their students. unesdoc.unesco.org |
非常流行的是为孕妇开办的家庭培训课，在各 地 区 的 妇产科医院举办，教 导未来的父母学习照料母子的健康。 daccess-ods.un.org | Very popular are family training sessions for [...] pregnant [...] women, taking place in all regions at maternity hospitals and teaching future parents to take [...]care of the health of the mother and child. daccess-ods.un.org |
在本报告所述期间，发展社区学习中 心 的战略继续受到欢迎，因为它提供了 一种手段，可以加强社区对扫盲方案的参与度和自主权，并将扫盲学习与学习其 [...] 他本地主要职业和技术技能联系起来。 daccess-ods.un.org | The strategy of [...] developing community learning centres continued [...]to gain in popularity during the reporting period, offering [...]a means of strengthening community participation and ownership of literacy programmes and of linking literacy learning with the acquisition of other locally relevant vocational and technical skills. daccess-ods.un.org |
例如，教科文组织支持了非 洲、阿拉伯国家、亚太、欧洲、拉丁美洲及加勒比地区的正规和非正规教育的电子学习活 动。为教育部官员、高等教育和师范教育机构、 社 区学习 或 多 媒体中心的教育者提供了能力 培养的机会。 unesdoc.unesco.org | Capacity development opportunities were offered to ministry of education officials, higher education and teacher education institutions, and educators in community learning or multimedia centres. unesdoc.unesco.org |
在这方面，东帝 汶的重点是确定最低准则、编制职业技能学习材料并扩大覆盖范围，而孟加拉国 则将社区学习中心 作为终生学习的交付机制来发展，包括教育促进可持续发展。 daccess-ods.un.org | In this regard, Timor-Leste has focused on setting minimum guidelines, producing materials for vocational skills and expanding coverage, while in Bangladesh the centres are being developed as delivery mechanisms for lifelong learning, including education for sustainable development. daccess-ods.un.org |
援助侧重于以下几个方面：(a)建立符合国际标 准和规范的法律和政策框架；(b)加强国内机构特别是反腐败机构和刑事司法机 关的能力，以便以综合协调的方式有效预防和控制腐败；(c)在公共和私营部 [...] 门，包括在公共资源管理方面，增强廉洁和问责制并提高透明度；(d)协助有关 政府机关进行国际合作并在国内和国际范围追回资产；(e)与国际社会成员和联 [...] 合国系统成员发展战略性和主题性的合作伙伴关系，以确保技术援助提供工作 的一致性；(f)支助建立网络和平台，使会员国 在 区 域 和 国际层面进行政策对话 和同侪学习。 daccess-ods.un.org | Assistance focuses on (a) establishing legal and policy frameworks consistent with international standards and norms; (b) strengthening the capacity of domestic institutions, in particular anti-corruption bodies and criminal justice institutions, to effectively prevent and control corruption in an integrated and coordinated way; (c) enhancing integrity, accountability and transparency in public and private sectors, including the management of public resources; (d) supporting relevant Government institutions in international cooperation and the recovery of assets at the domestic and international levels; (e) development of strategic and thematic partnerships with members of the international community and United Nations system to ensure coherency in the delivery of technical assistance; and (f) supporting the establishment of [...] networks and platforms for policy [...] dialogue and peer learning among Member States at the regional and international levels. daccess-ods.un.org |
一大批具体的建议已提交给对话的协调员，如建立 大 学 的 对话与网络；青年 科 学 家的 对话，邀请教科文组织教席担任者参与对话活动；两个 地 区 的 实 习 记 者 和资深新闻工作者的 对话；举行青年论坛；重新启动文学 作 品翻译委员会，增加用欧洲语言翻译的阿拉伯作品； 学校教 科书的比较研究；文化产业专业人士的对话；举办跨地区会议，探讨欧洲历史教科书 中阿拉伯伊斯兰文化的形象。 unesdoc.unesco.org | A host of concrete proposals were suggested to the coordinators of the Dialogue, such [...] as: dialogue and [...] networking among universities; dialogue among young scientists, involving UNESCO chairholders in dialogue activities; dialogue among student journalists and seasoned media practitioners from both regions; the holding of youth forums; reactivation of the Committee for the Translation of Literary Works and increase [...]in the translation of Arabic works into European languages; a comparative study of school textbooks; dialogue involving [...]professionals from cultural industries; the organization of an interregional conference on the image of Arab-Islamic culture in European history books. unesdoc.unesco.org |
澳大利亚的许多教育机构犹如一个小型的 社 区 ， 您 不仅可以利用世界一流的教学设施开 展 学习 ， 还能 在 学习 之 余 体验社会生活的乐趣。 studyinaustralia.gov.au | Many Australian education institutions [...] are like mini communities, so not only will you be able to undertake your studies amid world-class learning facilities, you will also be able to enjoy the social side of studying as well. studyinaustralia.gov.au |
此外，10 个国家(孟加拉国、埃塞俄比亚、毛里塔尼亚、莫桑比克、尼泊尔、 巴基斯坦、巴布亚新几内亚、卢旺达、塞内加尔和坦桑尼亚联合共和国)在完善 国家扫盲政策和战略方面得到了援助，还在培训高级和中级扫盲和非正规教育人 员的下列方面得到了援助：课程和教材编制、评估正在实施的计划，例如尼泊尔 的社区学习中心 、宣传、培训和监测系统、研究工作以及如何加强识字环境。 daccess-ods.un.org | In addition, 10 countries (Bangladesh, Ethiopia, Mauritania, Mozambique, Nepal, Pakistan, Papua New Guinea, Rwanda, Senegal and the United Republic of Tanzania) received assistance in refining national literacy policies and strategies and in training senior and middle-level literacy and non-formal education personnel in: curricular and materials development; the assessment of ongoing delivery schemes such as the community learning centres in Nepal; advocacy; training and monitoring systems; research; and ways of strengthening literate environments. daccess-ods.un.org |
根据对社区多媒体中心计划进行的外部评估，教科 文组织广泛开展的工作与社区传媒、信息与传播技术及其他社区获取信息平台（例如 社 区学习 中心 和文化科学中心）之间的部门间配合及合作将受到更大重视。 unesdoc.unesco.org | Following an external evaluation of the CMC Programme greater priority is placed on intersectoral synergy and collaboration among UNESCO’s wide ranging work with community media, ICTs and other community access platforms, e.g. community learning centres and cultural and science centres. unesdoc.unesco.org |
(v) 对于希望获得戒烟知识和实践技能，并将提供戒烟支持作为他们工作一部分的医务工作者需 要学 习—— 烟草控制；尼古丁成瘾；戒烟指南；尼古丁依赖评估；可用、可获得、可负担、性价比高的戒烟药物 治疗；设定一个戒烟日；行为支持；安排随访；识别尼古丁戒断症状；诱发吸烟的因素；烟草使用的奖赏行 为；相关的基本解剖学和生理学知识，尤其是大脑内涉及奖赏和依赖 的 区 域 ，肺脏和心血管系统；证实自我 报告戒烟真实性的可行方法；治疗终点，特别是七天的时点戒烟率及持续戒烟率；保持戒烟状态，复杂病例 的建议；对特殊人群的风险效益评估。 globalsmokefreepartnership.org | (v) Cessation support for health staff who want to gain a knowledge base in cessation and gain the practical skills to provide cessation support as part of their rolea - tobacco control; nicotine addiction; cessation guidelines; assessing nicotine dependence; available, accessible, affordable, cost-effective cessation pharmacotherapy; setting a quit [...] date; behavioural [...] support; arranging follow-up support; identifying symptoms of nicotine withdrawal; cues that trigger urges to smoke; tobacco use compensation behaviour; basic relevant anatomy and physiology, particularly the areas of the brain involved in reward and dependence, the lungs, and the cardiovascular system; available methods of verifying self-reported abstinence; treatment endpoints, in particular seven-day point prevalence [...]and continuous [...]abstinence; maintaining abstinence, seeking advice on complex cases; and risk-benefit assessment of specific population groups. globalsmokefreepartnership.org |
与当地的有关各方( 教育部、地方主管部门、 社区领导人、 非政府组织、 学校和社区学习中心、 家长和女青少年) 进行了广泛的磋商，以便就试点活动 的方向作出决定。 unesdoc.unesco.org | Extensive consultation took place with various local stakeholders (Ministry of Education, local authorities, community leaders, NGOs, schools and community learning centres, parents and girls) to decide on the orientation of the pilot activities. unesdoc.unesco.org |
教科文组织培养了孟加拉国、乍得、毛里塔尼亚、尼泊尔、东帝汶和也门非正规 教育规划的国家能力；并完善了中国和尼泊尔对农村 社 区学习 中 心 管理的能力。 unesdoc.unesco.org | UNESCO developed national capacities for NFE planning in [...] Bangladesh, Chad, Mauritania, Nepal, Timor-Leste and Yemen; and management of [...] rural community learning centres in China [...]and Nepal. unesdoc.unesco.org |
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